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Chapter 3 Research methods
3.1 Introduction
This chapter presents the methodology employed by the author to collect data from the respondents. Based on the literature presented by Puiu (2008), the research methods address the techniques that researchers use when collecting data from the sample respondents. Therefore, based on these presentations, this chapter addresses the approaches employed by the researcher. Moreover, the chapter addresses the ethical issues and the limitations that were identified during the study.
3.2 Restating the research purpose
As presented earlier in the first chapter, there has been an increased use of the social media around the world (Noel-Levitz, 2007). Considering this, it is important to ascertain whether this form of media can be an important element in event education. In addition, Puiu (2008) asserts that over the years, event management, especially for large events, has been a very complex process that requires great skills and expertise. This presents the need for the provision of education on a large-scale platform to different students in events education. On the other hand, Bukhari et al. (2012) acknowledges that there is a significant rise in the social media usage globally. It is, therefore, obvious to consider the use of this media system in event education systems. More so, Zhou (2014) identified that many of the events that are formed contain an event website through where the teachers can be used to pass the information to students. Under this, the teachers get to understand how to pass information to students using the social media. This creates concern on how the use of social media has been involved in events education. Therefore, the main purpose of this dissertation was to identify the use of social media in events education.
3.3 Research Approach adopted
According to Puiu (2008)’s reports on research approaches, many research findings tend to provide numerical and non-numerical data. According to him, this calls for approaches that will see the inclusion of both methods during the analysis of the data obtained. For this study research, the researcher employed a mixed methodology to address the research material. Qualman (2007) says that the mixed research approach enables researchers to use both quantitative and qualitative data when analyzing their findings.
3.4 Qualitative vs. Quantitative study-
According to the literature presented by Nicole, Lampe and Charles, in research, the results could be achieved by the use of either qualitative or quantitative research study techniques. Additionally, Nicole, Lampe and Charles further presented that both quantitative and qualitative research studies can be used simultaneously when the study at hand that is to get both numerical and non-numerical research findings. More so, the literature presented by Bukhari et al. (2012) suggested that quantitative studies include research work that mainly generates numerical data. This data is converted into numbers for further analysis. On the other hand, Marya and Raghavan identified in their literature that qualitative studies presented findings that have non-numerical data. It is therefore evident from the presentations by Marya and Raghavan that only measurable data is gathered and analyzed when doing quantitative analysis. Nevertheless, Noel-Levitz (2007) showed in his reports that only data that is presented in a verbal communication method rather than measurements are gathered in qualitative research studies. Additionally, Ellen presented that qualitative studies furthermore gather information that is diagnostic and generally subjective. Therefore, from these literatures, the author proposed to use a number of qualitative research methods together with the quantitative research methods in order to conduct the dissertation. In this case, the researcher sought to use the interviews and the questionnaires for this study. Teachers were engaged in the interviews I to establish how they engaged the students on the events education programs.
3.5 Research methods used- Interviews and 100 survey questionnaires
As presented in the paper, the researcher sought to use both questionnaires and interviews to gather the data that would be analyzed for this study. In this case, the researcher used the questionnaire to get data from 100 respondents who were students undertaking events education while the interview questions targeted only 5 teachers who taught the events education programs as the respondents. These methods were created for the degree students, masters’ students and teachers in the school. To add to this, the interviews were meant to find out on the perceptions of the respondents by getting an in-depth analysis of the responses. The questionnaire sought to get the quantitative results of the study.
3.6 The pilot study
Based on the research reports presented by various authors, Zhou (2014) and Noel-Levitz (2007), a pilot study is significant to address the various systems and methods that are to be used for a study. According to Zhou (2014) and Noel-Levitz (2007), pilot studies help the researcher identify the reliable and valid techniques employed together information for a research. For this study, piloting was done three weeks prior to the main research study to ascertain the reliability and validity of the research instruments used for the study. A preliminary sample of 4 respondents in the teaching department was chosen for the pilot study. This sample was allowed to point out areas of the instruments that needed correction or rephrasing. This helped the researcher note the major areas that needed further correction for the main study.
3.7 Data analysis
For the analysis of the study findings, the researcher used descriptive statistical method of analysis to analyze the results obtained. This was through calculating the actual figures, percentages and ratios to get the perceptions of the respondents in the results that were obtained from the study. This applied for the results obtained from the questionnaire. On the other hand, tables were developed for the interviews and themes identified from the responses provided during the interviews.
