Different centuries have seen transition in generational gap that differ in characteristics as the dawn of 1965 introduced the Generation Z that has particular characteristics that fits the study. Generation Z are born in an era of massive technological advancement and easy access to information boosting their digital native abilities since this generation embraces technology in all aspects of life. They perceived education differently than their predecessors due to their self-learning abilities (Singh, 2014). Generation Z delineates disregard for the previous generation due to education dynamics through online programs and courses availed. A recent research showed that most of the individuals in this generation value college education than the previous one. (Barnes & Noble College, 2015). This is because Generation Z rely on internet sources rather than printed materials when seeking information and also the overall effect of technology.
Moreover, the online lifestyle does not only influence their study patterns and their choice reading materials but also Generation Z's conversation patterns that requires frequent communication and keeps them online for responses. As a result of changes in communication patterns, education paths have also been influenced in a way that learning in schools ought to communicate and respond to feedback; hence the adoption of a collaborative and interactive process in all spheres of learning in the education system (Seemiller & Grace (2013). The most crucial aspect of developing in the education system is the leadership development programs that entail mentoring, advising, and coaching. Through leadership development strategies, students' engagement and feelings of connection increase significantly. Changes in communication and engagement accrue from digital technology and social media technology that proves vital in shaping the recent generation in learning and developmental processes (Brown, 2016). Therefore, embracing technological may seem useful in improving academic programs, especially in the career services and academic advising that researches show students' less satisfaction and unmatched support of services provided (Allen et al., 2013). The use of technology may perhaps prove useful in changing the negativity tied to support services such as advising and career guidance in the students' school environment. In fostering quality advice studies suggests a course of action that promotes positivity in the school environment since most time is spent there. Besides, Generation Z home environment cannot condone meaningful conversation due to both parents and children attachment to the digital trend emphasizing the need for advising and consultation programs in schools. Therefore, this research seeks to explore Generation Z, which are the current leading population in schools today, participation levels in the advising process when advisors incorporate technology.
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Literature Review
Many types of research find the digital nature of Generation Z interesting as presence of technology deconstructs social interest through the explosion of online and mobile media that uses smartphones and social media platforms, which in turn increases attachment to these online features. Parents of Generation Z promote technological boom through the purchase digital gadgets in households such as video games, phones, and laptops that limit both internal and external interaction and communication due to attachment to the said devices. Generation Z's attachment to the digital world is at an average of 60%, with more virtual social connections rather than real social interactions (Palley, 2012). The attachment limits face-to-face communication making Generation Z susceptible to cyberbullying, explicit online content, instant gratification, and mental health issues that may emerge when the virtual connection fail to reciprocate affection (Stayer, 2012). However, technology is also a plus for this generation as it has contributed to multitasking abilities that translate to interest in not only education but also labor market. This is because the technology forms such as digital connects buyers to sellers and job markets. A recent study aimed at identifying the level of employers' level of preparedness in employing Generation Z illustrated a challenge for the said generations hat they are not prepared to handle the realities in workplaces like previous generations (Barna Group, 2018). Employers find their attachment to the digital world, and inadequacy in managing their expectations to contribute to their level of unpreparedness. However, other studies find Generation Z high consumption for digital goods and services as a challenge for consumer markets and companies to embrace the digital world that fosters speed, simplicity, and service (Selligent, 2015).
