This basic qualitative study explored the lived experiences of fifteen millennial school principals, with 1-5 years in the role. The purpose of this basic qualitative study was to identify what prompts some aspiring millennial leaders to pursue and accept the role of school leadership, what motivates them to remain in that role, and what conditions might prompt them to leave the principalship. The following questions guided this study: 1) What prompts the millennial leader to pursue and accept the school principal position? 2) What motivates the millennial school leader to remain in the principalship? 3) What are the factors or conditions that would motivate a millennial school leader to leave the principalship? Findings that came out of this research include: 1) Millennial principals bring a strong work ethic that influences them to pursue the role, motivates them to remain, but could be a condition for them to leave. 2) Millennial principals' interest in seeking life balance influences them to pursue the role but could be a leading condition to motivate them to leave. 3) Millennial principals value relationships and feedback to encourage their pursuit, engagement, and longevity in the role. 4) Millennial principals are driven by intrinsic motivation to contribute that influences them to pursue the role, motivates them to remain, and could be a condition for them to leave. 5) Millennial principals pursue the role and remain engaged with their school community with high levels of commitment and dedication. 6) Millennial principals are self-aware and pursue roles that are a good fit for their strengths. 7) Millennial principals work collaboratively with their stakeholders to remain in the role. 8) Millennial principals lead with passion for teaching and learning which keeps them engaged in their work. / Doctor of Education / This study explored the lived experiences of fifteen millennial school principals with 1-5 years in the role, in rural and suburban schools in Virginia. The purpose of this basic qualitative study was to identify what prompts some aspiring millennial leaders to pursue and accept the role of school leadership, what motivates them to remain in that role, and what conditions might prompt them to leave the principalship. Findings that came out of this research include: 1) Millennial principals bring a strong work ethic that influences them to pursue the role, motivates them to remain, but could be a condition for them to leave. 2) Millennial principals' interest in seeking life balance influences them to pursue the role but could be a leading condition to motivate them to leave. 3) Millennial principals value relationships and feedback to encourage their pursuit, engagement, and longevity in the role. 4) Millennial principals are driven by intrinsic motivation to contribute that influences them to pursue the role, motivates them to remain, and could be a condition for them to leave. 5) Millennial principals pursue the role and remain engaged with their school community with high levels of commitment and dedication. 6) Millennial principals are self-aware and pursue roles that are a good fit for their strengths. 7) Millennial principals work collaboratively with their stakeholders to remain in the role. 8) Millennial principals lead with passion for teaching and learning which keeps them engaged in their work.

This basic qualitative study explored the lived experiences of fifteen millennial school principals, with 1-5 years in the role. The purpose of this basic qualitative study was to identify what prompts some aspiring millennial leaders to pursue and accept the role of school leadership, what motivates them to remain in that role, and what conditions might prompt them to leave the principalship. The following questions guided this study: 1) What prompts the millennial leader to pursue and accept the school principal position? 2) What motivates the millennial school leader to remain in the principalship? 3) What are the factors or conditions that would motivate a millennial school leader to leave the principalship? Findings that came out of this research include: 1) Millennial principals bring a strong work ethic that influences them to pursue the role, motivates them to remain, but could be a condition for them to leave. 2) Millennial principals' interest in seeking life balance influences them to pursue the role but could be a leading condition to motivate them to leave. 3) Millennial principals value relationships and feedback to encourage their pursuit, engagement, and longevity in the role. 4) Millennial principals are driven by intrinsic motivation to contribute that influences them to pursue the role, motivates them to remain, and could be a condition for them to leave. 5) Millennial principals pursue the role and remain engaged with their school community with high levels of commitment and dedication. 6) Millennial principals are self-aware and pursue roles that are a good fit for their strengths. 7) Millennial principals work collaboratively with their stakeholders to remain in the role. 8) Millennial principals lead with passion for teaching and learning which keeps them engaged in their work. / Doctor of Education / This study explored the lived experiences of fifteen millennial school principals with 1-5 years in the role, in rural and suburban schools in Virginia. The purpose of this basic qualitative study was to identify what prompts some aspiring millennial leaders to pursue and accept the role of school leadership, what motivates them to remain in that role, and what conditions might prompt them to leave the principalship. Findings that came out of this research include: 1) Millennial principals bring a strong work ethic that influences them to pursue the role, motivates them to remain, but could be a condition for them to leave. 2) Millennial principals' interest in seeking life balance influences them to pursue the role but could be a leading condition to motivate them to leave. 3) Millennial principals value relationships and feedback to encourage their pursuit, engagement, and longevity in the role. 4) Millennial principals are driven by intrinsic motivation to contribute that influences them to pursue the role, motivates them to remain, and could be a condition for them to leave. 5) Millennial principals pursue the role and remain engaged with their school community with high levels of commitment and dedication. 6) Millennial principals are self-aware and pursue roles that are a good fit for their strengths. 7) Millennial principals work collaboratively with their stakeholders to remain in the role. 8) Millennial principals lead with passion for teaching and learning which keeps them engaged in their work.

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.

