Bridging generations and values: Understanding Generation Z's organizational preferences and the mediating role of sustainability and innovation attitudes in Turkey

Cubukcu Cerasi, Ceren; Balcioglu, Yavuz Selim Article Bridging generations and values: Understanding Generation Z's organizational preferences and the mediating role of sustainability and innovation attitudes in Turkey Administrative Sciences Provided in Cooperation with: MDPI – Multidisciplinary Digital Publishing Institute, Basel Suggested Citation: Cubukcu Cerasi, Ceren; Balcioglu, Yavuz Selim (2024) : Bridging generations and values: Understanding Generation Z's organizational preferences and the mediating role of sustainability and innovation attitudes in Turkey, Administrative Sciences, ISSN 2076-3387, MDPI, Basel, Vol. 14, Iss. 9, pp. 1-17, https://doi.org/10.3390/admsci14090229 This Version is available at: https://hdl.handle.net/10419/321043 Standard-Nutzungsbedingungen: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden. 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If the documents have been made available under an Open Content Licence (especially Creative Commons Licences), you may exercise further usage rights as specified in the indicated licence. https://creativecommons.org/licenses/by/4.0/ Citation: Cubukcu Cerasi, Ceren, and Yavuz Selim Balcioglu. 2024. Bridging Generations and Values: Understanding Generation Z’s Organizational Preferences and the Mediating Role of Sustainability and Innovation Attitudes in Turkey. Administrative Sciences 14: 229. https://doi.org/10.3390/ admsci14090229 Received: 19 July 2024 Revised: 30 August 2024 Accepted: 12 September 2024 Published: 19 September 2024 Copyright: © 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/). administrative sciences Article Bridging Generations and Values: Understanding Generation Z’s Organizational Preferences and the Mediating Role of Sustainability and Innovation Attitudes in Turkey Ceren Cubukcu Cerasi * and Yavuz Selim Balcioglu MIS Department, Gebze Technical University, Gebze 41400, Turkey; [email protected] *Correspondence: cer[email protected] Abstract: Gen Z is well-recognized as the first generation to have lived through the full digital era. They are used to utilizing technology, have been on social media since they were young children, and have even developed an addiction to it because they grew up in a technologically advanced world. Preliminary research has looked at Gen Z’s educational preferences in the marketing and education realms, as well as product promotion techniques directed towards them. Furthermore, most of the early Gen Z research was conducted in the United States. Because there is a lack of reliable literature studies on HR and organizational research material related to Gen Z and their career-related objectives, organizations are ill-prepared to accept this new generation into the workforce. This study identifies the organizational values that the members of Generation Z find significant. The purpose of the study is to ascertain how closely the members of Generation Z align with corporate values and preferences. The research employs a quantitative methodology: 109 Turkish university students who were enrolled in classes were given a survey. Consequently, this identified the preferences of Generation Z members in Turkey. The literature lacks reliable studies regarding diverse investigations on Generation Z’s preferences conducted outside of the United States. This research will add to the literature about this topic. This study’s conclusions highlight how complex and multidimensional Generation Z’s views are regarding innovation and sustainability in the Turkish setting. The analyses did not show any significant mediating or predicting effects, contrary to the initial hypotheses that suggested a direct relationship between these attitudes, society contributions, educational attainment, and personal values. This implies that the variables influencing university students in Generation Z’s sustainability and innovation orientations are more complicated than previously thought and might not be directly impacted by the variables looked at in this study. Keywords: Generation Z; latent class analysis; organizational preferences; human resources management 1. Introduction Generation Z is known as the generation born between 1997 and 2013 (Dimock 2019; Schroth 2019). According to Lanier (2017), Gen Z is regarded as the first generation that truly grew up in a digital age. Having grown up in a technologically advanced environment from an early age, they are accustomed to using technology; they have participated in social media from an early age and may even have an addiction to it. They have encountered distinct stimuli in their early adulthood and childhood, including periods of terrorism and climate change, economic and social renewal following the Global Financial Crisis, growing diversity, the spread of globally recognized brands, and the acceleration of social media, mobile, and smart technology-driven communication (McCrindle 2014;Benitez-Marquez et al. 2022). According to McCrindle (2014), they are “globally focused” because they are the first generation to grow up in a time of globalization and cultural diversity and because they have connections to people from many backgrounds, ethnicities, and situations through social media. Adm. Sci. 2024,14, 229. https://doi.org/10.3390/admsci14090229 https://www.mdpi.com/journal/admsci Adm. Sci. 2024,14, 229 2 of 17 Finding their dream job and opportunities to grow their skill set appears to be motivating this