Most social media policies are straightforward when the situation is obvious: do not disclose confidential information, share personal student data or present an individual opinion as an official university statement.
But what about when the answer isn’t as clear-cut? What about when a student publicly criticises a lecturer and tags them in a social media post; a researcher sees inaccurate information about their department; a journalist messages an academic for comment or a staff member wants to criticise an institutional decision from a personal account?
In my work in university communications, which also includes training academic staff on public responsibility, digital reputation and institutional communication, I have found that useful conversations usually begin in these grey areas. The question is rarely only “Am I allowed to post this?” More often it is “What is the most sensible thing to do here?”.
Build a 'decision guide', not a list of prohibitions
Formal rules matter, but academics also need something they can use quickly. A one-page guide can prompt staff to ask:
- “Am I speaking personally or could this be read as an institutional statement?”
- “Does this involve students, colleagues, confidential information or unpublished material?”
- “Could the post be misunderstood if shared outside its original context?”
- “Do I need to respond?”
- “If I am unsure, who should I contact?”
The aim is to help people recognise when a routine interaction deserves more care.
Explain where personal and institutional identities overlap
A “views are my own” disclaimer can help, but it cannot do all the work. Academics do not use social media only as university representatives. Their personal accounts may feature professional views, hobbies, travel, photographs, reels or snapshots from everyday life, and they should have space to use them independently. For example, The University of York distinguishes between professional and personal use of staff social media accounts and acknowledges that the two can overlap.
Affiliation still matters in some contexts. A researcher commenting on a development in their field is not necessarily speaking for their university, and disagreeing publicly with an institutional decision does not automatically turn a personal view into an official statement. But a journalist asking, “What does your university think?” creates a different situation.
One question I encourage academics to consider is not only “Is this my personal account?” but “How might this message be understood once my professional title appears next to my name?”
- Spotlight guide: Connecting the dots between academic and professional services staff
- What it means to be a university social media director
- Cut through the noise with impactful internal communications
Replace 'use good judgement' with real situations
“Be professional” or “exercise good judgement” sounds clear until someone faces a situation the policy did not anticipate. Short scenarios work better: for example, a photograph includes students, or a journalist asks for comment on a sensitive issue.
The Open University uses fictional case studies to examine how context can alter the application of social media, free speech and academic freedom principles. The aim is not to predict every possible post, but to practise judgement.
In training, I find it useful to ask whether a situation is routine, requires a pause for advice or should be escalated. Realistic cases generate better questions because staff test the guidance against situations they could genuinely face.
Make escalation easy
“Contact the communications team if necessary” is too vague. Guidance should identify which situations need support, such as confidential information, legal or safeguarding concerns, threats, crises or sensitive media enquiries, and explain who to contact and how.
The University of York provides separate routes for routine social media support and urgent or potentially damaging incidents, while the University of Michigan advises users to pause when they are hesitant and contact its central social media team when unsure how to proceed.
Escalation works only when staff know both the trigger and the route.
Use the guideline, then review it
A social media guide should not end with a PDF. Use realistic cases in induction or short staff sessions, then listen to the questions people ask. They can reveal where wording is too broad, responsibilities are unclear or the document no longer reflects how people use social media.
Guidance also needs periodic review. The University of Michigan explicitly states that regular review of its social media policy is expected and notes that social media tools and practices continue to evolve.
The real test is usability. When an academic encounters an uncomfortable or ambiguous situation, can they quickly work out whether they can handle it themselves, should pause and seek advice, or need specialist support? If the answer is clear, the guidance is doing its job.
Khulya Sabirli is head of the public relations and marketing department at Azerbaijan State Oil and Industry University.
If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.
comment