Time to get some ZZs? Navigating Generation Z values in extension programming through a systems lens

Megan Cantrell; Lauri M. Baker; Cheng-Xian Yang

doi:10.37433/aad.v5i3.415

Authors

Megan Cantrell University of Florida, USA https://orcid.org/0000-0001-8511-4442
Lauri M. Baker University of Florida, USA https://orcid.org/0000-0002-4241-6077
Cheng-Xian Yang University of Florida, USA https://orcid.org/0000-0003-0368-8405

DOI:

https://doi.org/10.37433/aad.v5i3.415

Keywords:

systems thinking, mental models, Q-Methodology, land-grant university

Abstract

The purpose of this study was to identify programming values of Generation Z college students to offer insight into future programming and adaptation of current systems within Extension to prepare for the next generation of stakeholders. Researchers approached this study with the philosophy that Extension should aspire to be a learning organization and continually seek to understand current and future stakeholders to navigate societal changes. Q-methodology was used to quantitatively capture student priorities for 42 programming areas with three subcategories of people, environment, and economy and jobs. An initial sample of 158 was paired down to a P-set of 21. Results of the Q-Sort indicated three factors of group priorities: (a) Economic and People-Centric; (b) People-Environment Centric with Limited Focus; and (c) Environmental-Centric. Results show a need for programming related to the environment and the protection of natural resources (Factor 3) and addressing societal concerns like drug and alcohol abuse (Factor 1). For non-urban and prior Extension user audiences (Factor 2) developing programming that connects environmental issues with people and societal issues is important. Future research should be conducted in other Extension systems to develop a broad understanding of Generation Z’s programming needs.

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