DOCSLIB.ORG

Master's Thesis

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Master's Thesis Master’s Thesis: ARE THE DIGITAL NATIVES MYTH OR REALITY? - And what are their impacts on motivation? MSc. International Business Economics Centre for International Business Aalborg University Jonas Eduardsen May 2011 Master thesis MSc. IBE TITLE PAGE 10th Semester Master’s thesis MSc. International Business Economics Aalborg University Supervisor: Reimer Ivang Submission: 8/6-2011 Characters (with spaces): 248.811 (~104 pages) ______________________________________ Jonas Strømfeldt Eduardsen Aalborg University ©Jonas Eduardsen Page | 2 Master thesis MSc. IBE ABSTRACT Purpose: The purpose of this thesis is divided into three parts. First, this thesis takes a critical view of the idea of a distinct generation of digital natives by investigate whether the digital natives are myth or reality. If the digital natives are real, the aim of this thesis is to investigate how to motivate them. Finally, the aim of this thesis is to examine whether the digital natives are motivated differently than digital immigrants. Methodology: Adopting a phenomenological approach, this thesis use semi-structured interviews and an online survey the study examined whether the digital natives are myth or reality. Furthermore it was investigated how to motivate the digital natives and whether these are motivated differently than digital immigrants. Findings: The findings suggest that, contrary to the presumptions in the digital native literature, only a minority of the 18-29 year olds demonstrate digital native characteristics. Furthermore, the findings suggest that digital natives have a higher level of preference for enjoyment, followed by compensation, outward, and finally challenge. Finally, the findings suggest that the differences between the digital natives and immigrants in terms of motivation are not as sweeping as often argued. The empirical evidence suggests that there are few small statistical differences, but these differences are few and modest at best. Research limitation/implications: The research design limit the conclusions as it is difficult to determine whether differences between the respondents can be attributed to ‘age effects’, ‘cohort effects’, or ‘period effects’. Furthermore, the samples used in this thesis are not representative of whole population why the generalizablility of the thesis findings is limited. Practical implications: The findings have important implications for management as the findings suggest that the digital native discussion present a stereotypical image of young people arguing that all young people are digital natives. These stereotypes may obscure individual differences and prevent managers from getting to know their young employees as individuals and accurately manage those. Originality/value: The thesis contributes to the digital native discussion by adopting a critical view of the idea of a distinct generation of digital natives. Furthermore, the thesis contributes to the discussion by addressing the questions of how to motivate the digital natives and whether they are motivated differently than digital immigrants. ©Jonas Eduardsen Page | 3 Master thesis MSc. IBE ACKNOWLEDGEMENTS This thesis has been a long, and sometimes frustrating, process and would not have been possible without the support of many people. First and foremost I want to thank my enthusiastic supervisor Reimer Ivang. His untiring effort, commitment, encouragement, guidance, and support helped me greatly in the understanding and writing of this thesis. If it were not for him, this thesis would not have been possible. I am also greatly appreciative of the employees/students at University College of Northern Denmark, Jysk Telemarketing, and Aalborg University who took part in my interviews and survey, which provided me with the data needed for completing this thesis. I am also thankful to John Stellan & Henriette Eduardsen for granting me permission to conduct my interviews and survey within Jysk Telemarketing and University College Northern Denmark. I would also like to show my appreciation to my girlfriend, Mette Friis Andersen, for listening, to many of my thoughts and for her support and encouragement throughout the process of writing this thesis. Lastly, I offer my regards to all those who supported me in any respect during the completion of the thesis. ©Jonas Eduardsen Page | 4 Master thesis MSc. IBE Table of Content 1 INTRODUCTION ....................................................................................... 11 1.1 Are we in the middle of a digital revolution? .................................................................................. 12 1.2 Is there a New Generation of Digital Natives emerging? ................................................................ 15 1.3 The digital natives hits corporate Denmark .................................................................................... 17 1.4 The digital natives are motivated differently .................................................................................. 19 1.5 Problem formulation ....................................................................................................................... 21 1.6 Definitions ....................................................................................................................................... 22 2 METHODOLOGY ...................................................................................... 23 2.1 Paradigm .......................................................................................................................................... 24 2.2 The paradigmatic position of this research ..................................................................................... 