This paper analyzes the spatial distribution and socioeconomic determinants of social media utilization in 3109 counties of the United States. A theory of determinants was modified from the spatially aware technology utilization model (SATUM). Socioeconomic factors including demography, economy, education, innovation, and social capital were posited to influence social media utilization dependent variables. Spatial analysis was conducted including exploratory analysis of geographic distribution and confirmatory screening for spatial randomness. The determinants were identified through ordinary least squares (OLS) regression analysis. Findings for the nation indicate that the major determinants are demographic factors, service occupations, ethnicities, and urban location. Furthermore, analysis was conducted for the U.S. metropolitan, micropolitan, and rural subsamples. We found that Twitter users were more heavily concentrated in southern California and had a strong presence in the Mississippi region, while Facebook users were highly concentrated in Colorado, Utah, and adjacent Rocky Mountain States. Social media usage was lowest in the Great Plains, lower Midwest, and South with the exceptions of Florida and major southern cities such as Atlanta. Measurements of the overall extent of spatial agglomeration were very high. The paper concludes by discussing the policy implications of the study at the county as well as national levels.

Study-abroad programs have played a significant role in globalization of business curricula over the years. Short-term study-abroad programs (STSAPs) are proliferating in business schools and provide a viable alternative of studying abroad to students who are unable to participate in programs of longer durations due to disruption in family, work, and education schedules. This exploratory study attempts to understand factors that are critical to students’ participation in STSAPs offered by business schools. This research focuses on a combination of factors that include STSAP components and attributes as well student specific characterisitics. Initial analysis indicates that STSAP cost, STSAP content, and organizational and personal issues, in that order, are considered important by business school students. Significant differences exist in the perceived importance of different factors used by students to choose to participate in STSAPs based on gender, age group, family income, program level (undergraduate versus graduate), and program type. Results of this research have implications for the design of STSAPs in business schools that are offering or considering offering such courses or programs.

China’s digital divide is explored through spatial and multivariate analysis. The dependent variables include general uses of information and communication technologies (ICTs) and mobile devices, measures of ICT infrastructure, purposeful uses for software services, and purposeful uses of e-commerce. Independent variables include a variety of demographic, economic, educational, ethnic, innovation, and knowledge production indicators. Data come from the China Yearbook. Theoretically, the study draws on the Spatially Aware Technology Utilization Model (SATUM). Digital disparities in Chinese provinces are analyzed using regression analysis, spatial autocorrelation, and k-means cluster analysis. The important correlates associated with digital inequality are expenditure for science and technology, income, R&D investment, full-time teachers, non-Han (minority) population, and proportion of urbanization. Longitudinal comparison reveals factors influencing ICT changes to be expenditure on science and technology, the unemployment rate, and college degree. Among the cluster findings are geographic concentrations of digital variables in Shanghai and Beijing and marked spatial pattern differences in central and central–east China between variable groups. Provincial and national policy implications, which are compared to China’s five-year plans, include an emphasis on science and technology, technology education in all provinces, support for higher provincial incomes, and ICT training for the non-Han population. These steps are especially important in ICT-deprived provinces.