3.8 Sampling method
The researcher decided to use the convenience random sampling technique. In particular, Zhou (2014) says in his literature that convenience sampling techniques are used when researcher choose any individuals that are available at the study area at that particular time. Being around the campus, the researcher employed to use this technique to gather the required data from the respondents. The questionnaires were issued in classes and collected at breaking intervals while the interviews were conducted during the breaks.
3.9 Validity and reliability- triangulation
While Barratt and Lenton (2010) say that validity involves the tests of how a method used in research will identify the information it is supposed to measure, Noel-Levitz (2007) sees reliability as different. In his report, Noel-Levitz (2007) said that reliability tests involved the determination of how consistent are the results identified in a study. According to Zhou (2014), for one to see this clearly, when two methods are used simultaneously, the score should be the same so as to check how reliable the method can be for a study. Therefore, to establish the validity and reliability of the research material, the researcher conducted the pilot study three days prior to the set date to determine the best methods to use.
3.10 Ethical concerns
According to Benfield and Szlemko (2006), ethical issues in data collection help a researcher to avoid the inconveniences that would be caused on the respondents. Based on this literature by Benfield and Szlemko (2006), the researcher sought to give attention to the ethical issues associated with carrying out this study. To be specific, the researcher made sure that the research questions asked during the study would not subject the respondents to distress. In particular, the researcher made sure that the purpose of the study was given to the respondents. The explanation had to be justified beyond reasonable doubt. In addition to this, the researcher made sure that the confidentiality of the respondents was maintained at all times. More so, the researcher accepted full and individual responsibility for the conduct of the research to avoid consequences on the other parties involved. Finally, to ensure the researcher obtained full consent of the respondents, he ensured that all the subjects participating in the study were voluntarily involved.
3.11 Limitations and Delimitations of the study
Bhutta (2012) presented in his literature that limitations address the challenges anticipated or faced by a researcher during the study. For this paper, the researcher found several limitations that needed addressing for the study. The researcher found out during the research study that not all students were willing to be interviewed for the study. This presented a limitation of data inaccessibility. However, the researcher made sure that the respondents were presented with the proper explanations on the purpose of the study. Additionally, the school schedules on class work for the students kept disrupting the interviews. To solve the problem, the researcher decided to perform the interviews at the breaks to ensure the teachers did not miss their respective lectures. Some interviews were conducted at the teacher’s convenience.
3.12 Conclusion
In conclusion, the researcher identified the methodology employed to collect data during the study. From the study, a mixed research methodology was employed during the study. This ensured the researcher used both qualitative and quantitative methods to collect and analyze the data. Moreover, the researcher identified that convenience-sampling methods were used for the study. Piloting studies were made to identify the flaws in the study techniques used. Finally, the researcher made sure that the research methods identified ethical issues to address the subject’s significance.

Chapter 4 Results and Analysis
4.1 Introduction
This chapter presents the results obtained during the study. These results were based on the qualitative and quantitative methods to analyze the results obtained from the interviews and the questionnaires respectively. Additionally, the chapter presented the results in tables and figures.
4.2. Results from questionnaires
It is evident that a majority of the respondents were male. This represented 52% of the total sample used for the research study. Furthermore, only 48% of the samples used for the questionnaire were female students. This is illustrated in the table 1 and figure 1 below.
Figure 2 Levels of education of respondents
It evident that a majority of the students used for the study were undergraduates. Additionally, it is clear that postgraduate students were few in the school. For a visual representation of the levels of education of the students, the researcher is referring to the figure 2 and the table 2 above. From the figure and table, 69 % of the respondents were undergraduates while 31 % were postgraduate students.
Table 3 How respondents see social media used by teachers in events education

Figure 3 How respondents see teachers use social media in events education
Considering figure 3 and table 3 shown above, the results show that 22 % of the respondents saw social media being used by students as platforms for connecting between teachers and students while 23 % of the respondents said that teachers used social media in passing information online to students. From the figure and the table, it can be seen that 20 % of the sample said that teachers used social media when connecting and communicating with students while online. 30 % of the respondents agreed that teachers used the internet platforms in connect online.

Figure 4 The social media platforms known to be used in events education
The graph on figure 4 and the results on Table 4 show that many events’ teachers used Facebook as the main social media platform that are used in events education. This is even though a majority used more than one social media platform. In addition to this, the results depict that LinkedIn and interest platforms were used by 31 % and 20 % of the respondents respectively. In this case, 70 % of students saw teachers use Twitter while the majority, 80 % of the teachers used the Facebook platform.