25 2.3 Research Design .............................................................................................................................. 28 2.4 The Qualitative Research Process ................................................................................................... 29 2.5 Selecting the cases........................................................................................................................... 31 2.6 Data collection ................................................................................................................................. 32 2.6.1 Semi-structured interview ....................................................................................................... 33 2.6.2 Online questionnaire ............................................................................................................... 35 2.7 Data Analysis ................................................................................................................................... 38 2.8 Data presentation ............................................................................................................................ 41 2.9 Trustworthiness of Research ........................................................................................................... 42 2.9.1 Credibility ................................................................................................................................. 43 2.9.2 Transferability .......................................................................................................................... 43 2.9.3 Dependability & Confirmability ............................................................................................... 44 3 GENERATIONAL THEORY ........................................................................... 45 3.1 Generations as shared culture ........................................................................................................ 46 3.2 Review of the digital Native literature ............................................................................................ 51 ©Jonas Eduardsen Page | 5 Master thesis MSc. IBE 3.2.1 The digital natives are tech-savvy ........................................................................................... 52 3.2.2 Digital Technology is an integral part of the digital natives lives ............................................ 53 3.2.3 Digital natives are the new content creators .......................................................................... 54 3.3 Analytical Frame to discuss digital nativeness ................................................................................ 55 3.4 Operationalizing the Analytical Framework .................................................................................... 58 3.5 Summary .......................................................................................................................................... 59 4 ARE THE DIGITAL NATIVES MYTH OR REALITY? ............................................. 60 4.1 The Digital Nativeness of respondents ............................................................................................ 61 4.1.1 Low Breadth of Use/Low Digital Participation ........................................................................ 62 4.1.2 Low Breadth of Use/High Digital Participation ........................................................................ 67 4.1.3 High Breadth of Use/Low Digital Participation ........................................................................ 67 4.1.4 High Breadth of Use/High Digital Participation ....................................................................... 70 4.2 Summary .........................................................................................................................................
Load more

Recommended publications
  • The 'Digital Native' and 'Digital Immigrant': a Dangerous Opposition
    The ‘digital native’ and ‘digital immigrant’: a dangerous opposition Siân Bayne and Jen Ross University of Edinburgh This paper is presented at the Annual Conference of the Society for Research into Higher Education (SRHE) December 2007. Introduction The distinction between the digital ‘native’ and the digital ‘immigrant’ has become a commonly- accepted trope within higher education and its broader cultural contexts, as a way of mapping and understanding the rapid technological changes which are re-forming our learning spaces, and ourselves as subjects in the digital age. Young people have grown up with computers and the internet, the argument goes, and are naturally proficient with new digital technologies and spaces, while older people will always be a step behind/apart in their dealings with the digital. What is more, young learners’ immersion in digital technologies creates in them a radically different approach to learning, one which is concerned above all with speed of access, instant gratification, impatience with linear thinking and the ability to multi-task. Teachers, we are told, have a duty to adapt their methods to this new way of learning – are required, in fact, to re-constitute themselves according to the terms of the ‘native’ in order to remain relevant and, presumably, employable (for example Prensky 2001, Oblinger 2003, Long 2005, Barnes et al 2007, Thompson 2007). It is no doubt the case that when we work in internet environments, we work with technological spaces which are highly volatile, and which offer us new and potentially radical ways of communicating, representing and constituting knowledge and selfhood. Within such potentially disorienting spaces, the rhetoric of the digital ‘native’ allows us to structure and contain our understanding of their implications, positioning young learners as subjects ‘at one’ with the digital environment in a way which older users – teachers, ‘immigrants’ – can never be.
