Generation Z (Gen Z) is commonly defined as a cohort of individuals born between 1995 and 2009 (Vițelar, 2019). As the backbone of the future workforce, Gen Z is the most racially and ethnically diverse generation (Parker & Igielnik, 2020). Globally, the majority of Gen Z live in China and India instead of living in western countries (Lu & Miller, 2018). The Gen Z population in China reached 400 million (15% of China’s population) in 2021 (McKinsey, 2021). China’s Gen Z, shaped by unique Chinese culture and values, has unique career aspirations and behaviors that set them apart from their western counterparts (Tang, 2019). With the workforce shrinking, talent competition will become fiercer (Deloitte, 2019). This competition presents new challenges to organizational leaders and human resource development (HRD) professionals. Understanding the career aspirations of Gen Z in the non-Western world is key to the success of organizations in attracting talent globally.
Problem First, Gen Z's career aspirations remain a relatively untapped research area in the HRD field. Most of the existing career aspirations research focuses on board populations such as students (Tovar-Murray et al., 2021), women in the workforce (Hartman & Barber, 2020), public sector employees (Joo et al., 2013), and teachers (Runhaar et al., 2019). Second, current studies on the career aspirations of Gen Z have primarily focused on the western context. Instead of viewing Gen Z as a homogeneous group, this qualitative study aims to provide a more diversified perspective. Lastly, of the current empirical studies on Gen Z’s career aspirations, almost all are quantitative in nature (Andrew & Wang, 2021), which might not be able to capture the unique characteristics and multifaceted perspectives of China’s Gen Z (Tang, 2019). Hence, this qualitative study is an effort toward this direction.
Purpose This study aims to explore the career aspirations of China’s Gen Z. Three research questions will guide this inquiry: 1. What are the career aspirations of China’s Gen Z? 2. What influences the career aspirations of China's Gen Z? 3. What does China’s Gen Z expect from their prospective employers? Answers to these questions will shed light on strategies for attracting, developing, and engaging Gen Z employees.
Method I adopted a basic qualitative study to understand how Gen Z interprets their experiences, and what meaning they attribute to their experiences (Merriam & Tisdell, 2015). By collecting data from a group of Gen Z students, who come from various educational, social, and economic backgrounds, I can generate multifaceted information.
I used criterion sampling technique at a comprehensive university in Eastern China to recruit China’s Gen Z students who have prior practical experience (work experience, internship, or volunteering). I interviewed 25 Chinese Gen Zers. To gain a better understanding of the world from the perspective of the participants, semi-structured, face-to-face interviews are the primary source of data collection (Brinkmann & Kvale, 2015). For data analysis, I followed Braun and Clarke's (2006) six phases of thematic analysis to identify patterns across the interviews.
Preliminary Findings I present the career aspirations of China's Gen Z in three aspects— talent-based (entrepreneurial passion and technical competence), needs-based (positive environment, promising job prospects, and decent salary), and value-based (dedication to their career, helping vulnerable groups, and maintaining social justice). Three factors shape Gen Z's career aspirations: job market realities, parents’ expectations, and academic performance. China's Gen Z expressed vastly different expectations from their prospective employers. In terms of ideal leaders, the most valued qualities of leaders are being gentle, practical, well-organized, fair, and efficient. With an increased sense of autonomy and a high level of involvement, China’s Gen Z favors participative leadership styles over autocratic and directive leadership styles. Regarding desired communication styles, Gen Z prefers face-to-face interaction to build trust, gain in-depth feedback, get accurate information on others' emotions, and engage in more dedicated communication; or else, they may feel a little clueless.
Implications I recommend five evidence-based strategies for HRD practitioners: highlighting corporate social responsibility (Mariola, 2020), creating meaningful work (Silinevica & Meirule, 2019), offering competitive rewards (Andrew & Wang, 2021), designing training programs to develop technological savvy (Deliotte, 2021), and developing mentoring program with in-person communication and timely feedback (Chillakuri, 2020). For research, I call for more application of current theories to guide studies on Gen Z’s career development and more theory-building efforts to create context-based, Gen Z- specific career theories. Additionally, more qualitative studies are needed to provide an in-depth understanding.
Keywords: Generation Z (Gen Z), career aspirations, workplace expectations, human resource development
