Acceso usuarios
Paul Capriotti 
, Ileana Zeler, Andrea Oliveira dos-Santos
La literatura sobre comunicación institucional en las redes sociales ha demostrado el potencial de estas plataformas para fortalecer la relación entre las organizaciones y sus públicos, al ampliar el acceso a la información y facilitar nuevas formas de interacción. En el ámbito universitario, diversos estudios han analizado aspectos específicos de su presencia digital, sus estrategias de contenidos o los recursos comunicativos empleados. Sin embargo, persiste un vacío en la investigación que examine de forma integrada las dimensiones que configuran la estrategia de comunicación digital de las universidades en redes sociales, particularmente Facebook. El objetivo de este estudio es identificar las dimensiones clave de la estrategia de comunicación de las universidades en Facebook y evaluar de manera integral el nivel de interacción alcanzado a través de sus estrategias de publicación, interactividad y contenido. Para ello, se realizó un análisis de 27.356 publicaciones difundidas en los perfiles institucionales de universidades de Latinoamérica, Europa y Estados Unidos durante un periodo de seis meses. Los resultados sugieren que las universidades tienden a adoptar mayoritariamente una estrategia de publicación de "embudo pasivo", caracterizada por un volumen moderado o bajo de publicaciones y una clara orientación hacia contenidos propios. Asimismo, predominan las estrategias de contenido “exclusivas” o “dominantes” y los enfoques de interacción monológicos. El análisis integrado revela que la estrategia global más frecuente es la “monológica pasiva” que resulta eficaz en términos de engagement, pese a alejarse de los modelos dialógicos normativos. Este estudio contribuye al ámbito académico al proponer un modelo metodológico integrador para el análisis de la comunicación universitaria en redes sociales y ofrece implicaciones prácticas para la gestión estratégica de Facebook, orientadas a optimizar el engagement y fortalecer la relación entre las universidades y sus públicos mediante estrategias comunicativas coherentes, planificadas y adaptadas a las expectativas de los usuarios.
The literature regarding institutional communication on social media has demonstrated the potential of these digital platforms to strengthen relationships between organisations and their stakeholders. Social media not only expand access to information but also facilitate new forms of interaction and connection with users, thereby increasing their strategic value within institutional communication processes. In the case of universities, numerous studies have examined specific aspects of their digital presence, their content strategies, or the communicative resources employed. However, a gap remains in empirical research that examines in an integrated manner the different dimensions that shape universities’ digital communication strategies on social media, particularly Facebook. Most existing studies address these dimensions in a fragmented way, which limits a comprehensive understanding of how different communicative strategies relate to one another and to the levels of interaction generated. The main objective of this study is to identify the key dimensions of universities’ communication strategies on Facebook and to evaluate, in an integrated manner, the level of interaction achieved through their publication, interactivity, and content strategies. To do this, an analysis was conducted of 27,356 posts published on the institutional Facebook pages of universities in Latin America, Europe, and the United States over a six-month period. The study adopts a specific methodological approach that enables the classification of publication strategies (active/passive funnel), interactivity strategies (monologic/conversational), and content strategies (exclusive/dominant), as well as the measurement of the levels of engagement achieved. The results suggest that universities predominantly adopt a “passive funnel” publication strategy, characterised by a moderate or low volume of posts and a clear orientation towards self-generated content. Although regional differences are observed, with higher levels of activity in Latin America compared to Europe and the United States, the findings indicate that strategies oriented towards a lower frequency of publication tend to generate higher levels of interaction. This suggests that the quality and relevance of content prevail over the quantity of posts. In addition, universities mainly rely on “exclusive” or “dominant” content strategies, with relevant geographical variations. Regarding interactivity strategies, the findings indicate a predominance of “monologic” approaches, focused on informational dissemination and the use of expository resources. Furthermore, the integrated analysis reveals that most universities implement an overall “passive monologic” strategy on Facebook. Although this orientation diverges from normative models that promote dialogic communication, it proves to be effective in terms of interaction, highlighting that users prioritise the quality, usefulness, and innovation of the content disseminated. This study contributes to the academic field by proposing an integrative methodological model for analysing university communication on social media and offers relevant practical implications for the strategic management of Facebook, aimed at optimising engagement and strengthening relationships between universities and their stakeholders through coherent, planned communicative strategies aligned with users’ communicative expectations.
