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ERIC Number: EJ1086431
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1356-2517
Using Generational Theory to Rethink Teaching in Higher Education
Buskirk-Cohen, Allison A.; Duncan, Tisha A.; Levicoff, Margaret
Teaching in Higher Education, v21 n1 p25-36 2016
This paper reviews the literature on emerging adulthood with a focus on the implications of generational theory on teaching and learning in higher education. During the past 15 years, researchers have described personality traits, attitudes, and behaviors of emerging adults. Two very different views have emerged: one that is prosocial, citing qualities like optimism and confidence, while the other is quite negative, using narcissism and anxiety as descriptors. The authors of this paper contend that both views may be correct, and suggest that contextual or environmental factors play a role in eliciting certain characteristics. Several key educational theories are discussed, with an argument posed for how learner-centered education may offer the most developmentally appropriate context for today's emerging adults to thrive in higher education.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A