1. ONLINE DISSERTATION CHAIRS’ PERCEPTIONS: REFLECTIVE MENTORING PRACTICES AND CHANGING STUDENT CROSS CULTURAL AND GENERATIONAL WORLDVIEWS Dr. Barbara Fedock University of Phoenix June 30, 2016

2. PROBLEM STATEMENT Online dissertation chairs’ perceptions on the role of reflective mentoring practices and changing student cross cultural and generational worldviews were explored in this study.

3. PURPOSE STATEMENT The purpose of this qualitative exploratory case study was to examine how online dissertation chairs’ perceive the role of reflective mentoring practices and changing student cross cultural and generational worldviews.

4. RESEARCH QUESTION The research question used to guide the study was How do online dissertation chairs’ perceive the role of reflective mentoring practices and changing student cross cultural and generational worldviews?

5. Online doctoral deans may use this study to promote student centered reflective mentoring during the change process.

6. QUALITATIVE EXPLORATORY CASE STUDY Six online dissertation chairs’ perceptions on the role of reflective mentoring practices and changing student cross cultural and generational worldviews were explored in this study.

7. PROBLEM Baby Boomers, X, and Y Generation, as well as Millennial and Z Generation, cross cultural world views may affect how students approach and complete the dissertation writing process (Lester, Standifer, Schultz, & Windsor, 2012).

8. According to Barnes (2010), doctoral students may have a different world vision and work ethics that are not based on age but on cultural behaviors common to the characteristics of a specific generation. Therefore, doctoral chairs who underestimate the impact of generational differences may need to re-evaluate the one-on-one mentoring process.

9. CONCEPTUAL FRAMEWORK Change theory is a framework for educational changes. Leaders must believe in the moral purpose behind an educational change process (Fullan, 1991).

10. GENERATION Y Born during the '80s and the early '90s More family-oriented Willing to sacrifice career advancement for a better work/life balance Can be confident and ambitious Can be constantly seeking out new challenges and want meaningful work May want to be part of a team, Crave attention, feedback and guidance Overall, loyally committed and want to be included and involved.

11. GENERATION Z Born after 1994 and before 2004 Make up nearly 18 percent of the world’s population Do you have Generation Z students in your classroom?

12. GENERATION Z……………… Computer technologies and the Internet is the common place. Majority of communication takes place on Internet Very little verbal communication skill Most of formative years spent on the World Wide Web Used to instant action and satisfaction due to internet technology

13. GENERATION Z…. Impatient and desire instant results Take Internet for granted. Internet always been available for them. Means of communication is mainly through online communities like Orkut, Google, and Face Book Seldom personally meet friends and develop relationships

14. THEMES THAT EMERGED FROM STUDY A lack of identification and reflection on cultural and generational differences Emotional ties Personal pride.

15. GENERATION Z: POSSIBLE ISSUES FOR ONLINE CHAIRS Individualistic in their character and have own persona May not want to agree with chair May not want to live according to social norms Society exists on the internet where they speak mind and express opinions

16. GENERATION Z: POSSIBLE ISSUES FOR ONLINE CHAIRS Less regard for what others have to say and may do not pay attention to others Education and work may play a minimal role in their lives. May not see education as a means of survival. High regard for technology intelligence and knowledge Being born during the digital boom, they adapt to technology like no other generation.

17. SIGNIFICANCE OF STUDY…. …is the need for a change process that prepares online dissertation chairs to be reflective mentors who are prepared to meet the needs of students with different generational and world views.

18. SIGNIFICANCE Chairs will know and understand the benefits of mentoring Generation Z students Chairs will know exactly the how the changes will affect them and students Be prepared for what is coming Be ready to deal with problems immediately

19. IMPLICATIONS  Empower dissertation chairs to take action  Generate short-term wins to reinforce the change process  Stay informed and feel supported  Successes with students from different generations with different cultural worldviews can be celebrated

20. The implications of this study include a need for further quantitative and action research studies in the area of reflective mentoring during the dissertation writing process for Generation Z online doctoral students.

21. The number of Millennial and Generation Z students who were born after 1980 enrolled in dissertation programs may be limited. Therefore, dissertation chairs may lack experience working with Millennial and Generation Z students.

22. CONCLUSION Higher education leaders must prepare online chairs for the change process and how to proactively promote more student centered reflective mentoring based on generational differences.

23. AUDIENCE PARTICIPATION Please share your experiences in the following areas: ---Reflective mentoring --- Being an online dissertation chair --- Student generational and/or cultural world views

24. Questions

25. REFERENCES Barnes, B. (2010). The nature of exemplary doctoral advisors’ expectations and the ways they may influence doctoral persistence. Journal of College Retention: Research, Theory & Practice. 11(3), 323- 343. Fullan, M. (2006). Change theory: A force for school improvement. Centre for Strategic Education. 157. Lester, S., Stanifer, R., Schultz. N., & Windsor, J. (2012). Actual versus perceived generational differences at work: An empirical examination. Journal of Leadership & Organizational Studies. 19(3), 341-354.