    [Show full text]
  • Millennial Leadership in Law Schools: Essays on Disruption, Innovation, and the Future
    Millennial Leadership in Law Schools: Essays on Disruption, Innovation, and the Future Edited By: Ashley Krenelka Chase Associate Director, Dolly & Homer Hand Law Library Coordinator for Legal Practice Technology & Instructor of Law; Stetson University College of Law Includes contributions from more than 20 professionals! • Explores the role Millennials will play in shaping the future of legal education • Gain insight into Millennials’ way of thinking and learn how to mentor and guide them to be successful • Perfect for law school administrators, faculty, staff members, and students from all generations About This Title This book explores the role millennials will play—as faculty, administrators, or staff members—in shaping the future of legal education, and what the academy can do to embrace the millennial generation as colleagues, not students. This book can be used to understand, guide, engage, mentor, and work with Millennials to shape the next generation of excellent law school leaders. • Section I: These chapters focus on the culture of law schools, and the need to embrace a new, forward-thinking and innovative way of defining what law schools are and do and how we educate students. • Section II: In section two, the authors focus on relationships: the relationships Millennials in the academy have with ourselves, our institutions, and the community. • Section III: This section includes chapters that detail how Millennial leaders work in the classroom, how they use things like feedback and assessment to change the dynamic in the classroom and to innovate law school pedagogy to educate well- rounded lawyers. • Section IV: These chapter are an essential read for anyone who spends time thinking about the current legal economy and law schools’ roles in educating practice-ready lawyers.
    [Show full text]
  • On Digital Immigrants and Digital Natives: How the Digital Divide Affects Families, Educational Institutions, and the Workplace by Ofer Zur, Ph.D
    On Digital Immigrants and Digital Natives: How the Digital Divide Affects Families, Educational Institutions, and the Workplace By Ofer Zur, Ph.D. (Digital Immigrant) & Azzia Zur, B.A. (Digital Native) "Digital native" is a term for people born in the digital era, i.e., Generation X and younger. This group is also referred to as the "iGeneration" or is described as having been born with "digital DNA." In contrast, the term "digital immigrant" refers to those born before about 1964 and who grew up in a pre-computer world. The terms "digital immigrants" and "digital natives" were popularized and elaborated upon by Dr. Mark Prensky (2001) and critiqued for their validity and usefulness by Harding (2010) among others. In the most general terms, digital natives speak and breathe the language of computers and the culture of the web into which they were born, while digital immigrants will never deal with technology as naturally as those who grew up with it. Not all Digital Immigrants and Digital Natives are Created Equal It is important to realize that not all digital immigrants and not all digital natives are created equal. The native/immigrant divide is one of generations - people were either born in the digital era or they were not (Rosen, 2010; Zur & Zur, 2011). While most digital natives are tech-savvy by virtue of their being born around technology, others do not have a knack for technology and computers, or even an interest or inclination to learn more. Digital immigrants are also clearly a highly diverse group in terms of their attitudes and capacities in regard to digital technologies.
    [Show full text]
  • Digital Natives
    University of Wollongong Research Online Faculty of Education - Papers (Archive) Faculty of Arts, Social Sciences & Humanities 1-1-2012 Digital natives Sue Bennett University of Wollongong, [email protected] Follow this and additional works at: https://ro.uow.edu.au/edupapers Part of the Education Commons Recommended Citation Bennett, Sue: Digital natives 2012, 212-219. https://ro.uow.edu.au/edupapers/1049 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] Chapter accepted for publication in The Encyclopedia of Cyber Behavior, forthcoming from IGI Global. Final draft accepted 18 August 2011. Digital Natives Sue Bennett Faculty of Education, University of Wollongong, Australia ABSTRACT The term ‘digital native’ was popularized by Prensky (2001) as a means to distinguish young people who were highly technologically literate and engaged. His central claim was that because of immersion in digital technologies from birth younger people think and learn differently from older generations. Tapscott (1998) proposed a similar idea, calling it ‘The Net Generation’, and there have been numerous labels applied to the same supposed phenomena. Recent research has revealed that the term is misapplied when used to generalize about an entire generation, and instead indicates that only a small sub-set of the population fits this characterization. This research shows significant diversity in the technology skills, knowledge and interests of young people, and suggests that there are important ‘digital divides’ which are ignored by the digital native concept. This chapter synthesizes key findings from Europe, North America and Australia and predicts future directions for research in this area.
