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- Member of: ASU Electronic Theses and Dissertations
Description
The members of Generation Z are often referred to as "digital natives," having been born between 1995–2012, into a time of significant technological advancements. Members of Generation Z were between the ages of 7–24 years old in 2019. The world Generation Z knows has been impacted by the current technological environment including the use of personal smartphones and smart devices, the rise in social media use, and the preference of texting and instant messaging over voice/phone communications. The oldest members of Generation Z are just starting to enter the workforce. While there are studies on Generation Z's personal communication preferences and habits, there is very little research how these preferences and habits will impact business communication. This study examines specifically the older members of Generation Z, between ages 18–24 years old, who are currently in the workforce. The study gives insight into how Generation Z's personal communication habits are impacting their expectations of business communication..
The study includes results of a survey of 207 participants and in-depth interviews with six Generation Z members. The survey included both quantitative multiple choice and qualitative open-ended questions on the respondents’ personal and workplace communication habits and expectations. The in-depth interviews expanded on the findings of the survey and added additional context to many of the survey's findings.
Through researching the habits and expectations of members of Generation Z who are currently in the workplace, the study uncovered many unexpected attitudes and behaviors among working Generation Z respondents. These insights include: the
respondents’ awareness of the negatives of technology usage, differences in personal preferences and professional behaviors, the self-regulation of technology usage, and the concern for boundaries between personal and work life.
The study includes results of a survey of 207 participants and in-depth interviews with six Generation Z members. The survey included both quantitative multiple choice and qualitative open-ended questions on the respondents’ personal and workplace communication habits and expectations. The in-depth interviews expanded on the findings of the survey and added additional context to many of the survey's findings.
Through researching the habits and expectations of members of Generation Z who are currently in the workplace, the study uncovered many unexpected attitudes and behaviors among working Generation Z respondents. These insights include: the
respondents’ awareness of the negatives of technology usage, differences in personal preferences and professional behaviors, the self-regulation of technology usage, and the concern for boundaries between personal and work life.
ContributorsJanssen, Dawn (Author) / Carradini, Stephen (Thesis advisor) / Harris, La Verne Abe (Committee member) / Maid, Barry (Committee member) / Arizona State University (Publisher)
Created2020
Description
In the U.S, Middle Eastern (M.E) students often struggle with negative biases toward them and experience isolation, discrimination, and report a lack of meaningful interactions with U.S. students. Against this backdrop, this dissertation explored the impact of enacted similarity and nonverbal immediacy on social attraction and friendship-potential between same-sex U.S. and M.E. international students during first time interactions on Zoom. A 2 (M.E. vs. U.S. confederate) x 2 (low vs. high similarity) x 2 (low vs. high nonverbal immediacy) x 2 (pre- vs. post-interaction) experimental design was employed, with participants reporting on their perceptions after viewing a profile of a confederate and then again after they interacted with the confederate on Zoom for three minutes. Pre-interaction results indicated that M.E. women were perceived as the most socially attractive, highest friendship potential, and as most likely to engage in pleasant interaction, compared to the other three groups. This finding emerged even though U.S. women rated fellow U.S. women as more similar to them than they rated M.E. women. A potential explanation is intersectionality of gender and ethnicity, with U.S. women stereotyping M.E. women as quiet, submissive, and oppressed, and therefore have sympathy for them and expect them to be kind.
Post-interaction results revealed that in interactions between U.S. students, similarity impacted friendship potential but not social attraction, while nonverbal immediacy had a significant impact on both. In intercultural interactions between the U.S. and M.E. students, both nonverbal immediacy and similarity impacted social attraction and friendship potential. There were especially sharp drops in social attraction and friendship potential when the confederates enacted low levels of nonverbal immediacy. Overall, nonverbal immediacy had stronger and more consistent effects compared to similarity. Results indicate that to make positive impressions, both U.S. and M.E. students should use nonverbal immediacy cues such as smiling, leaning in, and being attentive to their interactional partner rather than looking away. Future directions include determining if findings can be generalized to face-to-face interactions and to perceptions of individuals from various cultures.
ContributorsLu, Anna Hommadova (Author) / Guerrero, Laura K (Thesis advisor) / Martin, Judith N (Thesis advisor) / Carradini, Stephen (Committee member) / Arizona State University (Publisher)
Created2021
Description
Educational videos are a large part of the YouTube community, and an emerging niche of these videos is educational videos created by professionals in the field. Creating content on their profession establishes them as experts and trustworthy sources of information that audiences can turn to while researching topics relating to the field. This study includes eighteen videos from three doctors creating medical-educational content posted to YouTube. The purpose of this study was to determine if these content creators use best practices for educational videos and the common themes these videos share. The best practices were gathered from previous research conducted on educational videos. These practices are viewability, timing, accessibility, reliability, and confidence. Commonalities noted across channels were then coded to find common themes within the niche. These themes do not need to be in every video, but they should be present on two channels. These themes include formatting videos and thumbnails, styles of videos, and their use of humor and entertaining additional content. These videos also break down the negative perceptions of authority that are often attached to doctors by humanizing the doctors to the audience. Combining these best practices and the use of the found common themes strengthen the videos to create engaging and educational content.
ContributorsTaylor, Darby Lyn (Author) / Mara, Andrew (Thesis advisor) / Carradini, Stephen (Committee member) / Madson, Michael (Committee member) / Arizona State University (Publisher)
Created2022