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Dubbed as the “first digital generation,” the millennials (or Generation Y) have been ensconced in digital technologies throughout their lives. As a demographic cohort, the eldest members of Generation Y were the first to reach adulthood by 2001, which heralded the third millennium, and were, therefore, called the millennials.

This research study theorizes that the millennials are ushering an emerging post-digital era that is redefining how we live, work, and play. By situating media consumption within a cross-disciplinary context of mediated engagement, this study analyzed how millennials consume media based on a 2019 meta-analytical research analysis of 22 cross-disciplinary studies, published between 2015 and 2019.

This research study analyzes how millennials curate and engage with digital media and information content in the midst of incessant evolutions of their identity, media use, and digital life. This study explicates six theoretical insights into how millennials consume information and engage with media. In their pursuit of easy access to media, the millennials get most of their information and media content from social media.

In theorizing how millennials engage with digital media, this study explicates important conceptual trends such as incidental news exposure (INE), which refers to people stumbling upon news stories they otherwise would not have purposefully seen or sought. INE spawns “bumpers” who involuntarily bump into news items, as opposed to “seekers” who actively search or seek news content. This leads to the news-finds-me mindset among some passive news consumers who rely and expect other active news consumers to share important news and information.

Developing student engagement in the online classroom and within co-curricular digital spaces is about relationship building more than technology or class structure. Where the learning management system is used effectively, online learning can equal or exceed the engagement levels of face-to-face classrooms particularly with Millennial and Generation Z students. Beyond technology is the need to create a higher value aspect of learning by developing models closely aligned with “communities of practice” (Wenger, 2000) or “communities of inquiry” (Garrison, 2007). This chapter will examine how to engage Millennial and Generation Z traditional undergraduate students through distance learning approaches in ways that support student learning and development.

Serbian Generation Z originates from South-east Europe. They are a part of a nation that has always been divided between the East and the West and has experienced a constant transition (economic, cultural and political) for the last couple of decades. In Serbia, Generation Z has been under the same influences as elsewhere in the world – globalisation, technology and rapid development of the Internet have greatly influenced it and it could be said that the influence has not ceased to exist. Nevertheless, apart from the aforementioned, the representatives of the Generation Z in Serbia have faced some additional challenges during their childhood, and this distinguishes them from all the other European representatives of this generation: family (still being the backbone of Serbian society), religion, wars and their collective memory of it, as well as economy-related turbulences. The research presented in this chapter was carried out with a goal to show the attitudes, opinions and characteristics of this generation. The chapter provides not only an insight into the mentioned phenomena but also some recommendations for parents, teachers, companies and politicians, as well as suggestions for future research.

A key challenge for higher education institutions around the world is to provide active and engaging learning encounters for a new generation of students to develop their skills for work in a rapidly changing environment. Typically, these students are accustomed to being digitally connected 24/7 and they have real-time access to truly global learning resources. The challenge facing higher education providers is how to create active and engaging learning encounters within an aging stock of infrastructure by a generation of traditional academics, both of which generally foster teacher-led instruction.

In considering this conundrum, this chapter is viewed through two lenses: (1) a teacher practising problem-based learning (PBL) for more than 20 years and (2) an educational planner who designs learning spaces. Together the paper explores the challenges of pedagogy and design, some disruptors that are making change imperative and, specifically, the opportunities available in both pedagogy and design to create new learning activities and spaces. The paper argues that curricula need to be dominated by collaborative investigation and problem solving in spaces that encourage and afford such activity.

Sharp Corporation, established in 1912, has always tried to identify unique niches that its competitors do not enter, while at the same time continuing to pursue innovation and knowledge creation in those niches. The liquid crystal display (LCD) business is a typical example of Sharp's strategy and innovation. Sharp developed the first successful LCD product – a pocket calculator with a small black and white LCD in 1973 – and since then the company has released a series of unique products with LCDs, including PDAs and camcorders. In 1998, in the face of increasing competition in the traditional cathode-ray tube (CRT) TV market, Katsuhiko Machida, the company's new president and strategic leader, announced his vision of upgrading all bulky CRT televisions sold in the domestic market to flat screen LCD sets by 2005. This vision was bold, since Sharp was the first producer of color CRT TVs and its business was still profitable at the time. However, Machida as strategic leader, predicted tough price competition in the CRT business in the future and began to mobilize Sharp's employees to gain and sustain competitive advantage in the new market.