ONLINE DISSERTATION CHAIRS PERCEPTIONS REFLECTIVE MENTORING PRACTICES AND

ONLINE DISSERTATION CHAIRS’ PERCEPTIONS: REFLECTIVE MENTORING PRACTICES AND CHANGING STUDENT CROSS CULTURAL AND GENERATIONAL WORLDVIEWS Dr. Barbara Fedock University of Phoenix September 30, 2016

PROBLEM STATEMENT Online dissertation chairs’ perceptions on the role of reflective mentoring practices and changing student cross cultural and generational worldviews were explored in this study.

PURPOSE STATEMENT The purpose of this qualitative exploratory case study was to examine how online dissertation chairs’ perceive the role of reflective mentoring practices and changing student cross cultural and generational worldviews.

RESEARCH QUESTION The research question used to guide the study was How do online dissertation chairs’ perceive the role of reflective mentoring practices and changing student cross cultural and generational worldviews?

PROBLEM Generation Z cross cultural world views may affect how students approach and complete university work and interactions with faculty. (Lester, Standifer, Schultz, & Windsor, 2014)

NEED FOR FACULTY ONE-ON-ONE MENTORING PROCESS According to Barnes (2015), students may have a different world vision and work ethics that are not based on age but on cultural behaviors common to the characteristics of a specific generation. Therefore, instructors who underestimate the impact of generational differences may need to re-evaluate the one-on-one mentoring process.

CONCEPTUAL FRAMEWORK Change theory is a framework for educational changes. Leaders must believe in the moral purpose behind an educational change process (Fullan, 2006)

CHARACTERISTICS OF GENERATION Y BORN IN 1980 S AND EARLY 1990 S ØMay be more family-oriented ØMay be more willing to sacrifice career advancement for a better work/life balance ØMay be confident and ambitious ØMay be constantly seeking out new challenges and want meaningful work ØMay want to be part of a team ØMay crave attention, feedback and guidance Overall, loyally committed and want to be included and involved (Gros, Garcia, and Escofet, 2012)

GENERATION Z üBorn after 1994 and before 2004 üMake up nearly 18 percent of the world’s population üMore than one in three in US workforce By 2020, almost one half of workplace will be Generation Z. (Fry, 2015)

GENERATION Z……………… ü Computer technologies and the Internet is the common place. ü Majority of communication takes place on Internet ü Very little verbal communication skill ü Most of formative years spent on the World Wide Web ü Used to instant action and satisfaction due to internet technology (Gros, Garcia, and Escofet, 2012)

GENERATION Z…. ü Impatient and desire instant results ü Take Internet for granted. ü Internet always been available for them. ü Means of communication is mainly through online communities like Orkut, Google, and Face Book ü Seldom personally meet friends and develop relationships (Gros, Garcia, and Escofet, 2012)

• 66% would look up store after friends checked in • 91% make their Facebook spaces open to public • 52% have over 300 friends • High range is over 1000 (Weber, 2013)

GENERATION Z • In job interviews, 64% ask about social media policies. • 24% consider social media policies a key factor in whether a job will be accepted. (Weber, 2013)

GENERATIONAL DIFFERENCES OF 20 YEAR OLDS… 1976 31% Valued two weeks of vacation 2006 17% (Weber, 2013)

GENERATIONAL DIFFERENCES OF 20 YEAR OLDS 1976 54% Valued Job Where Employees Make Friends 2006 40% Fry, R. (2015

GENERATIONAL DIFFERENCES OF 20 YEAR OLDS 1976 43% Valued Job that Others Would Respect 2006 33% Weber. 2013

GENERATION Z AVERAGE TIMES SWITCH BETWEEN TYPES OF MULTI MEDIA 27 times per hour Laptops Smart phones Tablets Television Previous generations was 17 times (Weber, 2013)

MOTIVATED BY MORE THAN $$$$$ WHEN ACCEPTING A JOB OPPORTUNITY. . Motivation Values Employers social media policies Job mobility Social media freedoms (Weber, 2013)

VALUED EMPLOYMENT FACTORS Work that is Meaningful High Rate Of Pay Accomplishment Feeling (Weber, 2013)

21 TO 24 YEAR OLDS Acknowledged Entrepreneurship Important 92% Began a business in college Created a side business while in college 30% 35% (Weber, 2013)

Increase of Positive Rewards Snapshot Reviews, Not Performance Reviews Feedback Motivated By…. Decrease in Negative Consequence s Continuous Work Casual Comfortabl e Frequent Help on How to Learn and Show Growth Workplace (Weber, 2013)

IMPORTANCE OF COLLABORATION ØWant time for collaboration ØWant employer to set clear and precise goals, purposes, and deadlines (Weber, 2013)

JOB TRAINING AND OPPORTUNITIES 52% Desire career progression opportunities 65% Think personal development opportunities satisfaction increases job satisfaction 22% See job training and development as important (Weber, 2013)

GENERATIONAL CHARACTERISTICS Less regard for what instructors have to say and may do not pay attention to instructors Decreased role of education and work in the lives of students Increased respect for learning via technology Fail to see education as a “means of survival”

EXAMINE GENERATIONAL CHANGES…. Evaluate individualistic student generational characteristics and personas Understand that students may not want to live according to social norms Find new ways to communicate with students who frequently disagree with instructor Incorporate best practices that appeal to students who are connected to multi media sites on which speaking one’s mind and expressing uncensored opinions is accepted

Implications For Instructors Empower to Take Action Stay Informed Learn to Celebrate Successes When Working With Students from Different Generations and Cultural Worldviews

REFLECTIVE QUESTIONS FOR FACULTY MEMBERS • What are implication for us as a faculty? • What are implications for universities? • What change process needs to be in place to help faculty members be more effective mentors? • What changes should I personally make in my reflective practices?

CONCLUSION Higher education leaders must prepare online chairs for the change process and how to proactively promote more student centered reflective mentoring based on generational differences. (Fullan, 2006)

Questions

REFERENCES Barnes, B. (2015). The nature of exemplary doctoral advisors’ expectations and the ways they may influence doctoral persistence. Journal of College Retention: Research, Theory & Practice. 11(3), 323 -343. Fry, R. (2015). Millennials surpass gen xers as the largest generation in U. S. labor force. Pew Institute. Retrieved from http: //www. pewresearch. org/fact-tank/2015/05/11/millennials-surpass-gen-xers-as-the-largestgeneration-in-u-s-labor-force/ Fullan, M. (2006). Change theory: A force for school improvement. Centre for Strategic Education. 157. Gros, B. , Garcia, Y. , & Escofet, A. (2012). Beyond the net generation debate: A comparison of digital learners in face-to-face and virtual universities. International Review of Research in Open and Distance Learning, 13(4). Lester, S. , Stanifer, R. , Schultz. N. , & Windsor, J. ( 2014). Actual versus perceived generational differences at work: An empirical examination. Journal of Leadership & Organizational Studies. 19(3), 341 -354. Weber, B. (2013). By the Year 2020, almost half of the workforce will be made up of these. UNC Kenan-Flagler Business School. Retrieved from http: //www. upworthy. com/by-the-year-2020 -almost-halfof-the-wo