generation (Magano et al. 2020). This suggests that they will change jobs more frequently than previous generations if they do not like them (Csiszárik-Kocsír and Garia-Fodor 2018;Nabahani and Riyanto 2020). Thus, as they are entering the workforce, it is important to understand their needs and expectations from the workplace in order to reveal their talent, recognize their advantages, and prepare them to be the future leaders of any organization (Singh and Dangmei 2016). It is critical to comprehend the formative experiences that are particular to this generation and how they have influenced them as learners and potential workers. The most well-known ones are lack of work experience, social justice movements, growing up in a safe environment, and the introduction of smartphones and social media (Schroth 2019). These people are also independent and flexible; in contrast to earlier generations, they are more accepting of variety and have learned to accept variations in social status, color, religion, and ethnicity (Kapil and Roy 2014). Four distinct generations are currently represented in an organization: Baby Boomers, Gen X, Gen Y, and Gen Z. Therefore, organizations are facing a growing work–value conflict and variations in learning styles, beliefs, and communication styles due to the presence of four distinct generations in the workforce (Lyons and Kuron 2014;Solaja and Ogunola 2016). Researchers in the field of human resources (HR) have extensively researched older generations, including Baby Boomers, Generation X, and Millennials (Callanan and Greenhaus 2008;Chaudhuri and Ghosh 2012;Ng et al. 2010). Gen Z is not like the other generations in the ways that they act, feel, and think. There is ample evidence that organizations have historically been hesitant to change and adapt to new generations (Ganguli et al. 2022). Although there are several generations represented in the workforce, the current figures show that the proportion of Gen Z workers is increasing quickly. With Gen Z entering the workforce, it is important for businesses to comprehend this newest generation to satisfy all their employees’ needs at work (Perilus 2020). Since the majority of the early research on Gen Z was carried out in the US, this generation was seen in a negative light (Scholz 2019). Given that the members of Generation Z are known to switch jobs more frequently (Zahari and Puteh 2023), HR departments must not only consider strategies for luring in new hires, but also concentrate their efforts in providing Gen Z employees with the resources that they require to remain with the organization. It is claimed that Gen Z is drawn to organizations by job flexibility and a balance with their lives outside of the workplace, based on the scarce studies on the subject. They are motivated by an entrepreneurial mindset, they want to directly contribute to the business, and they want to influence the results (Randstad Canada 2014). Companies need to adjust their dynamics to manage the needs and expectations of Generation Z, just as they did with Generation Y. HR must learn how to manage multigenerational teams and find innovative ways to please both new hires and seasoned staff while attempting to avoid neglecting the former (Benitez-Marquez et al. 2022). This study aims to determine the organizational values to which Generation Z members attach importance. This study determines the level of alignment between the organizational values and the preferences of Generation Z members. This study is based on a quantitative approach. A survey was applied to 109 university students studying in Turkey. As a result, the preferences of Generation Z members in Turkey was identified. There are not many reliable studies in the literature on Generation Z’s preferences outside the USA. This study contributes to the literature on this subject. 2. Literature Review In the domains of marketing and education, preliminary study has examined Gen Z’s educational preferences and product advertising strategies to them, respectively. According to studies on Gen Z in marketing and education, they are digital natives (Twenge 2017; Barnes and Noble College Insights 2018); very goal oriented (Barna Group 2018); and looking for fulfilling work (Schroth 2019). Organizations are not prepared to welcome Gen Z into the workforce due to a lack of HR and organizational research literature on Adm. Sci. 2024,14, 229 3 of 17 this new generation and their career-related goals. While it is true that Generation Z’s technological savviness can offer a competitive advantage, the literature also suggests that many organizations may struggle to align their traditional structures, management practices, and workplace cultures with the values and expectations of this new generation. For instance, Lanier (2017) and Scholz (2019) argue that, while organizations recognize the potential of Generation Z’s digital skills, they often lack the necessary strategies to effectively integrate these individuals into the workforce, particularly in areas such as career development, work–life balance, and job flexibility. Workers’ dedication to the organization is significantly impacted by their job motivation and pleasure (Manalo et al. 2020). Therefore, it is essential to understand Gen Z’s expectations for a job and work preferences in order to keep them motivated to work and satisfied with the business (Agarwal and Vaghela 2018). Moreover, Csiszárik-Kocsír and Garia-Fodor (2018) highlight that Generation Z’s preference for job mobility and their entrepreneurial mindset can pose challenges for organizations accustomed to more stable