Introduction:

The growing reputation and availability of social media over the last decade has attracted tons interest.
Throughout the past decade, social media use has grown exponentially and has changed
the way we communicate with each other. Facebook is the most used online media platform in
the world (Beyens, Frison, & Eggermont, 2016; Steers, 2016) and has a high potential for
impacting the emotions and relationships of adolescents who use it (Kross et al., 2013). New studies
initiatives have investigated how social networking sites are getting used, from an academician’s
perspective but also how organizations may make use of a generation that has now permeated the lives
of such a lot of people. On an organisational level, research has explored how social media may be used
to engage with various stakeholders and communities (Lovejoy and Saxton 2012; Rybalko and Seltzer
2010; Waters et al. 2009).
The purpose of the research presented here is to investigate the experiences of individuals using social
media within a specific work environment. The aim is to pick out professional motivations for using social
media and look at whether or not those gear is being used to promote engagement with present expert
networks and amplify the bounds of those networks to attain broader groups. The studies also explore the
perceived effect of those activities and whether they may be growing positive profession development
opportunities. Social Networking websites (SNS) have affected how people communicate, collaborate, and
find and share information.
The research begins with a small-scale exploratory study focusing on the use of social media by
academicians at the different universities of Faisalabad.
Implications are that the academic role is something that can no longer only be nurtured within specialist
academic groups and subscription-based journals (Freedman and Anyangwe
2012).
Academics working within these fields are almost certain to have had previous experience working with
technology, and exposure to some form of computer-mediated communication in their roles. It is therefore
logical to expect that the use of social media will have already filtered
into some working practices. According to Bercovici (2010), students use social media in general for the
purpose of interactive engagement in the social environment. Recently, Higher education is shifting
attention to the use of social media in teaching and learning after highlighting research community in the
traditional view.
Anderson (2012) mentions some conditions under which the use of social media can lead to active
collaborative learning in higher education. These conditions are represented by the active collaborative
learning and the motivation of cognitive skills reflection and metacognition. Instructors fromvarious
academic institutions believe that use of Facebook serves as a quick medium for students to expand their
knowledge (Won, Evans, Carey, & Schnittka, 2015). On the other hand students believe that Facebook
empowered student-teacher communication (Ainin, Naqshbandi, Mogavvemi, & Jaafar, 2015). In a recent
studyby Lytras, Mathkour, Abdalla, Yanez-Marquez, and De Pablos (2014) emphasized on the acceptance
of social networks in two major of academia-learning and knowledge management. Various survey-based
studies on college students reported that social networking sites have attracted the young adults.
Particularly, Facebook.com was found as the most commonly used social networking site by college
students. Studies also reported that most U.S. young adults use Facebook an average of 10e30 min daily
(Ellison, Steinfield, & Lampe, 2007).
Multianalyticl approch