Nevertheless, 20 % of the respondents said that their teachers used social media platforms to learn something especially when socializing while 22 % said they only used the platforms for studying online with their teachers involved. Others, 31 % said that they would get information from the social media that is uploaded or provided by their teachers. These results showed the levels of distractions that the students seemed to have when having the events education. These cases are depicted in the following figure 5 and table 5 below.
Of the 100 respondents used during the study, 90 % agreed to be aware of events education while only a minor 10 % said that they were not aware of the events education.
Figure 7 Length of time respondents thinks events education has existed
From the figure 7 and table 7 above it can be seen that all the respondents who had an idea of events education agreed that events education had existed for some time. However, only 70 % of these individuals said that it had existed for over 10 years while only 30 % said that it had been in existence for only 10 years.
What’s more, 30 % of the respondents of the respondents said that events education had changed, especially with the use of the internet in events management. A further 43 % of the respondents said that events education had changed with all agreeing that many people were now involved in the profession than before. Additionally, many saw that events management had become very profitable than before. This lot was represented by only 24 % of the respondents who had an idea of what social media was. These cases are shown in the figure 8 and table 8 below.

Figure 9 How the students see their teachers use social media for events education
Concerning the responses on how social media is used in events education, the figure 9 and table 9 above show the major areas used by the teachers when teaching events education. From the results, it is clear that 40 % said that teachers used social media when giving assignments while 30 % saw their teachers used the social media when giving topics to discuss to the students. 33 % saw their teachers share links that were used to get pages for information on events education. Besides how the social media was used in events education, the researcher noted that 62 % of the respondents’ teachers used social media in creating valid topics for discussion. More so, 34 % said that one could know how to make pictorial presentations with the help of the teachers. Additionally, the researcher found out that 23 % learned how use the social media to issue presentations to audiences. These findings are illustrated in table 10 and figure 10 below.
Table 10 What students learn from the events education

Figure 10 What students learn from events’ education looking at social media
4.3. Results from the interviews
Table 11 Social media in events education
i. One can connect to students at any time and pass important information e.g. using Facebook and Instagram
ii. Get to use internet platforms e.g.Facebook, Pinterest and Instagram
iii. Getting professional advice to studentse.g. on LinkedIn
iv. One can use mobile phones, computers, Ipads and Tablets
v. One can engage on online chatting and look at links provided by other teachers

From the results obtained from the interview, the researcher noted that respondents used social media platforms for varied reasons. One of the teachers said, ‘mmmmm.. when I also look at the topics under discussion in an event, one can be involved in any event that relates to any field. Doctors, Teachers, Lawyers and even businessmen can engage people in any topic of their concern in an event.
Looking at the respondents’ answers, it is evident that social media was now available in mediums such as mobile phones, Ipads, Tablets besides the use of computers. Moreover, the researcher noted that many respondents said that they used social media platforms to engage in online chatting and engage with my students at any time.
One respondent said, ‘Aaaahhmm!!…….of course I have an idea on the meaning of social media. Actually, I am connected in Twitter, Facebook and sometimes. I connect to people using my whatsapp software on my smartphone. Well….. honestly, I think that social media are the platforms found on the internet such as Facebook, Twitter and Instagram, which are used when connecting to my students. I get to tell my students on a new topic that they can go through before we get to class and i think they can engage in discussions.’ Some of the respondents said that they could connect and get professional advice from the social media platforms they used.
For instance, one respondent said, ‘I can’t say much about other people, but when I look at why I use social media, I mostly get to ask anything that is related to my profession and people can answer me on the comments which i can use to teach my students with. This has enabled me to advance in my field. Another respondent said, ‘I tend to teach on how to make links that can be discussed by students and also give them assignments.’
Table 12 How events management education is performed using social media
1. One can organize and make topics online at any time
2. It has changed from normal learning methods such as making events using the internet and satellite
3. Social media provides a new opportunity for communication with our students such as some can communicate with teachers without fear

It is obvious from the many responses given that social media enabled the teachers to make topics at any time of the day and from anywhere as social media had offered a new avenue for communication with students who are in constant fear of reaction from others in class. It is more evident from the responses that events education had helped students learn on various areas such as the use of normal public events to the use of satellite in events. A respondent answered, ‘Of course I have an idea of how one can use social media in events education. Well!….. I have noticed that many teachers teach on how to make an events topic that can be discussed online or on satellite as we show students how to address an event at any time with less problems.’ Another teacher said that he could take students through a graphics class where one could get to understand how to make pictures used in events. These responses are depicted in the table 12 above.
