Teachers who have been teaching for more than a decade have had to deal with many generations of students. Each generation has presented challenges that required us to evaluate our methods.
Born 1946-1964: The years are approximate and overlap. Many of them grew up in a well-organized and disciplined family, which helped them respect authority. They were confident professionals who made good decisions and were excellent students. They were hardworking and took responsibility for their actions. They were easy to teach in many ways because of their willingness to learn and uniformity. They attended lectures and did their homework with little technology.
1965-1979: Independent, resourceful, and self-sufficient. They valued freedom and responsibility, but could sometimes show a casual disdain of authority. They didn’t want to be micro-managed, or have structured work hours. They missed more classes. They wanted to be able to choose their own hours and still get the job done. This generation witnessed an increase in the use of computer technology in teaching, such PowerPoint presentations and computer homework.
Gen Y and Millennials
1980-1999: They are tech-savvy, goal-oriented and tech-savvy. They grew up with their cell phones and laptops. They communicate via text messaging and other social media. However, they are team-oriented and seek guidance and feedback. These characteristics have led to a greater use of teams and groups. These students are open-minded to new ideas and new ways for doing things.
2000-2012: The first members of Gen Z reached 18 years old in 2018. Every generation presents new challenges for the Accounting instructor, and Gen Z is no exception. What are their unique characteristics? These are just a few examples. They are motivated more by security than money. They want to be prepared for a job well done.
They are open to working with different races and cultures. They are determined to make a difference. They don’t know the world before the internet. They excel at multitasking. They are constantly updated on their connected world. They are aware of the importance of skills development but they don’t value teamwork as much as their predecessors. They are independent and want their own space. They can work from anywhere. They can do all of their homework and prepare for class in a coffee shop.
This will change the way we organize our courses for Gen Zs. We will be doing more distance learning. We will be less likely to engage in group activities. Students won’t need to carry a textbook around. Many students get their texts electronically, one chapter at a. They expect to be able to access their information online and submit their assignments online. Many people would rather not attend class.
While these students have many similarities in their characteristics, each generation has its own characteristics. It will be difficult to manage classes with representatives from different generations.
Please note: Below are links to download all of the listed resources.
Note on how to use GPAs in Recruitment
A Note on the Use of GPAs in Recruitment – Exhibits
William B. Pollard Ph.D. Walker College of Business
Principles of Accounting I: Getting Students to Buy-In on Day One
Dr. Karen M. OxnerUniversity Central Arkansas
Rawls’ Veil of Ignorance: Introducing the Concept of Fairness for UnderstandingAccounting Rules and Regulations
Evan Shough, Ph.D.Oklahoma City University
Alexander Smith, Ph.D.Oklahoma City University
877 Brackney – Arctic Automotive Co. Cases: EV Batteries, IFRS and EV’s
877 Brackney- Arctic Automotive Co. Case Exhibitions
877 Brackney- Arctic Automotive Co. Case 3 Refers
Kenneth S. Brackney, Ph.D., CPAAppalachian State University
Tom Downen, Ph.D. CPAUniversity of North Carolina Wilmington
The Trends report was created by:
Belverd E. Needles Jr., Ph.D. CPA, CMAEditor Accounting Instructors ReportEY Distinguished Professor Emeritus of AccountingSchool of AccountancyDePaul Universität