Productivity Environmental Preference Survey (PEPS) of Undergraduate Nursing Students - A Generational Perspective

A change in the generational demographics of college students is occurring throughout the United States. By 2012, the number of Millennial students, those born from 1982 to 2003, will jump from 44 percent to 75 percent of the total college enrollment. It has been suggested that their methods of learning are different from those of previous generations. The purpose of this study was to identify and compare individual productivity and learning style preferences of undergraduate nursing students that fall into the Generation X and Millennial age cohort. Using the Dunn & Dunn Learning Style Model and the Productivity Environmental Preferences Survey(PEPS), the study examined the conditions under which an adult learner is most likely to achieve the highest level of productivity and learning. Seventy-three undergraduate nursing students in their junior year of college were surveyed on twenty different stimuli subscales. Overall results did not demonstrate strong learning style preferences in either group and demonstrated more similarities than differences. Four areas of slightly stronger preferences were noted: Generation X preference for learning from authority figures verses peer learning and the need for frequent snacking for increased productivity and learning. Millennia} students demonstrated a greater preference for wanting a more structured learning environment and having afternoon and evenings as the time of their highest level of energy for learning more difficult content. Using at-test and 2-tailed significance analysis showed a statistical significant difference between the generational cohorts in the subscales referring to Authority oriented learner , Time of day and Afternoon . Understanding the academic productivity and preferred learning style preferences of these two groups is important for both curriculum planning and policies to help increase student retention

The net generation and digital natives: implications for higher education

Executive Summary "Our students have changed radically. Today�s students are no longer the people our educational system was designed to teach." (Prensky 2001 p1) 1. There is no evidence that there is a single new generation of young students entering Higher Education and the terms Net Generation and Digital Native do not capture the processes of change that are taking place. 2. The complex changes that are taking place in the student body have an age related component that is most obvious with the newest waves of technology. Prominent amongst these are the uses made of social networking sites (e.g. Facebook), uploading and manipulation of multimedia (e.g. YouTube) and the use of handheld devices to access the mobile Internet. 3. Demographic factors interact with age to pattern students� responses to new technologies. The most important of these are gender, mode of study (distance or place-based) and the international or home status of the student. 4. The gap between students and their teachers is not fixed, nor is the gulf so large that it cannot be bridged. In many ways the relationship is determined by the requirements teachers place upon their students to make use of new technologies and the way teachers integrate new technologies in their courses. There is little evidence that students enter university with demands for new technologies that teachers and universities cannot meet. 5. Students persistently report that they prefer moderate use of Information and Communication Technologies (ICT) in their courses. Care should be taken with this finding because the interpretation of what is �moderate� use of ICT may be changing as a range of new technologies take off and become embedded in social life and universities. 6. Universities should be confident in the provision of what might seem to be basic services. Students appreciate and make use of the foundational infrastructure for learning, even where this is often criticised as being an out of date and unimaginative use of new technology. Virtual Learning Environments (Learning or Course Management Systems) are used widely and seem to be well regarded. The provision by university libraries of online services, including the provision of online e-journals and e-books, are also positively received. 7. Students do not naturally make extensive use of many of the most discussed new technologies such as Blogs, Wikis and 3D Virtual Worlds. The use of 3D Virtual Worlds is notably low amongst students. The use of Wikis and Blogs is relatively low overall, but use does vary between different contexts, including national and regional contexts. Students who are required to use these technologies in their courses are unlikely to reject them and low use does not imply that they are inappropriate for educational use. The key point being made is that there is not a natural demand amongst students that teaching staff and universities should feel obliged to satisfy. 8. There is no obvious or consistent demand from students for changes to pedagogy at university (e.g. demands for team and group working). There may be good reasons why teachers and universities wish to revise their approaches to teaching and learning, or may wish to introduce new ways of working. Students will respond positively to changes in teaching and learning strategies that are well conceived, well explained and properly embedded in courses and degree programmes. However there is no evidence of a pent-up demand amongst students for changes in pedagogy or of a demand for greater collaboration. 9. There is no evidence of a consistent demand from students for the provision of highly individualised or personal university services. The development of university infrastructures, such as new kinds of learning environments (for example Personal Learning Environments) should be choices about the kinds of provision that the university wishes to make and not a response to general statements about what a new generation of students are demanding. 10. Advice derived from generational arguments should not be used by government and government agencies to promote changes in university structure designed to accommodate a Net Generation of Digital Natives. The evidence indicates that young students do not form a generational cohort and they do not express consistent or generationally organised demands. A key finding of this review is that political choices should be made explicit and not disguised by arguments about generational change

