How to Cite
Abstract
Generation Z (Gen Z) refers to those who were born between mid-1990s and mid-2010s or currently between 12 and 27 years’ old as per 2024. In many parts of the world, the number of Gen Z employees is growing as this generation has just entered the workforce after finishing college. There has been much research on Gen Z in their work environment, however research on Gen Z and its implications related to educational policy is very limited. Understanding Gen Z’s attitudes and expectations in the workforce helps leaders, educators and other stakeholders to develop curriculum or business plans tailored to their needs and characteristics. This research aims to investigate Gen Z’s attitudes and expectations in the workplace. Data were collected from a survey involving 138 Gen Z who are ready to enter the workforce and in their final year of their study from Indonesia, Thailand and Afghanistan, which is followed up by a focus group discussion. Findings from this study indicate that Gen Z can be described as critical, open-minded and financially literate. Their expectations in their future employment include having ‘smart-office’ technology while at the same time they express an interest in Corporate Social Responsibility. It is expected that the findings will help educators to reconceptualize curriculum and identify strategies in assisting this generation to further develop their potential while maintaining a positive work ethic and realistic expectations in their workplaces.References
Ariker, Ç, & Toksoy, A. (2017). Generation Z and CSR: Antecedents of purchasing intention of university students. KAUJEASF 8, 483–502. doi: 10.9775/kauiibfd.2017.023.
Bernard, H. (2011). Research methods in anthropology (5th ed.). AltaMira Press.
BPS Statistics Indonesia. (2021). The 2020 population census. Retrieved from www.bps.go.id
Casalegno, C., Candelo, E., & Santoro, G. (2022). Exploring the antecedents of green and sustainable purchase behavior: a comparison among different generations. Psychology Market. 39, 1007–1021. https://doi.org/10.1002/mar.21637
Chudzicka-Czupala, A., Cozma, I., Grabowski, D., & Woehr, D. J. (2015). A comparison of the multidimensional work ethic profile across two countries. Journal of Management and Business, 3, 14–33.
Cogin, J. (2012). Are generational differences in work values fact or fiction? Multi-country evidence and implications. The International Journal of Human Resource Management, 23, 2268–2294. doi:10.1080/09585192.2011.610967.
Cohen, S. A., Duncan, T., & Thulemark, M. (2013). Lifestyle mobilities: The crossroads of travel, leisure, and migration. Mobilities, 10, 155-172. https://doi.org/10.1080/17450101.2013.826481
Colet, R. (2017). From content-centred to learning-centred approaches: Shifting educational paradigm in higher education. Journal of Educational Administration and History, 49(1), 72–86. https://doi.org/10.1080/00220620.2017.1252737
Creswell, J. W., & Poth, C. (2018). Qualitative inquiry & research design: Choosing among the five approaches (4th ed.).
Cyfert, S., Glabiszewski, W., & Zastempowski, M. (2021). Impact of management tools supporting industry 4.0 on the importance of CSR during COVID-19. Energies 14(6), 164. doi: 10.3390/en14061642
Goddard, W., & Melville, S. (2004). Research methodology: An introduction (2nd ed.). Blackwell Publishing.
Gomes, S., Lopes, J., Nogueira, S. (2023). Willingness to pay more for green products: A critical challenge for Gen Z. Journal of Cleaner Production, Volume 390. https://doi.org/10.1016/j.jclepro.2023.136092
Gursoy, D., Maier, T., & Chi, C. (2008). Generational differences: An examination of the work values and generational gaps in the hospitality workforce. International Journal of Hospitality Management, 27, 448–458. doi:10.1016/j.ijhm.2007.11.002
Ham, C.-D., Chung, U. C., Kim, W. J., Lee, S. Y., & Oh, S.-H., 2022. Greener than others? Exploring generational differences in green purchase intent. Int. J. Mark. Res. 64, 376–396. https://doi.org/10.1177/14707853211034108
Harter, B. J. (2023, May 17). Is Quiet Quitting real? Gallup.com. https://www.gallup.com/workplace/398306/quiet-quitting-real.aspx
Hossain, M., Tabash, M., Siow, M., Ong, T., & Anagreh, S. (2023) Entrepreneurial intentions of Gen Z university students and entrepreneurial constraints in Bangladesh. Journal of Innovation & Entrepreneurship. 12(1), 1–34. doi: 10.1186/s13731-023-00279-y
Huss, J. (2023) Gen Z Students Are Filling Our Online Classrooms: Do Our Teaching Methods Need a Reboot? InSight: A Journal of Scholarly Teaching 101–112.
Junaidi, A. (2020). Arah kebijakan pendidikan tinggi saat ini dan era industri 5.0. Retrieved from Faculty of Economics, Universitas Negri Jakarta https://fe.unj.ac.id/wpcontent/uploads/2020/02/AJ2_UB_140220.pdf
Kaplan, E. B. (2020). The millennial/gen Z leftists are emerging: are sociologists ready for them? Socio. Perspect. 63, 408–427. https://doi.org/10.1177/0731121420915868
Katz, R., Ogilvie, S., Shaw, J., & Woodhead, L. (2021). Gen Z explained: The art of living in a digital age. Chicago: University of Chicago Press.