    [Show full text]
  • Digital Natives, Digital Immigrants, Digital Learners: an International Empirical Integrative Review of the Literature
    Digital Natives, Digital Immigrants, Digital Learners: An International Empirical Integrative Review of the Literature Theodore B. Creighton American College of Education The author, preparing for a new position as a doctoral research faculty at the American College of Education (ACE), conducted an extensive integrated literature review of “digital natives” and related terms. Focus of the review was directed specifically around digital learners defined as those born between 1980 and 1994. The results clearly revealed a variety of definitions for “digital natives” and “digital immigrants” with no specific clarification or research-based rationale. In addition, strong evidence points toward little connection between a student’s age and digital skills and increased learning. Much of the research suggests that students’ digital competence may be much lower than their “digital professors.” ICPEL Education Leadership Review, Vol. 19, No. 1– December, 2018 ISSN: 1532-0723 © 2018 International Council of Professors of Educational 132 The term Digital Native seems to have first appeared in the literature in the late 1990s and is mostly accredited to Prensky (2001a, 2001b) and Tapscott (1998, 2009). Students (called digital natives) are those born roughly between 1980 and 1994, and represent the first generation to grow up with new technology and have been characterized by their familiarity with and confidence in, with respect to Information and Communication Technologies (ICT). They have spent most of their lives surrounded with digital communication technology (Gallardo-Echenique, Marques-Molas, Bullen, & Strijbos, 2015). Modern day students in kindergarten through college have spent their lives surrounded by computers, video games, cell phones, and other digital products.
    [Show full text]
  • Digital Native/Digital Immigrant Divide: EFL Teachers' Mobile
    CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2018, 9(4), 374-389 https://doi.org/10.30935/cet.471007 Digital Native/Digital Immigrant Divide: EFL Teachers’ Mobile Device Experiences and Practice Graham Howlett & Zainee Waemusa Prince of Songkla University, Thailand Submitted: 06.04.2018 Accepted: 02.10.2018 Published: 16.10.2018 Abstract The purpose of this study was to examine how Thai EFL high-school teachers view and use mobile devices (such as smart phones) in educational settings, and if the age-based digital native/digital immigrant divide would highlight any differences in responses. The participants were 55 Thai EFL teachers in 8 schools of different sizes in Southern Thailand, who were split into digital-native and digital-immigrant subgroups during data analysis. Participants completed a 35-item Likert-type scale covering a range of topics related to mobile devices in the EFL setting including their ability, experience, school/personal policy, instructional utilization, and whether they supported mobile devices as a learning aid. The results showed that while digital native teachers consistently responded more positively towards the benefits/uses of mobile devices in EFL teaching/learning than the older digital immigrant teachers often at a significant level, all teachers -regardless of age- agreed on the benefits and promotion of mobile devices as EFL learning aids. Results of this study expand the knowledge base of EFL teachers’ mobile device experiences and practice while raising awareness of significant differences between digital
    [Show full text]
  • The Myths of the Digital Native and the Multitasker
    Do digital natives have an advantage over previous generations of students when it comes to learning ? The Myths of Digital Natives and the Multitasker Kirschner, P. & De Bruyckere, P. (2017) According to researchers, digital natives, as defined by society, do not exist. There is a false assumption that students who have grown up with technology, and labeled as digital natives, have superior capabilities, to multitask to process and acquire information. In many cases, educational practices and policy are developed based on this premise. The ability for digital natives to multitask better than the rest of us is based on ideas fostered by “educational gurus” and the media and is not supported by research. Birthdate of a digital native -originally labeled as those born after 1984 (8-bit video game introduced), now questioned as taking shape in 1994 or 2004; Other popular names for digital natives- Google Generation, Generation I, iGeneration, App Generation, & Net Generation Large body of evidence that digital natives, as defined by society, with superior and sophisticated learning tools- to include the ability to multitask, do not exist The generation referred to as digital natives, use technology primarily for “personal empowerment and entertainment” and not learning purposes Studies debunk the myth that digital natives outperform older students, born before 1984, as older students exhibited more of the characteristics attributed to their younger (digital native) counterparts So, what are the implications for education? Now what? Research to Action Teaching practices and learning environments should reflect “students’ technology-rich living spaces” and world; “21st Century education not only allows, but actually requires, seamless and ambient integration of technologies in physical environments” and educational practices.