Table 13 Opinions on how events management education has changed in the last decade
a. Topics are created for discussion and posted on the social media
b. Topics range from subjects to assignments
c. Discussions are made using the links and photos used
d. Social media is faster to use and easier to use
e. It has no time limits

As follows from the table 13 shown above, events management has changed especially with topics created for discussion and posted on the social media. To be specific, one respondent answered, ‘To my point of view, using the internet has really changed the way people are engaged in events education programs.’ More so, events management had seen topics ranging from subjects made to discuss ones are made continous for a long time with assignments issued. Discussions could be made using links and photos concerning the topics under discussion.
It is evident that many respondents said that social media had made it faster and easier to do events education, as it had no limits of time. Looking at this advantage, one respondent said, ‘As a matter of fact, I can upload my photos and any picture from any place and at any time and get to discuss on issues with anyone online.’
Table 14 Why the social media is useful in events education
i. It helps make topics more engaging than face to face talks
ii. Can be used by professionals at any time to pass advice on topics especially to the students
iii. Students can be made to get engaging in discussions that they could not in the normal class situation

Social media is useful in events education programs as it helps in making topics to be more engaging than the face-to-face talks and that professionals use it at any time. On this note, one respondent was heard saying, ‘I have seen that when i use social media, the students are more engaging than when in a normal class situation. ….sometimes i find a very quiet student ask a very good question by just posting online.
These were responses depicted in table 14. These were the reasons why social media is useful in events education programs. Regarding the response on reason it has become very useful, one respondent was heard saying, ‘
4.2Conclusion
To summarize the findings presented, the researcher noted that many of the respondents were aware of events education and its involvement with the social media. Many respondents were connected to several social media platforms. Some of the platforms identified included, Facebook, Twitter and Instagram among others and that many connected to these platforms using the mobile phones, computers and other mediums such as Tablets. The researcher found out that events education had grown in many areas such as the people involved could be from any place around the world and that social media had made it easier to be done. Using social media had made it easy for event’s teacher to create topics and engage with students at any time and from anywhere.
Chapter 5 Discussion
5.1. Introduction
This chapter addresses the discussion made concerning the research objectives. In this case, the section presents an analysis of the data obtained from the research while comparing it to the literature material presented in chapter two. More so, the author’s attention was focused not only on addressing the achieved objectives, but also the comparison of the objectives achieved and on their relationship to the literature provided.
How event education has evolved in the last decade.
After summarizing the results from the interviews and questionnaires, the results obtained show that the concepts of events education programs had evolved in a number of areas in the last decade. The results presented in the previous section have shown that a majority of the respondents from the research questionnaire identified the use of internet platforms as one notable change especially when the teachers used the platforms in class. The interviewees also agreed with the responses in the questionnaires. One interviewee in particular said, ‘ Well, when I look at the use of the internet in communication, I believe that being connected to each other has enabled the events education programs develop in many areas. You see, I can organize an online events class discussion from the edge of my couch at home and get my students to participte.’ More so, the results showed that using mediums such as mobile phones and computers had made it easier for system developers to identify the best create social media platforms that could be used for communication in schools and thus an essential tool for teaching in class. In fact, a teacher said during the interview, ‘… okay…..with the use of mobile phones and computers, it is easy to carry out an event class and to make a heated debate on a subject through group chats on social media while am not around students. I can use my phone to make arguments with particular students on my Whatsapp application found on my smart phone.’ While comparing these results to the literature presented by Bissonette (2009), it is evident the author argues that it is reasonable to look at the development achieved by systems in events education in the last decade. In agreement, the Consortium (2007) studies showed that the use of networking systems in addressing large populations has grown from just the use of pictures where teachers use the platforms to present to students. According to the reports in the Consortium (2007), the general world of education has significantly developed in the recent past. On other words, the article ‘Steps forward’ developed by eMarketer.com (2008) disagrees with the way events education has grown in the past decade. The literature found in eMarketer.com (2008) criticize the regulation processes that are pulling the work of using social media in events management education behind. With development of events education, governments have made stringent regulations that made it hard for educationists to perform their work in peace using the social media platforms. Evidence for in support of this position is found in the report presented by (Cheater, 2008). In particular, Cheater (2008) suggested that with a globalizing world, people performed events that encouraged negative activities, leading to a change in the laws to control this menace. One response in the interview is heard supporting this sentiments when he says, ‘.. Sometimes I think even with the growth of events education, I cannot discredit the particular laws that address use of social media in many countries. I would think that this as a negative that has grown with the development of events education especially when you want to educate students on how to use the platforms on events management.’ To agree with this words by the respondent, the literature by Cheater (2008) pointed out that the development of events education from normal human relations and public address systems has seen the development of very strict rules and regulations that govern the way events education is carried out. To the author’s point of view, the respondent and Cheater (2008) seem to have a a viable point on regulating the events education programs. Cheater (2008) pointed out the negative meetings that have been a disaster to governments and institutions. Furthermore, the results agree with the literature presented by Bissonette. According to him, it is evident that events education has evidently changed into various forms, with events education using the social media being the latest landscape of events education (Bissonette, 2009). In agreement with the results obtained, Bissonette (2009)’s literature in chapter two said that the use of publications, micro-publications, discussion tools social aggregation tools, blogs and discussion tools has been noted to be the major platforms in which events education is now based.
