Purpose: This study examines management competencies, career attitudes, leadership preferences, and long-term life purpose orientations among Generation Z students in the Indian higher education context. It also explores whether demographic factors influence these dimensions and whether they are interrelated.
Methodology: A quantitative and exploratory research design was adopted. Data were collected through a structured online questionnaire from 478 students enrolled in intermediate, undergraduate, and postgraduate programs across India. Descriptive statistics, independent samples t-tests, one-way ANOVA and Chi-square tests were used for data analysis.
Findings: The results indicate that Generation Z students report generally high levels of management competencies, particularly in time management and coordination, while adaptability and balancing personal and academic responsibilities were comparatively lower. Selected career attitudes including work–life balance, financial independence, and career stability, differed significantly across schooling background. Family income and academic stream influenced specific management competencies and career attitudes. In terms of leadership, students showed a strong preference for transformational, servant, and autonomy-supportive leadership styles, whereas authoritarian leadership was least preferred. Leadership preferences were largely consistent across demographic groups; however, long-term life purpose orientations varied significantly with family income, highlighting the role of socio-economic background in shaping students aspirations.
Practical Implications: The findings suggest that higher education institutions should place greater emphasis on developing adaptability, work–life balance skills, and collaborative competencies, while also considering students’ diverse socio-economic backgrounds in employability and leadership development initiatives.
Originality: The study offers a student-centric and context-sensitive perspective by integrating management competencies, career attitudes, and leadership preferences within a single framework in the Indian higher education context.
- Aksakal, N. Y., & Ulucan, E. (2024). Revealing the Leadership Characteristics of the Modern Age: Generation-Z Perspective. International Journal of Organizational Leadership, 13(1), 22–38. https://doi.org/10.33844/ijol.2024.60397
- Ckhoff, D. O., & Weiss, J. A. (2020). Goal setting: A concept analysis. Nursing Forum, 55(2), 275–281. https://doi.org/10.1111/NUF.12426
- Yorke, M., & Knight, P. (2004). Employability in higher education: what it is-what it is not. York: LTSN Generic Centre.
- Jackson, D. (2016). Re-conceptualising graduate employability: The importance of pre-professional identity. Higher Education Research & Development, 35(5), 925-939.
- Finch, D. J., Hamilton, L. K., Baldwin, R., & Zehner, M. (2013). An exploratory study of factors affecting undergraduate employability. Education+ training, 55(7), 681-704.
- Schroth, H. (2019). Are you ready for Gen Z in the workplace?. California management review, 61(3), 5-18.
- Glikson, E., & Woolley, A. W. (2020). Human trust in artificial intelligence: Review of empirical research. Academy of management annals, 14(2), 627-660.
- World Economic Forum. (2020). The Future of Jobs Report.
- OECD. (2019). OECD Skills Outlook / Future of Education and Skills.
- Locke, E. A., & Latham, G. P. (2002). Building a Practically Useful Theory of Goal Setting and Task Motivation. American Psychologist, 57(9). https://www.academia.edu/14363891/Building_a_Practically_Useful_Theory_of_Goal_Setting_and_Task_Motivation
- Kim, D., & Ryoo, D. (2024). Exploring self-regulated learning and achievement goal orientation in Generation Z through “Study with Me.” Interactive Learning Environments, 1–17. https://doi.org/10.1080/10494820.2024.2437543
- Penno, J., Hetrick, S. E., & Christie, G. (2022). “Goals Give You Hope”: An Exploration of Goal Setting in Young People Experiencing Mental Health Challenges. The International Journal of Mental Health Promotion, 24(5), 771–781. https://doi.org/10.32604/ijmhp.2022.020090
- Bisbey, T. M., & Salas, E. (2019). Team Dynamics and Processes in the Workplace. https://doi.org/10.1093/ACREFORE/9780190236557.013.13
- Toshkhodjayeva, N., &Saitkulova, M. (2025). Improving the Process of Developing Teamwork Skills in Primary Students. Journal of Social Sciences and Humanities Research Fundamentals, 5(5), 74–77. https://doi.org/10.55640/jsshrf-05-05-18
- Surugiu, C., Surugiu, M. R., Grădinaru, C., & Grigore, A. M. (2025). Factors motivating Generation Z in the workplace: Managerial challenges and insights. Administrative Sciences, 15, 29.
- Gabrielova, K., & Buchko, A. A. (2021). Here comes Generation Z: Millennials as managers. Business horizons, 64(4), 489-499.
- Madhu, J. (2025). Resilience Among Generation Z: Navigating Challenges and Building Strength. Indian Scientific Journal Of Research In Engineering And Management, 09(01), 1–9. https://doi.org/10.55041/ijsrem41062
- Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.
- Pintrich, P. R., & Garcia, T. (2012). Self-regulated learning in college students: Knowledge, strategies, and motivation. In Student motivation, cognition, and learning (pp. 113-134). Routledge.