    [Show full text]
  • Digital Natives As Preservice Teachers: What Technology Preparation Is Needed?
    Digital Natives As Preservice Teachers: What Technology Preparation Is Needed? Jing Lei Abstract individuals at different technology proficiency levels and at different ages, This study focused on “digital natives” as preservice teachers to examine have been defined as the other side of the divide—the digital immigrants their beliefs, attitudes, and technology experiences and expertise, identify who speak the technology language with attitudes and accents (e.g., the strengths and weaknesses in their technology knowledge and skills, Prensky, 2001a; 2001b; 2006a). and explore what technology preparation was needed to prepare them to integrate technology in their future classrooms. Results reveal that (a) the However, we must recognize that the first generation of digital na- digital-native preservice teachers reported strong positive beliefs in technol- tives, defined by Prensky as “K through college” students several years ago ogy, yet moderate confidence and reserved attitude in using technology; (b) (Prensky, 2001a) or as young people born after 1980 (Bennett, Maton, & the majority (80%) of them spent the most time on social-communication Kervin, 2008), includes not only K–12 students, but also young people activities, and only about 10% of them spent the most time on learning- who are in their late teens and 20s. They have entered the workforce related activities; (c) they were very proficient with basic technologies (Rainie, 2006), and many have entered the field of education as teachers but were not familiar with more advanced technologies; (d) the scope of or preservice teachers (Dutt-Doner, Allen, & Corcoran, 2005). It is time their use of Web 2.0 technologies was limited to mainly social-networking to review the first generation of digital natives as they enter college and Web sites, and they lacked the experiences and expertise in using Web 2.0 choose teacher education programs.
    [Show full text]
  • JOURNAL of LANGUAGE and LINGUISTIC STUDIES Generation
    Available online at www.jlls.org JOURNAL OF LANGUAGE AND LINGUISTIC STUDIES ISSN: 1305-578X Journal of Language and Linguistic Studies, 17(Special Issue 1), 683-701; 2021 Generation Z students’ expectations from English language instruction Bora Demir a 1 , Görsev Sönmez b a Çanakkale 18 Mart University,Turkey b Biruni University, Turkey APA Citation: Demir, B., & Sönmez, G. (2021). Generation Z students’ expectations from English language instruction. Journal of Language and Linguistic Studies, 17(Special Issue 1), 683-701. Submission Date:07/12/2020 Acceptance Date:19/01/2021 Abstract Today it is widely accepted that people perceive the world according to social, cultural, and economic conditions of the date range that they were born in. The term generation is used to define people born around the same time and have common characteristics. People who were born after 2000 are called as the generation Z and are often regarded as iGeneration or Digital Natives since they were grown up with mobile communication technologies and the internet. Hence, this generation perceives the world in a different way than the people from older generations. So, understanding how learners of generation Z learn better might be helpful for teachers, school administrators, and policy makers in designing more effective instructional settings. In this respect, this study aims at exploring the instructional expectations of this new cohort of students in the English as foreign language classrooms. Questions for semi-structured interview were developed and used to elicit the opinions of randomly selected language learners and instructors from preparation classes of two universities and the data went under content analysis.