On the contrary, the research results reported in the same chapter two by Cheater (2008) said that media in online systems has seen change in technology as many are either contained in the mobile phones and other gadgets. This agrees with the findings in the interview and the questionnaire. To support these statements, this point is also sustained by the work of the Consortium (2007) and Cavazza (2008) who specifically presents that social media in events management teaching has been used to teach students, who are majorly involved with the gadgets, to perform management of institutions and events. From the literature, it can be stated individuals in the Consortium and Cavazza agree that students can access the direct links to teachers in out of class.
However, on further analysis of the literature and the results, there is a very clear point that not everyone is concentrating on discussions as before. One interviewee said that, ‘..you cannot assume the fact that social media is very disrupting. You see, sometimes I may be participating in a discussion with my students while am making funny jokes with my peers on another platform. However, I can get answers from the other friend on the other hand and make my case on this other platform. I actually get to address many students at one time and this is by giving assignments, links on topics and how to use the social media in presentation’ When compared to literature presented by the Consortium (2007), it is clear that there is a discrepancy on how the students have made progress on their understanding of how they engage each other in group discussions. The Consortium (2007) presented that growth of events education to using the social media has also seen the use of collaborative peering techniques for the students. Based on this presentation by the Consortium (2007), the writer notes that the Consortium (2007) evidently made it clear that working together when learning events education involves the use of social media pages that enables team building. The approach by the Consortium (2007) that has developed from the past decade of events education, it has seen that social media not to have all the conventional systems of events education. On a rather different and contrary note, the literature by Campbell (2008) specifically disagrees some areas have not been addressed by the consortium. Campbell (2008) argues that the Consortium (2007) does not address how the events education systems have addressed the issues of making events education based on current affairs. Campbell said that one needs to address the issues that affect the world in one particular time and not past issues. Bissonette (2009)’s agree that teaching events education online using social media has allowed the teacher to teach events education, using systems that present up to date contents. Based on these presentations, Bissonette (2009) and Campbell (2008) agree that in the past decade, the use of social media has allowed teachers to present data that is current and up to date while encouraging following on influential management teams and subjects. The most interesting development of the use of social media in events education has seen introduction of methods to keep in mind the need for keeping sober minds (Campbell, 2008). According to the literature presented by Campbell (2008), keeping sober in events education involves teaching the students in everyday lessons such as augmented lessons that need discussion. According to him, the continued online activity has grown in the last ten years. Over these years, more attacks have happened on the internet and sometimes this has grown to disappoint the procedures of events education. In agreement, Campbell (2008) identifies that the use of safety software when addressing online students is essential to prevent hackers from making a problem on the types of messages presented. In particular, Campbell (2008) sees that hackers, who were there in the past, created software that disrupted the presentation. For this reason, Campbell (2008) said that activities in social media shows that threats of cyber bullying and cyber threats have developed into learning curves that make people get wrong information on events management. To the researcher’s view, the arguments portray the growth that events education has seen in the last decade.