“Academic Coaching” for Enhanced Learning, Higher Levels of Student Responsibility, and Greater Retention

The relationship between teachers and students has changed. Many writers have put forth hypotheses and ideas about how the current generation of students (Gen‐Y; the “Me Generation”) differs from previous generations. Others focus on teaching methods, course strategies, and technological tools that are effective in the new environment. The objective of this research is to investigate the possibility of “academic coaching” for enhanced student responsibility, higher levels of learning, and greater retention. The concept of “academic coaching” refers to a relationship between teachers and students that is proactive, responsive to student learning outcomes, and committed to student success. The teacher/learner relationship becomes less like a formal instructor and more like a coach.academic coaching, effective teaching, generational change, teaching practices, Teaching/Communication/Extension/Profession,

The new shape of the student

This chapter critically examines student characteristics in light of the popular dis-course which describes students as part of a net generation of digital native young people. Digital and networked technologies have clearly changed the possibilities for students to learn and the ways in which teaching and learning can be conducted. It is also claimed that new technologies change what students are able to learn. However the claim that there is a new generation of learners characterized by a new mentality has to be careful assessed in the light of recent empirical evidence. The idea of a generation gap between digitally native students and their digitally immigrant teachers is challenged, as are claims that pressure from this new generation forces radical institutional change on educational institutions. The chapter argues against the generational nature of the argument and separates the technological changes that are taking place from the determinist rhetoric they have been couched in. This rhetoric suggests that changes amongst students are already well understood and that their educational implications are already known and lead to generally applicable if not universal consequences. The chapter concludes by arguing that there is no one shape for students and that digital technologies open up a range of opportunities and choices at all levels of education

Secondary teachers’ perceptions toward school leadership: A generational divide?

There has been a diminishing pool of suitable candidates for school leadership positions in the Australian Catholic education sector. Currently, there are three major generational cohorts of teachers in schools, including Baby Boomers, Gen-Xers and Millennials. Research in corporate and government sectors has found that these cohorts have distinctive traits and characteristics that shape their approach and expectations to the workplace. Significant research has been undertaken into the declining number of teachers willing to undertake middle and senior school leadership roles. But there is limited research into the factors behind this numerical decline. One area to consider is whether generational differences exist amongst teachers, and how they may be influencing school leadership shortages. This multi-generational workforce teaching and leading alongside each other simultaneously is a new challenge for education officials and schools who are facing leadership succession shortages in both the quality and quantity of aspiring candidates. The main focus of this research project is to explore the differing generational perceptions of each cohort in their perceptions towards workplace behaviours, as well as whether their differing attitudes toward traditional school leadership processes are contributing to these leadership succession issues. This research has sought to identify generational differences in perceptions and expectations of teachers and school leaders towards their workplace and leadership succession culture; and, evaluate the extent to which these differences can provide insight into leadership succession issues faced by the Catholic education sector. This quantitative, quasi-experimental study has a positivist theoretical framework, and was explored through the lens of Generational Cohort Theory (GCT). It utilised the Generational Perceptions of School Leadership (GPSLi) Instrument to elicit any differences amongst the three generational cohorts. Five subscale variables of Motivation, Work Ethic, Professional Feedback, Leadership Development Culture, School Hierarchy were framed under the construct of Workplace Perceptions; and, four subscale variables of Intentional Leadership Succession Planning, Culture of Mentoring Leaders, Leadership Styles and Expectations, and Awareness of, and Catering of Generational Differences under the construct of Leadership Perceptions. Data analysis was conducted through Kruskal-Wallis H testing, followed by Mann- Whitney T testing to locate and explore identified differences. Mannheim (1972) and Strauss and Howe’s GCT (Strauss & Howe, 1991) was chosen as the guiding framework for discussion and analysis as it holds that each generational cohort is shaped by social and historical events that influence their perceptions, traits, expectations and preferences. The present study identified differences in two subscales of Motivation and School Hierarchy under the Workplace Perceptions construct; and, three subscales of Intentional Leadership Succession Planning, Culture of Mentoring Leaders, and, Leadership Styles and Expectationsunder the Leadership Perceptions construct. These results support previous research from other sectors that the generational cohorts have different motivations, perceptions, preferences, and expectations in their attitudes towards workplace behaviours and leadership culture. Interpretations of the findings also infer that the differences of the generational cohorts can be utilised for both further research, as well as provide opportunities for school leaders to potentially adapt and change existing recruitment, development and retention strategies for both existing and aspiring leaders