Kyrychenko, V. (2018). Indonesia’s higher education: Context, policy, and perspective. Asian Journal of Contemporary Education. 2(2), 159–172. https://doi.org.10.18488/journal.137.2018.22.159.172
Lea, S. J., Stephenson, D., & Troy, J. (2003). Higher education etudents’ attitudes to student-centred learning: Beyond ‘educational bulimia’? Studies in Higher Education, 28(3), 321–334. https://doi.org/10.1080/03075070309293
Mason, J. (2002). Qualitative researching (2nd ed.). London: Sage.
McGaha, K. K. (2018). An interpretive phenomenological study of America’s leading workforce: Exploring generation Z’s leadership preferences (Publication No. 10974750) [Doctoral dissertation, University of Phoenix]. ProQuest Dissertations and Theses Global.
Miller, M., Woehr, D., & Hudspeth, N. (2002). The meaning and measurement of work ethic: Construction and initial validation of a multidimensional inventory. Journal of Vocational Behavior, 60, 451–489. doi:10.1006/jvbe.2001.1838
Nguyen, T., & Tran, D. (2023). Surveying generation Z in Hanoi city about factors effecting entrepreneurial readiness. Journal of Social & Political Sciences, 6(3), 122–130. 9. doi: 10.31014/aior.1991.06.03.431
Ngoc, T. N., Dung, M. V., Rowley, C., & Bach, M. P. (2022). Generation Z job seekers’ expectations and their job pursuit intention: Evidence from transition and emerging economy. International Journal of Engineering Business Management, 14, 1–13. doi:10.1177/18479790221112548
Nizam, (2020). Panduan Merdeka Belajar—Kampus Merdeka. Jakarta, Indonesia: Direktorat Jenderal Pendidikan Tinggi Kemendikbud RI.
Ozkan, M., & Solmaz, B. (2015) The changing face of employees: Generation z and their perceptions of work (a study applied to university students). Procedia Economics and Finance, 26, 476–483. https://doi.org/10.1016/S2212-5671(15)00876-X
Partiwi, S. (2023). Panduan implementasi pembelajaran berpusat pada mahasiswa. Direktorat Pembelajaran dan Kemahasiswaan. Direktorat Jenderal Pendidikan Tinggi, Riset, dan Teknologi. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Pusat Standar dan Kebijakan Pendidikan Kemenristek RI. (n.d.). Gen Z dominan, apa maknanya bagi pendidikan kita? Retrieved from https://pskp.kemdikbud.go.id/produk/artikel/detail/3133/gen-z-dominan-apa-maknanya-bagi-pendidikan-kita
Robertson, E. (2023). A preliminary exploration of the workplace expectations of Generation Z amidst Covid-19 [Doctoral dissertation, Pepperdine University]. Retrieved from ProQuest Dissertations and Theses database.
https://digitalcommons.pepperdine.edu/cgi/viewcontent.cgi?article=2323&context=etd
Robinson, O. C. (2014) Sampling in interview-based qualitative research: A theoretical and practical guide. Qualitative Research in Psychology 11(1), 25–41.
Saunders, M., Lewis, P., & Thornhill, A. (2012). Research methods for business students. Pearson Education Limited.
Seifert, C., Van Ness, R., Eddy, E., Buff, C., D’Abate, C. (2023). Generational work ethic differences: From baby boomers to gen Z. Journal of Managerial Issues, 35(4).
Sun, J., Leung, X.Y., Zhang, H. (2022). Attracting generation Z talents to the hospitality industry through COVID CSR practices. International Journal of Contemporary Hospitality Management 34, 1587–1606. doi: 10.1108/IJCHM-03-2021-0293
Thach, L, Riewe, S, & Camillo, A. (2020). Generational cohort theory and wine: Analyzing how gen Z differs from other American wine consuming generations. International Journal of Wine Business Research, 33, 1–27. doi: 10.1108/IJWBR-12-2019-0061
Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237–246. doi:10.1177/1098214005283748
Turner, A. (2015). Generation Z: Technology and social interest. Journal of Individual Psychology, 71(2), 103–113. doi:10.1353/jip.2015.0021
Villarreal, V. (2021). Generation Z attitudes about the workplace during covid-19: An exploratory survey. [Honors Thesis. Texas State University].
Wright, D. (2016). Verifying work ethic’s factor structure and examining the MWEP short-form using the Neo-Pi-R. [Master’s Thesis in Industrial/Organizational Psychology, Middle Tennessee State University]. Retrieved from https://jewlscholar.mtsu.edu/server/api/core/bitstreams/7beb7e7e-31fb-42ac-916f-c80f471cc9fb/content
Zabel, K., Biermeier-Hanson, B., Early, B., & Shepard, A. (2016). Generational differences in work ethic: Fact or fiction? Journal of Business and Psychology., 32, 301–315. doi: 10.1007/s10869-016-9466-5