Abstract
Digital natives, is the term used to describe Generation Z. Born between the late 1990s and the early 2000s and aged between 12 and 27, this generation has been heavily exposed to technology from the time they were born. Using Deliberative Value Formation as the theoretical framework for this study, we attempt to explore the career preference among Gen Z in Southeast Asia simultaneously using a quantitative method and analyze it using PLS-SEM. A survey questionnaire (N = 784) involving Generation Z from nine different countries in the Southeast Asia Region (SEA) was conducted. The results found that the impact of shared and social values on career preferences is significant in the Philippines, Thailand, Timor Leste, and Myanmar. Conversely, the influence is comparatively weaker in countries like Indonesia, Malaysia, Cambodia, Vietnam, and Brunei.
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AKL Conceptualization, Investigation (Philippines chapter), writing original draft, Writing – review and editing - KSR Investigation (Indonesia chapter), formal analysis, visualization, methodology, writing original draft - MB Investigation (Philippines chapter), writing original draft - OYX Writing – review and editing - MA Investigation (Indonesia chapter) - AW Investigation (Indonesia chapter) - MDX Investigation (Vietnam chapter) - NTV Investigation (Vietnam chapter) - HRR Investigation (Malaysia chapter) - SN Investigation (Cambodia chapter) - VK Investigation (Cambodia chapter) - PS Investigation (Thailand chapter) - MDA - Investigation (Thailand chapter), Writing – review and editing - AA - Investigation (Myanmar chapter) - JGG Investigation (Timor Leste chapter) - MASHD Investigation (Brunei chapter) - RA Conceptualization, supervision, methodology, project administration, writing original draft, Investigation (Malaysia chapter).
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Appendix 1: Variables and Instrument used for the questionnaire.
Appendix 1: Variables and Instrument used for the questionnaire.
Variables | Instruments | References |
|---|---|---|
Social and Cultural Values (SCV) | A career that gives me personal freedom. (SCV 1) | Swiqtek-Barylska, 2019; Vaxjo, 2022; Schwartz & Bilsky, 1987; Frey, 1994; Rokeach, 1973 |
A career that helps the community. (SCV 2) | ||
A career that supports my religion. (SCV 3) | ||
A career that promotes equality. (SCV 4) | ||
A career that provides family security. (SCV 5) | ||
A career that coincides with my beliefs and traditions. (SCV 6) | ||
Instrumental and Transcendental Values (ITV) | A career that is logical in nature. (ITV 1) | |
A career that encourages independence. (ITV 2) | ||
A career that enhances my imagination. (ITV 3) | ||
A career that promotes self-control. (ITV 4) | ||
A career that requires intellect. (ITV 5) | ||
A career that is honorable. (ITV 6) | ||
Development and Economical Values (DEV) | A career that promotes learning and development. (DEV 1) | |
A career that provides opportunities to grow. (DEV 2) | ||
A career that appreciates me. (DEV 3) | ||
A career that encourages team building. (DEV 4) | ||
A career that has good compensation and benefits. (DEV 5) | ||
A career that provides financial security. (DEV 6) | ||
Group Values (GV 1) | A career that values integrity and honesty. (GV 1) | |
A career that promotes accountability. (GV 2) | ||
A career that values commitment and passion. (GV 3) | ||
A career that is fun. (GV 4) | ||
A career that promotes equity. (GV 5) | ||
A career that celebrates diversity and inclusivity. (GV 6) |
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Lalisan, A.K. et al. (2025). Zoomers: How Much Do We Know About the Role of Shared and Social Values on Their Career Preference? A Southeast Asian (SEA) Perspective. In: Alareeni, B., Hamdan, A. (eds) Digital Disruption and Business Innovation: Navigating the New Technological Era. ICBT 2024. Lecture Notes in Networks and Systems, vol 1573. Springer, Cham. https://doi.org/10.1007/978-3-032-00444-4_39
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