Department of Management

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Author: search.filters.author.Mahesh, JayashreeSubject: search.filters.subject.Generation Z

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    Future-forward education: a multi-stakeholder approach to gen Z learning
    (Academy of Management, 2024-07) Bhat, Anil Kumar; Mahesh, Jayashree
    This paper explores the evolving landscape of higher education in response to the unique characteristics and expectations of Generation Z students. The authors emphasize the need for a comprehensive framework that aligns teaching methods with the preferences of Gen Z, addressing challenges in pedagogy and learning. The futuristic learning framework adopted in the study proposes a multi-stakeholder systems approach, considering input from students, faculty, and administrators. This study provides an integrative literature review, drawing insights from 185 papers categorized into 13 key areas. It reviews the influence of societal shifts on educational approaches to generate new insights for the educational framework and covers diverse aspects including managing student expectations, addressing faculty needs, delivering subject matter, developing evaluation methods, and understanding industry requirements among others. It delves into transformational learning methods tailored for Gen Z, including content delivery, pedagogical techniques, and innovative e-learning technologies. The framework also highlights the importance of aligning educational outcomes with industry and other regulatory requirements, fostering an entrepreneurial mindset, and integrating contributions to society. The paper concludes by highlighting the need to introduce experiential pedagogy, specifically Service Learning to enrich Gen Z's learning experience, preparing them for leadership roles and societal responsibilities thereby helping them to self-actualize.
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    Education of Generation Z: A Systematic Review and Research Directions
    (ICON-BITS 2021, 2022-02) Mahesh, Jayashree
    The purpose of this paper is to gain an understanding of existing research and debate regarding the requirements expectations and attitudes of Education for Generation Z using the technique of Systematic Literature Review. The Review has been done by systematically collecting the existing literature between 2003 and 2020. The literature is categorised according to Geographical Distribution and types of studies undertaken. Literature is also categorised based on the type of study. A disciplined screening process resulted in 41 relevant research papers appropriate for the study. As these papers explain the emerging trends in the discipline since 2003, it can serve as a base for researchers who wish to conduct a meta-analysis about Generation Z. It would also enable establishing a framework for further empirical research. Due to the vast nature of topics related to the education of Generation Z, it is not possible to study the entire discipline in a single study. Hence the study only focuses on relevant and emerging trends about education for Generation Z. The study aims to fill the gap of unavailability of a structured systematic literature review in the domain of education of Generation Z. This serves as an important source of information for academicians, practitioners. The study postulates new avenues for future research. The study contributes to the methodology for conducting Systematic Literature. Reviews in the field of teaching and learning, specifically for the education of Generation Z. It highlights an effective method for mapping out thematically and viewing holistically emerging research trends.
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    Are Gen Z Values the New Disruptor for Future Educational Institutions?
    (Journal of Higher Education Theory and Practice, 2021) Bhat, Anil Kumar; Mahesh, Jayashree
    Do educational organizations need to go beyond the self-imposed dichotomies of preparing students for either career or direct them towards their passions, guide them towards professional success or goad them towards a balance that will keep them happy? Whether models of teaching/learning would have to evolve through disruption or perish in future? That is the motivation for our study which seeks to understand in depth, the values of post-millennial higher education students and suggest consequently a broad contour of academic structure that might accommodate their preferences. We purposely select a sample cohort of brightest Generation Z students of an eminent technological university who can articulate freely their deepest feelings and perceptions about their hopes and fears. Through qualitative research tools we obtain their rich inputs to propose a model of teaching /learning based upon four superordinate Generation Z values (viz. instrumental – career & passions; terminal – success & happiness) in the context of higher education. Finally, we propose a framework for change of educational organizations in terms of their curriculum, pedagogy and culture.