Digital Natives, Work Values, and Computer Self Efficacy

Generational differences in the workplace have been the subject of much discussion for the field of management. In many cases, the technology savvy of the youngest generation in the workplace, coined “digital natives,” is the motivation behind organizational decision-making. However, little empirical evidence exists as to whether it is their comfort and confidence using technology that truly sets digital natives apart from their generational predecessors known as “digital immigrants.” Work values, those areas of importance that enhance satisfaction and engagement in the workplace, are rooted in the belief that there is a structure to basic human values. This study connects the theories of work values, generational differences, and computer self-efficacy to investigate if computer self-efficacy interacts with digital native status to influence differences in work values.

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Digital Immigrants and Digital Natives: Learning Business Informatics at Higher Educational Level

Business Systems Research Journal ◽

10.2478/bsrj-2014-0012 ◽

2014 ◽

Vol 5 (2) ◽

pp. 84-96 ◽

Cited By ~ 3

Author(s):

Dalia Suša

Keyword(s):

Teaching Practices ◽

Digital Natives ◽

Native Students ◽

Digital Native ◽

Digital Immigrants ◽

Before And After ◽

The Subject ◽

Higher Educational ◽

Business Informatics ◽

High Level

AbstractBackground: The term digital natives refer to those born since the 1980s and have been growing up surrounded by technology. On the other hand, digital immigrants are born before 1980s and learned how to use technology later in life. Objectives: Goal of the paper is to explore attitudes of digital native students on the course of Business Informatics at higher educational institutions (HEIs), and to compare them with attitudes of digital immigrants. Methods/Approach: The survey was conducted in 2014 using the sample of first-year Business Informatics students from the Faculty of Economics and Business in Zagreb, Croatia. Results were compared with a research conducted in 1998. Results: In comparison to an earlier research, digital natives perceive their level of competency in the subject of Business Informatics before teaching practices much higher compared to digital immigrants. However, there is still an increase in digital native students’ level of competency in the subject before and after teaching practices. Conclusions: The research confirms a shift from digital immigrants to digital natives who show high level of interest for Business Informatics course topics and find its utility very high. However, constant improvement of delivering knowledge is needed in order to keep these high levels.

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Digital Nativity, Computer Self-Efficacy, and Technology Adoption: A Study Among University Faculties in China

Frontiers in Psychology ◽

10.3389/fpsyg.2021.746292 ◽

2021 ◽

Vol 12 ◽

Author(s):

Chen Zhao ◽

Lei Zhao

Keyword(s):

Technology Adoption ◽

Technology Acceptance ◽

Technology Use ◽

Self Efficacy ◽

Online Teaching ◽

Digital Natives ◽

Ease Of Use ◽

Perceived Usefulness ◽

Chinese Government ◽

Computer Self Efficacy

Technology acceptance and usage become obligatory for people when their work modes change as a result of an unexpected but irresistible force. This is especially true for teachers who are reluctant technology adopters compared with their students. During the COVID-19 pandemic, the Chinese government issued national policies to enforce online teaching and learning. As the success of online teaching largely depends on university faculties' readiness and intentions, how they perceive and practice technology adoption becomes an issue that warrants in-depth research. Unlike their students who grow up with technology and can be seen as digital natives, university faculties may lack competence in using technology, whether to teach or do other tasks. Previous studies on faculties' technology adoption were all conducted in situations where they made volitional decisions to use technology, but their mandatory technology use received scant attention. In addition, although studies suggested that teachers demonstrated features of digital natives, it remains unknown whether or to what extent their digital nativity correlates with technology intentions. To address these research gaps, the current study examined Chinese university faculties' intentions to use technology for online teaching by incorporating digital nativity and computer self-efficacy as key determinants into technology acceptance variables. Results suggested that digital nativity was a key factor that affected university faculties' online teaching, as evidenced by the fact that 67% of the variance could be explained by perceived usefulness, attitudes and digital nativity. In addition, it was also found that computer efficacy significantly influenced perceived ease of use.

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