    [Show full text]
  • Millennial Leadership in Law Schools: Essays on Disruption, Innovation, and the Future
    Millennial Leadership in Law Schools: Essays on Disruption, Innovation, and the Future Edited by Ashley Krenelka Chase Associate Director, Dolly and Homer Hand Law Library Coordinator for Legal Practice Technology & Instructor of Law Stetson University College of Law William S. Hein & Co., Inc. Getzville, New York 2021 Table of Contents Editor’s Preface Ashley Krenelka Chase .................................................................................. xi Author Biographies ........................................................................................................... xv Section I: ON CULTURE Upending the Double Life of Law Schools: Millennials in the Legal Academy Ashley Krenelka Chase ................................................................................... 3 Evolution of Legal Education .............................................................................. 4 Millennials as Students and Employees .............................................................. 9 Benefits to Law Schools .................................................................................... 12 Conclusion ........................................................................................................ 15 Millennials and the Future of Racial Diversity in American Law Schools Nyamagaga Gondwe ..................................................................................... 17 Yale Law School: Lessons from Two Diversity Reports ................................... 17 Schools Need to Shift to Diversity as Remedy Models
    [Show full text]
  • Gen Z, Sometimes Called Post-Millennials Or Centennials, Are the First Generation to Have Grown up with a Smartphone in Their Hand
    Engaging across generations Japan Report Ÿ January 2017 Engaging across generations Contents • Introduction, methodology and summary of findings • Generational profiles • Challenges in connecting with generations through advertising • What each generation thinks of different ad formats • Strategies for overcoming ad avoidance 2 Engaging across generations Introduction and objectives A new generation is approaching adulthood. Gen Z, sometimes called Post-Millennials or Centennials, are the first generation to have grown up with a smartphone in their hand. How radically different are their media attitudes and behaviors from people in the older Gen Y* (Millennial) and Gen X *(Baby Busters) generations? And how much of a challenge does this pose to marketers as they plan media and develop creative? Concurrent with this generational shift, increased media fragmentation means marketers are scrambling to understand which channels and creative ideas are best used to reach and engage their target audiences. Options seem endless. The rapid rise of online video and mobile ad formats makes it hard to know what type of creative will work, and where best to place it. Our previous AdReaction Video study (released October 2015) told us that Japanese audiences were still spending more daily minutes watching Live TV than watching video on digital devices, and receptivity to digital ads remained much lower than for live TV ads. It also provided valuable insight into how and why advertisers should adapt their videos for the digital and mobile world. This new AdReaction study explores advertising receptivity across Gen X, Y and Z to understand when and where each group are most likely to respond positively.
    [Show full text]
  • Retailers Play the Generation Game: Lessons from Adapting to Millennials
    Executive Insights Volume XIX, Issue 49 Retailers Play the Generation Game: Lessons From Adapting to Millennials Consumers are a moving target, powered by Generational change: A significant transition of major generational shifts. How does the do-it- purchasing power These shifts don’t happen immediately, of course. But change yourself supercenter adapt to the way Millennials has a habit of sneaking up on us all. Already, about 30% of U.S. shop for their homes? As Generation Xers enter adults — some 75 million people — are Millennials.1 Millennials their 50s, how might an older women’s apparel account for approximately 90% of all first-time mothers today.2 They spend about $1.2 trillion a year, or one-fifth of the nation’s retailer respond? And then there’s Generation Z. total consumer expenditure, and the eldest of them are only now Where to begin with a group of consumers that’s entering their peak spending years. As more Millennials crowd largely unknown, digitally native and now at the into the post-35 age group, expect their aggregate spend to increase as their share of earnings grows. cusp of maturity? Millennials: a diverse group of people Retailers that ignore generational change risk obsolescence. Paint The Millennial cohort is big, but it’s not a monolith. As each generation with the same brush, and the consequence consumers, Millennials are actually a collection of subgroups with could be obliteration of the nuanced customer targeting that led significant differences in behavior. to success in the first place. Recently, L.E.K. Consulting surveyed To understand this better, let’s look at our recent survey.
    [Show full text]