THE ROLE OF THE INTERNET AND SOCIAL MEDIA IN THE ACADEMIC AND PROFESSIONAL DEVELOPMENT; AND THE COMPROMISE AND SOCIAL RESPONSIBILITY OF THE STUDENTS OF THE BACHELORS IN ADMINISTRATION AND AGRIBUSINESS OF THE “CENTRO UNIVERSITARIO DE LA CIENEGA” FROM THE “UNIVERSIDAD DE GUADALAJARA”
The study was developed with the purpose of determining the influence and impact on academic and professional preparation of college students from the majors of administration and agronomy business at the “Centro Universitario de la Cienega (CUCIENEGA)” of the University of Guadalajara, at their offices in “La Barca” and “Ocotlan”, of the use of internet and various social networks within the students reach. In the study there were 20 students selected from the administration major at the Ocotlan office (OCO) and 20 more from the Agronomy Business major at the La Barca office (LB), they were coursing the final two semesters of their respective majors and they were differentiated by their gender (Man or Woman) and work status (Currently un/employed); They were asked to answer a survey that considered the following variables: Major; Gender; Age; Marital Status; Work Status; Access to the Internet (yes/no); Internet access at home (yes/no); Hours (Minutes) per day spent on the internet in average; Tools used to surf the internet (Facebook, Twitter, WhatsApp, videogames, journal reading, magazine reading of any type); Reading Habits (yes/no); Knowledge of the economic, political, social and cultural situation within their community, state and country and the personal activities they took part of in favor of their community, their state and their country. The data gathered was analyzed by a Student’s t-test with 95% accuracy; the surveys were applied to 9 women and 11 men in OCO and 17 men and 3 women in LB. Out of these, only three students in OCO and six in LB were employed at the time of the study; the 40 students were between 20 and 23 years old, only five of them being married. The results point out that 100% of the students use the internet daily in OCO as well as in LB, out of the six in OCO that have internet access at home and the following fourteen who go to a cybercafé daily; meanwhile in LB, only three have internet access at home and the rest go to cybercafés. The average duration of internet use per day is around 120 minutes in OCO and 180 in LB. Furthermore, 40% of them (from OCO and LB) use Facebook, 90% WhatsApp and videogames, 30% use Twitter and only 4% of them use the internet to read journals and magazines to get informed about current economic, political, social and cultural situations in their community, state and country, 90% expressed that they have little to no interest in using the internet for reading about these topics. Furthermore, it was observed that there aren’t any noticeable differences between majors, given that the variations found were due to environmental circumstances (location of their community, family discipline, etc.). The general form concludes that there is no statistical difference between offices and majors, noting that the students of both majors do not have a sense of commitment and responsibility towards their community, state or country, and they grow up feeling detached from them. For those reasons it is necessary to implement mechanisms to link the university with the businesses and communities of each office.