The Millennial Generation, typically agreed upon by researchers to be those born from 1982 through 2000, displays exclusive characteristics making it truly different from other previous generations. As of 2000, this generation comprised about one fourth of the total US population, making this cohort's attributes demand consideration. The Millennials are quickly becoming a large factor in the workforce, now finishing college and becoming active consumers in the economy; hence, rapidly becoming a large portion of the traveling population as well. Because this generation is the first to be exposed to the Internet from birth, generally retain positive, trusting views of companies, and have a constant need to congregate with friends and family, questions arise regarding how and to whom Millennials complain, possibly engaging in negative electronic word-of-mouth. Negative e-WOM is especially pertinent to the travel industry due to the potentially extensive harmful outcomes it can cause for practitioners. Therefore, an explanatory study was conducted with a research design that applied a qualitative approach in efforts to gain further insight to the complaint behaviors of the Millennial Generation. Research questions to whom Millennials complain were asked, as well as how and why Millennials complain in certain ways. Findings indicate Millennials typically voice complaints to friends and parents in efforts to discuss their emotions concerning the complaint and obtain their advice on the complaint. In the rare cases where Millennials do complain directly to the company, the relational aspects, convenience, and quickness of response the media offers influence which media Millennials use to issue the compliant.

This research studied not only the Millennial Generation teachers who have entered the workforce in recent years, but it also compared the perceptions of Black Millennial Generation teachers to those of White Millennial Generation teachers. The intent of this study was to discover whether Black and White Millennial Generation teachers feel prepared to work with diverse groups of students and to reveal additional factors influencing their decisions to remain in education. This study also examined whether there were differences between the perceptions of Black and White Millennial Generation teachers regarding their work/life balance, the amount of support they receive from their administrative team, professional learning opportunities, and other components of their teaching careers. This agenda is relevant because the impact of Millennials on the field of education has only begun to be realized and the percentage of Millennials in the classroom continues to rise. Interviewing six Millennial Generation teachers utilizing a semi-structured interview protocol allowed the researcher to gather data about their perceptions of their ability to work with diverse groups of students and the teaching profession. To make sense of the raw data, a prior-research-driven method was used for data analysis. The Millennial Generation is touted to be the most diverse generation to date. This study found that both Black and White Millennial Generation teachers feel they are able to successfully reach ethnically and socioeconomically diverse groups of students. The subjects for this study reported a high tolerance for and appreciation of ethnic, socioeconomic, and religious diversity.

This study in the aerospace ground equipment (AGE) apprentice course at Sheppard Air Force Base, Texas, examined the use of mobile digital devices to determine which device leveraged the best results and was most compatible with military technical training requirements. The sample consisted of 160 students who attended the course between January and June, 2010. Three devices loaded with course materials were issued to the students, who used the devices in the classroom and were encouraged to use the devices to enhance their study time after class. Quantitative data were obtained by comparing block test scores to determine if any device produced a significant change in student learning. Qualitative data were collected from surveys administered to instructors and students to measure which device instructors and students found easiest to understand and use, and student satisfaction with the device. An analysis of variance (ANOVA) revealed a statistically significant difference (p < .05) in the block test mean scores between groups using mobile devices and the students in the control group that had no device. Post hoc comparisons on each block showed that there was a statistically significant difference between students using the smartphone and students using the other devices, but no statistically significant difference in the block test mean scores between students using the iPod and the netbook. The netbook leveraged the best results, both in block test scores and student satisfaction. The greatest reported disadvantage of the smartphone and the iPod Touch was the small screen size.

This collective case study examines ways in which digital technologies and texts impact three selected teachers’ pedagogy in high school Biology classrooms on southern Vancouver Island. Data from an anonymous online survey was used to compare and contextualize the case study data. Methodological triangulation for the three participants’ case studies included lesson plans, on-site lesson observations with accompanying field notes, digital photos and audio recordings, and semi-structured interviews. The collected data was coded, analyzed for themes within cases, and then re-analyzed for themes across the three cases. The salient themes that emerged centered on: changes to pedagogical and learning practices resulting from the use of digital technologies and texts; how teachers live with contradictions within their changing educational environment; and the role traditional methods have within a digital classroom. While these considerations of integrating technology may be useful to many educators, this study has specific implications for the development of new science curricula in British Columbia, and teachers of Biology adapting their practice to engage contemporary Millennial Generation learners. / Graduate / 0727 / 0714 / 0710

Today is the era of millennial generation, many researchers in social sciences claim that Millennials are well-educated, confident, achieving, taking advantage of opportunities and so forth. Nowadays, the world is full of changes and uncertainty the whole nation needs talents of entrepreneurs more than ever before. The challenge for us is that we only know entrepreneurs when they appear themselves. Therefore, there is a great amount of potential entrepreneurs who keep in the background, while others take the best from developing their enterprises. Therefore, the purpose of this thesis is to investigate in entrepreneurial potential of present millennial generation and to understand about potential, external and environment characteristics which contribute our interviewees to become entrepreneurs. The research is conducted by applying both qualitative and quantitative methodology. The face to face interview is conducted with Swedish young entrepreneurs whereas web-based questionnaire survey is conducted with Master students in Sweden by applying FACETS Framework (the facets of entrepreneur: identifying entrepreneurial potential). Regarding application of literature review, conceptual framework, empirical data and discussion of findings part are concluded.

No description available.

No description available.

Organizations are facing a distinctive new challenge: the ever-increasing presence of Millennials in the workplace. The Millennial generation, comprised of those born arguably between 1980 and 1998, possess unique attitudes, behaviors, and desires within the workplace, therefore prompting numerous studies on Millennial engagement and retention. This paper contributes to current literature by investigating engagement and retention of Millennial employees specifically within their entry-level experience. By focusing on the unique experiences and needs during this entry-level phase, organizations will have the knowledge necessary to retain their young employees from the start of their career. This qualitative study utilizes interviews with 11 Millennial professionals to give voice to a generation that is predominantly understood through quantitative statistics. This paper outlines the discovered needs and desires of entry-level Millennial employees, how this compares to the current understanding of engagement of the Millennial generation as a whole, and opportunities for organizational improvement within the entry-level experience.

This research focuses on the importance on the Millennial Generation and their perceptions of food buzzwords. Since the Millennial Generation is the largest group purchasing and preparing their own foods, the food industry is becoming dependent on their buying preferences. A survey reflected the participants’ demographics and their buying preferences based on a series of food buzzwords when they are purchasing foods. Results show the Millennial Generation prefers “local” buzzwords. As the Millennial Generation continues to purchase foods for themselves and their families, it can be expected their choices will encourage others to do the same based on their family shopping factors, social interaction, and relationship building traits.

Higher education, specifically the California community colleges, is being inundated with a large new generation of students called millennials. They are the majority student group enrolled in record numbers at California Community Colleges. California community colleges continue to evolve in order to accommodate millennial generation college students. A phenomenological design was utilized, using face-to-face interviews. This research explores the phenomenon of “millennial college students (millennials)” through the lived experiences of California community college counseling faculty who interact with them. Their observations and experiences could prove to be informative and help advance the purpose of this research. The following are the research questions that guided this study. What type of experiences have California community college counseling faculty encountered while providing counseling services to millennial college students? What type of experiences have California community college counseling faculty encountered while teaching millennial college students? Have California community college counseling faculty modified their counseling or teaching practices to better serve millennial college students? Will the observations and experiences of California community college counseling faculty closely align with the literature in describing millennial college students?