Key pedagogical strategies for millennial generation students in university business courses

Purpose. The purpose of this study was to discover key pedagogical strategies for millennial generation students in university business courses.;Findings. The study resulted in a number of findings specific to key pedagogical strategies for millennial generation students in classroom and online university business courses. The classroom pedagogical strategies included the following: (a) using real-world examples; (b) creating participatory activities such as applied learning, projects, group work; and (c) providing clear structure. Online pedagogical strategies incorporated the following: (a) using blended course strategies as a best practice; (b) applying online strategies such as MySpace, Moodle, YouTube, Blackboard, etc.; and (c) providing feedback. Additional findings emerged from the data related to the following teacher-student interfaces: spend more time teaching critical thinking; assess student engagement; and value what millennial generation students offer.;Conclusions. This study reported multiple key pedagogical strategies for teaching millennial generation students in university business courses. Findings from this study will add to the literature in the field of university pedagogies, the millennial generation, and faculty development. The results of the study are intended to benefit business faculty, universities, and administrators. The recent volume of literature indicates this is an important topic impacting students, faculty, and universities.;Recommendations. Additional recommended research includes replicating this study in a different geographic location, using a larger sample size, comparing the difference between private and public institutions, and examining other disciplines such as fine arts.;Methodology. The design of this study was qualitative, using semi-structured interview questions to discover key pedagogical strategies for millennial generation students in university business courses. The interview questions were reviewed by a panel of experts who determined validity. Purposive sampling was utilized with snowballing techniques to identify participants who met the criteria. Content analysis was used to analyze the data with a second rater to establish reliability. Themes were identified and categorized and the results were presented in textual and graphic formats.