Teaching framework for the millennials in Malaysian public universities

This research addresses an emerging issue on the new and latest addition to the cohorts of adults learners studying in higher education institutes; the millennials. There are various terms used to describe this generation such as Generation Y, Nexters, Echo Boomers, Net Generation and Generation Me. Born between the years 1980-1994, the millennials are claimed to be innovative and prone to changes. Much research conducted on adult learners studying in higher education institutes have focused on the adult learners’ characteristics. This study on the other hand aimed at investigating the characteristics of the millennials studying in selected public universities in Malaysia and determining how their characteristics could suggest relevant innovation in teaching, particularly in developing a suitable teaching framework. The samples for the present study involved 650 social sciences students and 17 academics from the selected Malaysian public universities. The students’ age range is between 18 and 20 years old whereas the academics’ age groups are below and above 40 years old. A mixed method research design was employed involving a survey method which resulted in the administration of 650 questionnaires, a focus group interview with the students and the administration of survey form to the academics which were all completed and returned. Quantitative data was analyzed using descriptive statistics software whereas qualitative data was analyzed thematically. Findings include the confirmation of some millennials’ characteristics as reported in the literature. The salient findings include the millennials’ strong relationship with their parents, their need to depend on their parents for decision-making and their need for constant feedback. The findings suggest several aspects of teaching innovation deem necessary in order for the educators to stay relevant to the millennials. Since data also include the millennials web technologies use and preferences as well as their perceptions of their lecturers’ teaching approaches, practical suggestions on relevant teaching innovation are offered based on these findings. The top management of higher education institutes could also reconsider the curriculum they provide for the millennials based on the new findings. The present study concludes with a proposed teaching framework for the millennials.