However, various studies find interest in the educational aspects of Generation Z due to the significant number of this generation present in school. Today's classroom and college environment face transition because of characteristics Generation Z hold. Academic resource facilities acknowledge changes in the teaching pattern as studies show that students perceive educational technology as a motivating factor (Roby et al., 2013). Understanding the difference between the previous generation and Generation Z is vital as it influences the learning process, which results showed that the new generation values a different type of learning that embraces their unmatched capabilities and practicability rather than theorization that, according to the study, is insightful informing educational and career path (Puiu, 2017). A study conducted by Foothill College showed increased student enrollment since the adoption of online classes that lead to an increased number of courses over the years and credits students’ success to student engagement in the whole process (Swett, 2016). Another study portrays how vital it is for academic facilities to embrace hybrid courses that integrate classroom and online learning experiences as it bridges adequate course skills and brilliant display (Hilinski et al., 2014). Since education is prominent in the learning process and future development, a significant career, career guidance among Generation Z offers quite a challenge. This is because struggles in academic work and career path, lack of career decisions and lack of information about their personalities, talents, goals, and vocational options among others often perpetuate suicidal ideas (Wong et al., 2011). This is because most societies around the world have high expectations and high worldwide success for their children (Rahman & Witenstein, 2014). This, therefore, affirms the role of advisory in the school environment, which is cumbersome for the current generation, who attach a positive perception to education technology. Various studies majoring in school faculty advising prove that there is a need for changes in advising approaches since the current generation has unique attributes to the previous ones. According to Laurel et al., a faculty advising program study highlights students’ reduced attendance in advising sessions (Williamson et al., 2014). This trend creates worrying signals for schools and society in general and dins the need for more course of action. In light of the aspects mentioned above, this research explores the advising, although from a technological perspective, to improve students' (Generation Z) engagement in advisory sessions.
Research Methodology
Research Topic
Generation Z engagement in academic advising may increase when technology is incorporated in advising by advisor. The research variables present are as follows: the independent variable is Generation Z, the dependent variable is academic advising, the mediator variable is advisor, and technology use is the citable potential extraneous variable that can alter Generation Z’s engagement levels directly.
Research Method
The qualitative approach befits this study due to its ability to explain unpredictable studies, profoundly delving, and unearthing respondents' innate opinions, feelings and perceptions. Due to the unpredictability tied to Generation Z's engagement to academic advising, in the dawn of technology incorporation by advisors and inability to measure the variables qualifies the study as a qualitative approach study. The research study will specifically aim at students who qualify as Generation Z attending either high school or college education. The participants are also to range from 14-21 years because they are more articulate and independent about the interests and vary in experiences as per education level. Besides, the students ought to have attended academic advising sessions at least once. Advisors will not be present as they may hinder students’ participation. Individuals who pass the set criteria will be sampled to focus groups of five to seven individuals. They will freely share their experiences and perceptions on advising sessions and advisors. These focus groups will be inclusive as it will capture students of different ages and educational levels to foster openness.
Ethical Issues
The ethical issue likely to occur when conducting the research is likely to result from consent for undertaking research, whether it is parents, teachers, or ministry. The study will deal with students in a school setting after consultation with the school administration. Besides, there is a likelihood of conflicting interest in that the research team will seem to dwell much on the success of technology incorporation in academic advising that the study may have proved otherwise. Avoidance of the said issue is by including an independent party such as advisors during the data analysis process to present unbiased information. Another avenue for emerging ethical issues is the respondents' conduct that may arise when they hide vital information due to fear. However, it will be avoided through focus groups that will allow everyone to speak freely. Focus groups tend to bring out many issues that play out unknowingly in a subject. This means there is a likelihood for respondents to speak negatively about their advisors during the study; however, this considers all stated facts as part of the study and the respondents' privacy and discretion assured. According to Institutional Review Board standards, this study fits as an Exempt Review because the research happens in a school setting, where disclosure of respondents' ideas is detrimental to termination of the research, and recorded information links the stated topics to the subjects under study.
Data Collection and Analysis
Recording information through audiotapes will be the method of data collection. Data transcription will be the start of the analysis process to ensure all recorded data is written word for word. Further, the written data is analyzed through a content analysis process that will highlight the underlying reason for reducing academic advising and intense opinions students hold upon technology incorporated academic advising by the advisor. Content analysis suits this research because it identifies all ideas, opinions, feelings, perceptions, and suggestions cited throughout the interview since they all determine behavior.
Conclusion
Educational centers ought to recognize the role of academic advising in students' educational process and identify creative avenues to improve students' participation, especially to the current digitized generation. Such studies are essential to the school stakeholders as it improves school performance and individual mental health stability that is a trending topic to the current generation.
References
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