Abstract:

Millennial students acquire knowledge (learning domain) and develop skills (psychomotor domain) when they are performing their students’ assignment. The main focus on these two primary domains leaves aside the affective dimension of development (affective domain). The reason why affective domain isn’t very important is maybe in point of view that students are already formed in an affective domain. However, after Millennials graduate from university, they will enter the labor market where a certain work discipline is needed. Millennials have to have developed work ethic if they want to succeed at the labor market. Even the main opinion is that affective domain isn’t very important, every university course prepare students for the labor market through the course assignments. So, the main question is: Are Millennials prepared for the labor market? The research is carried out at the Faculty of Humanities and Social Sciences at the University of Zagreb. The sample selected for the study was a sample of the students of humanities and social sciences who are studying at the masters level for teachers (N=91). The aim of this research is to determine work ethic which has been elaborated on the basis of the seminar responsibilities received on the compulsory Didactics course. At the introductory lecture students received instructions on the seminar assignment. These instructions were also put in writing on the Omega LMS system used at the Faculty of Humanities and Social Sciences and they were available to students from the beginning to the end of the semester. For a seminar assignment, the student has chosen a term paper (individual work) or a pedagogical workshop (work in pairs) that should have been prepared in relation to the given assignments (length, layout, literature used and submission deadline). This paper presents results of students’ seminar assignments that were evaluated using content analysis method.

Keywords:

Millennials, working habits, labor market.