All Your Students Are Generation Z

Gen ZWhen I started working at a university in 2000, there was a lot of talk about Millennials. That generation gets a lot less attention these days. I am not much of a fan of these generation generalizations, but that won't stop them from being topics of conversation. They are particularly of interest to marketers.

The generation that follows the Millennials are those born between 1995 - 2012. That makes them 5- 22 years old. I don't know how we can generalize very much about that wide a range of people. But educators should take note because they do include kids in kindergarten through the new college graduates and all those students in between.

The post-Millennial generation hasn't gotten name that everyone agrees on. I hear them called Generation Z, Post-Millennials, iGeneration, Centennials and the Homeland Generation.

Although "iGeneration" might suggest that they are self-centered, the lowercase i references the Apple world of iPods, iPhones, iPads etc.

"Homeland" refers to the post-9/11 world they grew up in. September 11, 2001 was the last major event to occur for Millennials. Even the oldest members of Generation Z were quite young children when the 9/11 attacks occurred. They have no generational memory of a time the United States was not at war with the loosely defined forces of global terrorism.

I'll use Gen Z to label this demographic cohort after the Millennials.

Here are some of the characteristics I find that supposedly describe Gen Z. You'll notice that much of this comes from the fact that this generation has lived with the Internet from a young age. This is usually taken to mean that they are very comfortable (don't read that as knowledgeable) with technology and interacting on social media.

Besides living in an Internet age, they live in a post-9/11 age and grew up through the Great Recession and so have a feeling of unsettlement and insecurity.

They get less sleep than earlier generations.

They are mobile phone users - not desktop, laptop or landline users.

They are wiser than earlier generations about protecting their online personalities and privacy, but they live in a world that also offers more threats.  For example, they are more likely to create “rinsta” and “finsta” Instagram personas. (Rinsta is a “real” account and finsta is a “fake” or “friends-only” profile.)

They are wiser to marketing and more resistant to advertising. Less than a quarter of them have a positive perception of online ads (Millward Brown). But, perhaps ironically, they trust YouTube stars, Instagram personalities, and other social media influencers and that includes when they make purchasing decisions.

Having grown up with more of it, they are generally more open to efforts to increase diversity and inclusion.

They’re easily bored with an average attention span of eight seconds (Sparks & Honey). Of course, the attention span of the average millennial is supposed to be 12 seconds. That makes them hard to engage, but they self-identify as wanting to be engaged.

That haven't had or expect to have summer jobs.

They are said to be slower at maturing than earlier generations. They postpone getting a driver's license. Many of them even postpone having sex.

Rather than a generation gap, like the one made famous in the 1960s, they are more likely to hang with their parents.

They are very open to sharing their opinions in many ways from consumer reviews and other consumer behavior, and online they like collaborative communities and the exchange of ideas and opinions.

Workplace Skills Shifting - Are Colleges Shifting Too?

Jeff Selingo has been writing about higher ed for two decades and lately he has been looking at some of the "big ideas" that colleges and universities should consider. These ideas are through the lens of the changing workplace.

Whether you are talking about automation or the gig economy and the rise of the virtual (what we used to call freelance) worker, the skills required,or at least desired, have changed in two decades.

In the second part of his paper, "The Future of Work," he shows that more than half of jobs expected to require cognitive abilities as part of their core skill set in 2020 do not yet do so or do to only a small extent. 

 

You would think that colleges are always looking at what the workplace want or demands and are changing their courses and programs to offer those things. You would mostly be wrong in that assumption.

Jeff Selingo is the author of three books, the newest of which, There Is Life After College. He is a special advisor and professor of practice at Arizona State University, a visiting scholar at Georgia Tech’s Center for 21st Century Universities. More at jeffselingo.com