Browsing by Subject "Millennial generation"
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Item Complaint Behaviors of the Millennial Generation(2011-02-22) Philmon, Brittany DianeThe 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.Item Engaging the Millennial Generation : public participation methods for Millennials in Austin’s planning processes(2016-05) Peris, Karen Emily; Wilson, Patricia Ann; Mueller, ElizabethPlanning processes include the necessary component of engaging the public in the process with a fair and equitable process. The difficulty with participatory planning processes is reaching all affected groups. One of these difficult to reach cohorts is the Millennial generation. It is a common misunderstanding that Millennials are unengaged and self-centered. Regardless, it is important to engaging the generation because Millennials are a large part of urban populations, especially in Austin. As Austin implements the 2012 comprehensive plan, there are many planning processes that will follow. Austin city planners have the opportunity to engage the Millennial cohort moving forward with these planning processes, starting with the activity corridors, which is the next task of the comprehensive plan. To understand how to engage the Millennials it is important to define the generation's characteristics. The literature review is research of the history of participation, generational differences, and analysis of the Millennials. Then, the report looks at case studies from four cities that have targeted the Millennial generation in engagement process to deduct important themes and understand lessons learned. Overall, the report realizes through the analysis of the characteristics and themes that Millennials engage in different ways than have been effective in the past, but they are, in fact, engaged in civic life. Millennial characteristics and motivations align with the modern landscape of public participation. Understanding the target audience will make planning processes more equitable.Item Undergraduate student perceptions of characteristics attributed to millennial generation college students and implications for university recruitment and retention(Texas Tech University, 2008-05) Ramey, Kevin; Alexander, Karen L.; Felstehausen, Virginia; Couch, Sue; Sizer, Phillip S.The millennial generation (individuals born between 1980 and 2000) began attending institutions of higher learning around 2000, and a number of authors have proposed how they will impact the university systems and how universities should respond. Several authors have suggested that students and their parents are scrutinizing universities more in an attempt to make sure their needs and/or desires are being met. Some are suggesting that universities need to place greater emphasis on meeting the demands of the consumers they already have and those they wish to attract. While this thought may be controversial to some, universities are spending a great deal on money on recruitment, and competition has increased. Howe and Strauss (2000 & 2003) propose that millennial generation students are different than their predecessors, and success in interaction with these students involves acknowledging and responding to seven characteristics they attribute to this population. The characteristics are special, sheltered, confident, team-oriented, conventional, pressured, and achieving. While general support for these characteristics exists, the opinions of college students as they relate to these characteristics do not exist. Additionally, the characteristics have been applied to the generation homogenously, and allowances for differences by groups have not been applied. This study assessed whether there were differences by ethnicity, socioeconomic status, family history of education, and geographical area of primary and secondary education. Undergraduate students enrolled in general education classes at Texas Tech University (n = 1,232) completed a voluntary survey that assessed their attitudes toward the seven characteristics assigned to them. They were asked to assess their agreement with the seven characteristics as they related to them personally and as they related to their peers. In addition, student satisfaction with their university experience was assessed in an attempt to identify factors that would aid universities in recruitment and retention. Student agreement with the seven characteristics was relatively high for all of the characteristics except for team-oriented and sheltered. Statistically significant differences were found between generational self perception and generational peer perception for six of the seven characteristics, and significant differences for both self and peer perceptions for the seven characteristics were found by gender, ethnicity, family history of education, and geographical area of primary and secondary education. Additionally, a factor analysis produced eight factors related to student satisfaction, and differences between groups were found for the factors of satisfaction.