The important elements of social media in event education
It has been found that some of the important elements of social media in events education are the medium used, connectivity, a platform to be specific and the participants. From the results, the researcher noted that many of the respondents identified the use of mobile phones and computers as the mediums they used to access their social media pages. Others said that the use of computers and Tablets was common to users of social media. Moreover, the researcher identified that one needs to be connected to make the communication possible. On this, one of the interviewees said, ‘…….I should be be connected to the internet to create a topic for discussion if I want to contact my students at any time…’ This shows that this respondent needs the internet as a connection platform to make communication possible with the other participants. It is clear that the social media sites are very important platforms required for this form of events education. One needs to sign up to any platform that has the power to connect to many people. From this, many respondents mentioned Facebook, Twitter, Instagram and others mentioned Pinterest and LinkedIn. Other respondents came up with the use of controls and making objectives as very essential parameters of the events education, especially when dealing with the internet. To support this statement, the researcher noted the statements such as, ‘one should tell the students to make sure he/she tells the audience why he is doing the event and make sure the people are involved completely, ‘….well I think one should learn how to bring the social media users back to the conversation when doing a project.’ Comparing these results to the literature presented in chapter two by Stevens (2008) suggested that current research on social media and the use of internet platform platforms on education is focused more towards the behaviors of individuals involved with the students and the organizers of events education. As a matter of fact, more literature suggested that the common platforms such as Facebook and Twitter accounts can be used for events education and management. Additionally, to support these literature presented by Korolova et al., (2008) indicated that the entire application of the internet has enabled social behavior in multiple ways concerning education. In particular, Korolova et al., (2008) have addressed that social media platforms range from Facebook, LinkedIn, Twitter, Pinterest, Instagram, Youtube and web blogs. Similarly, the literature in chapter two by Ahn et al., (2007)’s article ‘social media in education’ narrated that social media has engaged users to have multiple dialogue sessions in one time. Ahn et al., (2007) studied the use of social media and showed that Facebook is regarded as the most powerful social media platform used in passing educational information. In this case, Ahn et al., (2007) suggest that the users get constant updates on the pages and the groups. Moreover, the literature in chapter two by Backstrom et al., (2007) agree with Ahn et al., (2007) on the pages and groups created on the Facebook sites. According to Backstrom et al., (2007), Facebook helps create groups and pages that help create a social network. This suggests that for this event education programs, social media is a requirement. Another platform currently available is the use of Twitter ( Backstrom et al. 2006). Backstrom et al. (2006) have demonstrated that Twitter is one of the most used social media platforms that have recently attracted individuals involved in events education. Backstrom et al. (2006) say that with Twitter, users can engage in live chat sessions. Furthermore, Agarwal and Mital (2009)’s reports agree with this presentation. While looking at these displays, the researcher has arrived at a conclusion that with the use of hashtags, Twitter uses can create events on Twitter. With this in mind, these systems allow users to create topical discussions. Meanwhile, to the use of the Twitter platform, Backstrom et al. (2006) seem to agree with the author. In this case, to arrive at the agreement, Backstrom et al. (2006) say that Twitter has enabled the presentation of up-to-the-second updates on an ongoing event. Backstrom et al. (2006) further suggest that this platform allows the use of notices that are then presented inform of links and picture presentation. On the contrary, the literatures by Ahmed et al., (2010) suggest other platforms. In reference to this literature by Ahmed et al., (2010), one can clearly can see that Ahmed et al., (2010) have suggested that live podcasts and web blogs have links that can be set as updates in other platforms such as Facebook and Twitter. It is therefore, evident that many platforms can employ the use of social media in presenting events education. More so, Ahmed et al., (2010)’s literature added that the use of blogs and live podcasts has enabled individuals to attend events education online.
Contrarily, based on the research surveys presented by authors such as Li and Bernoff (2008), the education departments involved do not offer the best strategies for online learning. To solve this problem, several authors such as Li and Bernoff (2008) suggest that the first and foremost essential to address is an executive summary of the learning process. Li and Bernoff (2008) argue that it is very important for education institutions to give a general overview of their intentions. To surmise to these contrasting needs for events education, it is clear from the material identified in chapter two that one need to showcase the team members and who will be taught. In a more contrasting view to the results obtained in the study, the literature presented by Noel-Levitz (2007) say that an education specialist should have goals and objectives to address the right audience. Swartzfager (2007) presented that in a similar fashion, when one uses social media for events education, he/she should try to engage the target community to build a correct student base. It is clearer that the research found that while many reports agreed on the use of controls from the study results. When looking at one respondent’s answer, ‘the events teacher needs to teach the students how to control the audience to ensure that the discussion is clear and very inclusive to the audience. You see, many people definitely seem to do other things when doing an online discussion.’ Generally, from the argument presented, the researcher can agree that for events education to happen successfully, one need to have a medium of communication and have a clear objective to do an event.
