This paper investigates how Millennial leaders perceive themselves in their leadership role and whether generational cohort stereotypes prevail with ascending hierarchy levels. There is a lack of research, which applies generational cohort stereotypes to Millennials in a leadership context. This limits our understanding of this generational cohort and how its members can benefit organizations in their role as leaders. Millennials in leadership positions are a new and underresearched phenomenon. Therefore, an explorative, qualitative research approach was followed, including interviews at 15 organizations from different industry segments in Germany. The data was analyzed through a qualitative content analysis. The study shows that Millennial leaders displayed generational stereotypes, but also adapt their behavior to corporate structures. This is problematic since it can limit Generation Ys’ value creating potential for organizations (e.g. driving innovation). This study contributes novel insights on Millennial leadership and organizational challenges in integrating this generational cohort within corporate structures. Organizations are advised to support the development of structures and processes that allow Millennials to unfold their potential. Directions for future research are outlined to further investigate this new phenomenon.
In times of PodCast and MOOC's, a rebirth of the "classical" academic lecture in the form of modern technology-mediated communication as video-conserve can be observed. Current technological developments in the field of audiovisual media reduce the distance between a recorded action and its reception. By using high immersive technologies presence experiences can introduc new qualities of communication. In a study undertaken with freshmen we first explored the everyday use of video technologies by students and their experiences and expectations with regard to their use in formal learning contexts. I addition we investigated the question whether and how learning abilities of the recipients are impacted by immersive technologies (360-degree video on Head Mounted Display/VR headset) compared to classical LectureCast technologies (16:9 Video via Desktop). All things considered, it can be stated that an immersive media format alone does not generate added value: there is no increase of attention that further enhances learning, which can be derived from the feeling (of presence) of sitting in a lecture room, even beyond the possibly initial distraction of the appeal of novelty. Furthermore, the teacher-centered mode is unsuitable for a spherical projection due to its spatial setting, where only one direction is being employed. In order to exploit possible media-specific values of 360-degree video in the context of LectureCasts, it is consequently necessary to work either with a modified concept of a teacher-centered lecture, using the entire space, or to set a focus on the content by combining the recorded lecture with additional visual elements. Keywords: LectureCast, Immersion, Sense of Presence, 360-degree video, VR headset, Video-Learning
Brauchen Unternehmen eine Facebook-Fanpage? Wie reagieren Kunden auf ein Dialogangebot über Social Media? Was können, was sollten Unternehmen überhaupt twittern? Antworten bietet dieses Werk, herausgegeben von Andreas Hebbel-Seeger und Philipp Riehm. Experten aus Wissenschaft und Praxis vermitteln die Kernelemente eines erfolgreichen Einsatzes von Social Media in Unternehmenskommunikation und Marketing: Kundendialog der Zukunft, Messung und Steuerung von Aktivitäten im Social Web, rechtssichere Nutzung von Social Media u.v.m. Mit vielen praktischen Beispielen!
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