Date of Conferral

2021

Degree

Ph.D.

School

Management

Advisor

Holly Rick

Abstract

AbstractThe body of literature on learning -style preferences reflects differences among generational cohorts in the constructs of values, attitudes, and personality. While scholars have theorized learning, styles vary based on membership in generational cohort, very little research has been conducted on generational preferred learning preference. The problem was the need to understand the preferred learning style of multiple generations due to individuals 55 years and older having a longer life expectancy and working beyond retirement age. The purpose of this quantitative nonexperimental comparative survey study was to determine the learning style score based on generational cohort, gender, and the interaction between generational cohort and gender. Experiential learning theory served as the foundation for this study. The sampling frame consisted of 210 Qualtrics participants born between 1960 and 2000 who were currently enrolled in college business courses in the United States. The independent variables were generational cohort and gender, and the dependent variable was learning style. The results of the two-way ANOVA showed neither statistically significant main effects of both independent variables nor interaction effect between generational cohorts and gender. Social change implications are for managers to develop strategic training solutions for the multigenerational workforce and may be of value to businesses because strategic training could help organizational productivity.

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