Doctoral Dissertations

Date of Award

12-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Higher Education Administration

Major Professor

Pamela S. Angelle

Committee Members

J. Patrick Biddix, Karen D. Boyd, Joseph Mazer

Abstract

Generational diversity has often posed challenges for the long-established system of higher education, entrenched in tradition, honoring long-standing norm and ritual. Balancing the conventions of an esteemed and beloved institution with the changing needs of today’s students has posed uncomfortable challenges for many of the academy. As colleges and universities continue to enroll students of Generation Z, identifying generational differences that impact student connections, motivations, commitment, and persistence is an imperative research endeavor. This basic qualitative study aimed to expand the existing research on knowledge of Generation Z preferences for faculty-student rapport. This research examined the perceptions and preferences of Generation Z students’ classroom experiences related to instructor-student rapport, faculty caring, and both classroom and faculty communication. Data were collected in two study phases through both diary entries and semi-structured interviews. Student research participants were enrolled in an introductory communication studies courses at a southeastern public Research I institution. Findings from the study were examined through the lens of Mottet’s Rhetorical and Relational Goal Theory. Significant themes throughout findings include rapport and faculty communication, rapport and rhetorical behaviors, and rapport and environment with the addition of a fourth theme identified in phase 2 findings: barriers to rapport and subsequent impacts on the student and classroom experience. A cross-analysis of both phases of data indicated the significance of six categories of findings including open, respectful communication, positive communication, student engagement, faculty interest in student lives, demonstrated compassion, and helpful, detailed faculty feedback. The study contributes to a more comprehensive understanding of Gen Z student classroom needs and provides specific research on the preferences of Generation Z students as members of the higher education community.

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