Revisions in Learning Pedagogies in Higher Education A Comparison of Learning Culture differences between Gen Z and Millennials.
Abstract
The present study delves into the perspectives of business students towards group projects, exploring how these perspectives have transformed over two distinct time periods, namely 2005-2007 and 2017-2018. Additionally, the research scrutinizes the influence of social styles on the students' perceptions regarding group projects. Data was gathered from 2,517 pupils using Likert-scale questionnaires across both time frames.
The findings suggest that, in general, students regarded group projects as considerably time-consuming, with slight changes in this perspective over the years. Nevertheless, there were marked variations in other attitudes, such as camaraderie, anxiety regarding group member contributions, and perceptions of negative group dynamics. These disparities were attributed to the generational shift from Millennials to Generation Z in the later cohort.
Furthermore, social styles (driver, expressive, analytical, and amiable) were discovered to impact students' attitudes towards group projects differently. Expressive and amiable personalities demonstrated greater enjoyment while working in groups, while drivers and expressive showed more inclination towards leadership responsibilities. Analytical individuals, on the other hand, exhibited less enjoyment of creative problem-solving in group settings.
Through factor analysis, the study identified three fundamental dimensions influencing attitudes towards group projects: concerns about time wastage and negative group dynamics, attitudes towards leadership and workload distribution, and preferences for clearer guidelines and assignments.
In conclusion, this research highlights the importance of factoring in students' attitudes and social styles when incorporating group projects in business education. By comprehending and addressing these variables, educators can design more effective and customized group project experiences, fostering positive learning outcomes and better preparing students for their future careers.