Mentoring the Millennials: Induction of the Millennial Generation in Education

This research explored who the Millennial teacher is and revealed the relevancy of current teacher induction programs for them, as well as through the lens of the school leaders responsible for induction programming. Research Questions 1. How do millennial generation teachers perceive their induction programs as new teachers? a. What are the perceived needs of millennials in their first year of teaching? b. How does induction programming meet these needs? c. What are the perceived effectiveness of these programs to meet millennial needs? 2. How do building/district level leaders perceive the induction of millennial generation teachers? a. What are the perceived needs of millennials in their first year of teaching? b. How does induction programming meet these needs? c. What is the perceived effectiveness of these programs to meet millennial needs? This retrospective case study interviewed thirteen Millennial age teachers and six school administrators responsible for induction and mentoring programs. Data collected were analyzed through a theoretical framework derived from the Strauss-Howe Generational Theory. This study presents five themes that emerged from the research: Feedback, Work/Life Balance and Commitment, Teacher Autonomy, Technology, Relationships. Millennial teachers desire feedback and challenges arise in schools when deciding who should give feedback and how much is enough. Differences in Millennial teacher and administrator perception of commitment to work were noted. Millennial teachers want to work more autonomously with positive and negative results. Technology use was especially surprising as most did not reflect a technology-obsessed cohort promoted by mass media. Lastly, relationship building is causing new complexities amongst school staff

Project knowledge into project practice: generational issues in the knowledge management process

This paper considers Learning and Knowledge Transfer within the project domain. Knowledge can be a tenuous and elusive concept, and is challenging to transfer within organizations and projects. This challenge is compounded when we consider generational differences in the project and the workplace. This paper looks at learning, and the transfer of that generated knowledge. A number of tools and frameworks have been considered, together with accumulated extant literature. These issues have been deliberated through the lens of different generational types, focusing on the issues and differences in knowledge engagement and absorption between Baby Boomers, Generation X, and Generation Y/Millennials. Generation Z/Centennials have also been included where appropriate. This is a significant issue in modern project and organizational structures. Some recommendations are offered to assist in effective knowledge transfer across generational types.Accepted manuscrip

Re-imagining Christian Education for Millennials in an African American Pentecostal Assemblies Context

It seems many Christian Pentecostal churches are struggling to disciple and retain a millennial population. According to a recent Gallup Poll, 57% of religious millennials have church membership, and this represents the lowest percentage among current generations as overall church membership and participation trends downward from 76% in 1948 to 52% in 2018 (Jones, 2019). The factors contributing to the poll must be explored both from outside and inside of the church. One may wonder if the church is providing the proper education and training to attract and retain millennials. The purpose of this qualitative exploratory case study research design will be to explore current pedagogical methodologies and ICT use in Christian education among pastors and teachers in the Gates of Heaven Assembly of Churches (GOHAOC) and to assess the current level of satisfaction with and participation in Christian education ministry activities of the GOHAOC among the millennial members of the church community. At this stage in the research, ICT is defined as a “diverse set of technological tools and resources used to communicate and to create, disseminate, store, and manage information. These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony” (Amin, 2018, p.2). Pastors, Christian educators, and millennials will be interviewed and surveyed to explore contributing factors to the target group\u27s discipleship practices. The qualitative methodology was chosen to analyze the practices surrounding the research problem. Research findings and recommendations from this research will contribute to the body of literature on discipling millennials

Extension Stakeholder Engagement: Adapting to the Twenty-First Century

Over the past 100 years, a number of societal trends have influenced how Cooperative Extension engages public audiences in its outreach and education efforts. These trends include rapid evolution in communication technology, greater specialization of Land-Grant University faculty, and diversification of funding sources. In response, Extension organizations have adapted their engagement approach, incorporated new technologies, modified their organizational structures, and even expanded the notion of public stakeholders to include funders, program nonparticipants, and others. This article explores the implications for future Extension efforts using two case studies—one which explores how a community visioning program incorporated new ways of engaging local audiences, and another which explores how an Extension business retention program used participatory action research and educational organizing approaches to strengthen participation in a research-based program