Preparing The Higher Education Space For Gen Z

Generation Z views participatory technological interfaces as an integral part of their lives. Every experience in which they engage, particularly schooling, is viewed and experienced through that highly technological lens. At no other time in higher education has the nature of teaching and learning experiences been so defined by the technological interactivity of its student population. Thus, higher education needs to change to meet the needs of the incoming groups of students and expand upon ways in which they learn, communicate, and experience information. Preparing the Higher Education Space for Gen Z is an essential scholarly publication that delves into the specific challenges, issues, strategies, and solutions that are associated with using participatory social media, virtual communication, and other Web 2.0 innovations in higher education, and its particular implications for Generation Z. Including topics such as digital participation, learning environments, and mobile technologies, this book is ideally designed for higher education faculty, administrators, counselors, professionals, students, researchers, and academicians.

Say Hello to Your Incoming Class—They're Not Millennials Anymore Generation Z is rapidly replacing Millennials on college campuses. Those born from 1995 through 2010 have different motivations, learning styles, characteristics, skill sets, and social concerns than previous generations. Unlike Millennials, Generation Z students grew up in a recession and are under no illusions about their prospects for employment after college. While skeptical about the cost and value of higher education, they are also entrepreneurial, innovative, and independent learners concerned with effecting social change. Understanding Generation Z's mindset and goals is paramount to supporting, developing, and educating them through higher education. Generation Z Goes to College showcases findings from an in-depth study of over 1,100 Generation Z college students from 15 vastly different U.S. higher education institutions as well as additional studies from youth, market, and education research related to this generation. Authors Corey Seemiller and Meghan Grace provide interpretations, implications, and recommendations for program, process, and curriculum changes that will maximize the educational impact on Generation Z students. Generation Z Goes to College is the first book on how this up-and-coming generation will change higher education.

One of the key elements in determining the socio-economic significance of education is quality. Quality management plays an integral role in higher education by ensuring that quality benchmarks are being met, thereby attributing to its prestige, increased enrollment, and student success. Quality management policies must be successfully implemented for the institution to thrive. With quality management still in the growing stage, research is needed regarding the applications, challenges, and benefits of these policies within advanced academics. Quality Management Principles and Policies in Higher Education provides emerging research exploring the theoretical aspects of quality management policies and applications within the educational field. Featuring coverage on a broad range of topics such as faculty involvement, administration practices, and critical success factors, this book is ideally designed for educators, administrators, educational consultants, researchers, policymakers, stakeholders, deans, provosts, chancellors, academicians, and students seeking current research on successfully implementing quality management systems in teaching, learning, and administrative processes.

Academic mobbing, a bullying behavior that targets a specific faculty member, is growing in higher education. It is a dangerous phenomenon that often attacks competent researchers and scholars who are ethical, outspoken in support of others, and normally reflect professional achievement that is coveted, resented, and perceived as intimidating by lesser faculty and administrators. Therefore, it is important to understand how academic mobbing begins, expands amongst faculty and administrators, is actually supported by faculty and administrators by either proactive efforts or actively ignoring, and results in a weakening of the higher education institution due to the reputation being detrimentally, and many times irreparably, impacted. Confronting Academic Mobbing in Higher Education: Personal Accounts and Administrative Action is an essential research publication that provides comprehensive research on the development of academic mobbing as a prevalent form of bullying within higher education and seeks to explore solutions and provide support for professionals currently dealing with this phenomenon. Highlighting a range of topics such as ethics, faculty outcomes, and narcissism, this book is ideal for higher education faculty, deans, department chairs, provosts, chancellors, university presidents, rectors, administrators, academicians, researchers, human resources faculty, policymakers, and academic leaders.

Although initially utilized in business and industrial environments, quality management systems can be adapted into higher education to assess and improve an institution’s standards. These strategies are now playing a vital role in educational areas such as teaching, learning, and institutional-level practices. However, quality management tools and models must be adapted to fit with the culture of higher education. Quality Management Implementation in Higher Education: Practices, Models, and Case Studies is a pivotal reference source that explores the challenges and solutions of designing quality management models in the current educational culture. Featuring research on topics such as Lean Six Sigma, distance education, and student supervision, this book is ideally designed for school board members, administrators, deans, policymakers, stakeholders, professors, graduate students, education professionals, and researchers seeking current research on the applications and success factors of quality management systems in various facets of higher education.

The knowledge society arises from the combination of four interdependent elements: the production of knowledge through research, its transmission through education, its dissemination through information and communication technologies, and its exploitation through innovation. For this reason, higher education institutions (HEIs) are the main component of the formation of intellectual capital because they are the key element of the knowledge society, so it is necessary that they continue to be the main source of the necessary skills that allow the increase of economic competitiveness, sustainability, and citizen welfare within the framework of quality education and equity. The Formation of Intellectual Capital and Its Ability to Transform Higher Education Institutions and the Knowledge Society is an essential research publication that provides systemic research on the formation of intellectual capital in higher education and its impact on the knowledge society. Highlighting topics such as educational programs, management strategy, and educational studies, this book is meant for educators, educational technologists, students, researchers, professionals, and administrators.

University involvement within their communities and the promotion of engaged scholarship is essential for the success of the learning institution as well as for providing students with opportunities to interact with various leadership roles and hands-on interactions with the communities themselves. Community schools employ strategic partnerships to expand the boundaries of school improvements and to increase the direct benefits gained by the community. Emerging Perspectives on Community Schools and the Engaged University is an essential research publication that explores the importance of civic engagement in various school settings, but especially in higher education settings. Featuring a wide range of topics such as service learning, charter schools, and democracy, this book is ideal for community organizers, superintendents, directors, provosts, chancellors, education practitioners, academicians, administrators, researchers, and education policymakers.

Post-traditional students are rapidly becoming the majority of the higher education student population. This changing demographic within the higher education landscape increases the demand for flexible learning options accessible to non-traditional learners. Redefining Post-Traditional Learning: Emerging Research and Opportunities is a comprehensive research publication that explores shifting demographics within higher education and offers recommendations to current teaching methodologies. Highlighting a range of topics such as adult learners, pedagogy, and international students, this book provides a theoretical foundation, followed by an intentional dissection of current and best research practices through the lenses of andragogy, student demographics, and technology. It is ideal for teachers, instructional designers, curriculum developers, educational professionals, school administrators, policymakers, academicians, teaching professionals, researchers, and graduate students.