5.2. Conclusion
The discussion presented in this chapter identified the achievements made from the research objectives. The researcher noted that with the use of the internet, the practice of events education had grown in many areas. The researcher noted that one area that had developed is the use of social media platforms and that many people were engaged in the procedures of events education. Additionally, the discussion revealed that for events education to happen smoothly with the use of social media, one needs several elements such as a medium, a connection platform, an objective and a way to control the audience involved in the events.
Chapter 6 Conclusions and Recommendations
6.1. Introduction
This chapter addresses the conclusions made from the research study. Additionally, this section will present the implications made from the data collected and the discussion made. Finally, the chapter will identify the areas in the research that need further research. These include the areas that the researcher noted had issues that needed to address further.
6.2. Conclusions
In conclusion, the researcher noted that the research study identified a number of issues that addressed the research questions.
To begin with, based on the research question, how has the event education market developed over the last decade, the researcher found out that the events education had grown by not only developing the use of the internet, but also the number of people involved. The researcher noted that the study identified the use of social media as one of the areas that is currently used to perform events education. Additionally, the researcher found out that one could be in an event without necessarily being present at the venue of the event. These results are in comparison to the literature by The Consortium (2007) studies showed that the use of networking systems in addressing large populations has grown from just the use of pictures. Additionally, the results obtained from the eMarketer.com (2008)’s surveys suggest that events education has evolved to levels that it is now easier to address a larger population and target using the social media platforms. For instance, eMarketer.com (2008) results identified the use of livecasts, Youtube, Flickr and LinkedIn as significant tools for e-learning. Moreover, the focus of recent research has added the ideas that teachers project such as progressive education (Cheater, 2008). It is evident from the research results reported by Cheater (2008) that media in the online systems has seen a change in technology as many are either contained in the mobile phones and other gadgets.

Secondly, regarding the research question, how can the social media be useful in event education, the researcher found out that one can engage in events education using links and presenting discussions that design interest for communication. In comparison, the literature by Falls (2008) pointed out that those platforms such as Twitter’s hashtags and Facebook’s fan pages can be employed to present educational discussions. These are some of the methods that events education can be done with the use of social media platforms. Additionally, based on the Juniper Research (2007) reports, social media is used in events education such as creating Facebook fan pages where one can post assignments and make online announcements. To surmise these reports Falls (2008) supported the findings by suggesting that topical tweeter feeds started present blogs that reach an array of people that engage in learning discussions.
Furthermore, concerning the research question, what are the important elements of social media in event education the research reveals an array of factors. From the results obtained, the researcher noted that one needed to be in one social media platform while also being able to connect to individuals. Additionally, the researcher found out that one needed to have an objective to address when starting events education program. Finally, the use of controls that ensure the audience is not engaged in other activities was necessary. Looking at these results, the author took the time to compare these to the literature by Li and Bernoff (2008) suggest that the first and foremost essential to address is an executive summary of the learning process. Li and Bernoff (2008) argue that it is crucial for education institutions to give a general overview of their intentions. More so, the literature by Noel-Levitz (2007) in chapter two suggests that one needs to highlight the team members and who will be taught. Therefore, it is very important to address the general target that will be given the management education procedures. Additionally, Swartzfager (2007) and Solis (2008) reported that one should have controls to understand who are his/her followers and make ways to interact with them. On the other hand, the Juniper Research (2007) surveys revealed that many individuals used the mobile phones and computers while others accessed the platforms using the Tablets.
6.3. Implications of the study
These research findings will be significant to many sectors if used in the correct systems. To begin with, the researcher noted that the findings would create an avenue for many events management teams to develop an interest in using social media platforms in engaging in events education programs. Additionally, the study will help identify the major social media platforms that are used by people, which in turn will be useful in establishing the market for events education. Furthermore, the study could help event organizers identify the various methods of controlling the audiences during an event.
6.4. Recommendations
Having achieved the research objectives, the researcher noted several areas that needed further research. In particular, the researcher identified that while social media had grown, the regulatory bodies still had created problems for the event organizers. For instance, the researcher recommends more research on the policies created by the governing institutions on the issues of events education. On this note, the researcher recommends more research on regulations that will be accommodating to the emerging markets and the event organizers without leaving any gaps.

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