Cigarettes have been a staple of society for hundreds of years; only 60 years ago did the world begin to realize the damage they cause. In the following decades, the U.S. government poured money into anti-smoking campaigns and enacted new legislation that would help educate the American people on the risks of smoking. These efforts had promising results; as of the early 2010s, smoking levels continued to decrease. However, within the past ten years, the rise of electronic cigarettes surprised public health officials by providing a novel delivery system for nicotine, and creating a new set of consequences. E-cigarettes caught the attention of the nation’s youth, resulting in a headline-worthy “vaping epidemic.” In response, multiple studies were conducted to try to understand the draw and effects of e-cigarettes on adolescents. These projects ranged from national surveys to individual interviews, all aimed at teenagers and young adults. As a result, there is now literature that provides information regarding perceptions and beliefs of youth towards to e-cigarettes. Social considerations (competitions with blowing smoke rings, fitting in with a crowd, feeling cool) were some of the most important to participants, across multiple studies. Other considerations, such as stress relief, the buzz from nicotine, and the multiple flavor options, also played roles in whether an individual chose to use e-cigarettes. Most of these studies focus on adolescents and young adults, leaving the millennial generation (those born between 1981 – 1996) largely excluded from the current research. This gap in the literature is a notable one, as millennials are an ever-growing force in American society. To that end, this paper proposes a mixed-method study to discover the motivations, perceptions, and beliefs of millennials towards e-cigarettes and tobacco cigarettes. It will consist of an initial survey to a large population, with a second stage of individual interviews with a select number of participants. By using different methods of data collection, the goal is to gain both large amounts of data on general positions, as well as understand the nuance of opinions through interviews. This study hopes to contribute to the body of literature for e-cigarettes and tobacco cigarettes, with a focus on the millennial generation. This subsection of the US population is one that will have increasing influence in the years to come, and so understanding its perceptions and beliefs of tobacco and e-cigarettes will be vital for future public health efforts.

Indiana University-Purdue University Indianapolis (IUPUI) / Past studies are focused on measuring competitiveness factors that are significant to a destination, while lesser focus is provided to capturing specific tourists’ attractiveness factors. The purpose of this study was to explore Millennials’ perception of destination attractiveness (DA) and their propensity to visit a destination. The objectives of this research include 1) To explore the perceptions of the millennial tourist when deciding on visiting a destination, 2) To determine which destination attractiveness factors are significant to the millennial tourist, 3) To identify Millennials propensity to visit a destination and 4) To explore other preferences that affect propensity to visit a destination. To accomplish the purpose and objectives, millennial college students and recent graduates from multiple universities in the USA were surveyed. A total of 103 Millennials participated in the study. Descriptive statistics and multivariate analysis were used to analyze the data. The results of this study will contribute to the existing knowledge in the areas of Millennials’ propensity to visit a destination and their perception of destination attractiveness.

Yes / There has been a substantial rise in the number of Chinese tourists, with the Chinese millennials being important influencers. Yet very little is known about their tourism behavior, particularly how their perceived destination brand values influence their destination loyalty. This study brings in the consumers’ perceived brand value concept from the branding literature to investigate Chinese millennial tourists’ destination loyalty. An online survey was adopted to collect data from 287 Chinese millennial tourists. The findings offer insight into the relative effects of five dimensions of tourists’ perceived destination brand values on their destination loyalty. The findings also extend existing tourism literature, showing the moderating effects of destination brand globality, destination status (domestic vs. international) and national brand attitude on the said relationships. Managerial implications to better target Chinese millennials are discussed together with future research directions. / Zhejiang Natural Science Funding [LQ17G020009]

An analysis of data from the Community College Survey of Student Engagement and multiyear analysis of pretest/posttest scores in introductory criminal justice courses revealed there was a systemic decline in student engagement and achievement. Because of this analysis, a commercial virtual learning tool (CJI) that purported great success in improving student engagement and performance was identified and implemented on the college's course management application in the spring of 2010. CJI, a comprehensive learning tool that incorporated Web 2.0 activities, such as video, simulations, and study aids, was designed to improve student engagement and performance. The inclusion of Web 2.0 activities was important because the majority of students at Herkimer County Community College are of the Millennial generation, those born between 1979 and 1994. The purpose of this study was to investigate the design and implementation of a VLT, utilizing multiple intelligence theory while specifically targeting Millennial students could improve student engagement and achievement. For this study, the VLT was implemented in two hybrid sections and compared to a traditional section of an introductory criminal justice class. The quasi-experimental design examined the effectiveness of a VLT on student learning, and engagement. Based on the results, the VLT had a positive effect on students' perception of ease of use and usefulness. The students' positive perception led to an increase in student engagement the testing period. The results of the testing revealed that overall students found the VLT beneficial to them as a learning tool and had a positive impact on their course performance. While the VLT did not improve student performance beyond that of the traditional lecture course, there were positive implications in the design of the VLT utilizing multiple intelligence theory as a foundation. The implications of this study involved the impact of the VLT on students' perception of usefulness and ease of use. A VLT designed with multiple intelligence learning tools can improve student engagement and their perception of the tools usefulness and ease of use. It is clear that VLTs' designed with multiple intelligence learning tools should be incorporated as a tool to improve student performance.

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