Date of Award

Fall 11-15-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Don Schillinger

Abstract

This dissertation employed a sequential exploratory mixed-methods design to examine the extent to which Generation Z students in radiography programs within a southern state perceive that their needs and expectations are being fulfilled. Additionally, the study examined how program leaders perceived and plan to utilize the survey and its findings within the cycle of continuous program improvement and accreditation readiness. A Likert-scale survey instrument was constructed by cross-referencing Generation Z’s characteristics, needs, and expectations with JRCERT standards. Items were refined through target population focus groups and validated using Lawshe’s Content Validity Ratio. The validated instrument was then administered to Generation Z radiography students across a southern state (n = 134). Quantitative analyses included descriptive statistics and Mann-Whitney U tests to explore differences between traditional and nontraditional students, as well as students in hospital-based and university-based programs. Reliability was supported with Cronbach’s alpha. Qualitative data from focus groups and leadership interviews were analyzed thematically, with triangulation across all sources to enhance credibility. Findings revealed that Generation Z students reported overall satisfaction across all five constructs, with strong ratings for faculty expertise and curriculum relevance. However, areas of improvement included wellness and program support. No statistically significant differences were found between traditional and non-traditional students; however, a statistically significant difference was found between students in hospitalbased and university-based programs. Leadership interviews indicated that program directors valued the survey tool for its potential to inform continuous program improvement, accreditation documentation, and student retention strategies. This study contributes to the body of literature by situating Generation Z’s needs within radiography education, offering a validated instrument for measuring student satisfaction, and highlighting the alignment between generational expectations and accreditation standards. Implications include the adoption of generationally responsive strategies in recruitment, retention, and program evaluation, as well as the integration of student feedback into institutional decision-making. Recommendations for future research include expanding the survey to broader geographic regions and exploring longitudinal impacts on accreditation outcomes and student persistence.

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