and long-term employment relationships. In a 2019 study, Rodriguez et al. (2019) examined how grit and entrepreneurship qualities may influence employee loyalty on the US East Coast. The study focused on the loyalty issues of Gen Z and Millennials (Gen Y) from the perspective of an HR manager. The three qualities that the authors determined were critical for Gen Z were grit, loyalty, and an entrepreneurial mindset. In the Czech Republic, Kubátová(2016) found that the motivators for Generation Z are more money, meaningful employment, and prospects for promotion. According to Kirchmayer and Fratriˇcová’s (2020) study on the employment preferences of Generation Z university students in Slovakia, the nature of the job and work–life balance were the most crucial variables to consider when looking for a future employer. Additionally, Generation Z believe that rewards and work–life balance are important factors in retaining employees and fostering a positive work environment. They also expected their employment to produce internal happiness. Regarding trust in the workplace, Lazányi and Bilan (2017) conducted research in Hungary and found that Generation Z employees behaved differently than previous generations at work and that respect and trust towards superiors had to be earned through high-caliber work. Another study that included approximately 2000 Gen Zers in the US had the result that 67% of participants did not think that other people could be trusted in social or professional contexts, indicating that they struggle with trusting other people. It is hard to win their trust because of their strong morals. Forging strong connections with Generation Z requires openness and transparency (Young 2020). According to Sidorcuka and Chesnovicka’s (2017) study on the perception of current employee attraction and retention strategies in Latvia, Generation Z workers do not seek out long-term employment; instead, they express their unique values and expect their employers to accommodate their needs for flexible work schedules and jobs that allow them to express their individuality. Additionally, they are drawn to companies that have a strong reputation for innovation and speedy change, those that offer a platform for career advancement and education, and those with unique benefits. Pandita (2022) found through his study that Gen Z has high expectations for their careers and possesses qualities, working styles, preferred educational paths, and an innovative attitude. This calls for independence, self-assurance, and flexibility. They have an inventive mentality that motivates them to use unconventional methods to accomplish their objectives. They prefer employees who quickly adapt to changing technology and are innovative (Bucovet ,chi et al. 2019). According to Teresa Bridges (2015), they favor work environments that support professional growth, learning, and mentoring since they do not think that their schooling equipped them with the necessary abilities to handle issues in the actual world. What Generation Z looks for in a career are flexible schedules, a friendly work environment, and an environment that supports their entrepreneurial skills. Since technology is such an integral part of their lives, they favor companies that are at the forefront of workplace innovation, enabling employees to collaborate, modify documents, and perform work Adm. Sci. 2024,14, 229 4 of 17 across time zones and geographic boundaries. They want an office environment that is adaptable. They also are attracted by the efficient use of social media and technology (Goh and Okumus 2020;Zhong et al. 2024). Compared to preceding generations in the workforce, the members of Generation Z seldom work overtime because of the nature of their work or because of higher education that is concurrent with their profession (Sandu et al. 2014). The same source states that, when choosing a job, money is the most crucial consideration, followed by the job’s safety features and the happiness this generation obtains from their work. In addition to expecting to be mentored by superiors, wanting to have strong working relationships, and needing security (which is represented in their need for stable, well-paying professions), they were seen to have a constant need for development (Sandu et al. 2014). In the context of our study, career development is pivotal, as it reflects the desire of Generation Z to grow within an organization that aligns with their values. As discussed in the literature (e.g., Callanan and Greenhaus 2008;Lyons and Kuron 2014), career development is a key factor that influences job satisfaction and retention, especially among younger employees who prioritize opportunities for advancement and skill acquisition. Generation Z is known for their inclination towards career mobility, often seeking positions that offer flexibility and the ability to move within or across organizations (CsiszárikKocsír and Garia-Fodor 2018). This is connected to their pursuit of fulfilling work that aligns with their personal values, as explored in our analysis of their organizational preferences. Engagement is closely tied to how Generation Z perceives their role within an organization. It reflects their commitment and connection to their work, which are influenced by whether the organization meets their expectations in terms of career development and mobility (Schroth 2019). Understanding the factors that drive engagement among Generation Z is crucial for developing strategies that ensure their retention and satisfaction within the workforce. Regarding sustainability, the members of Generation Z, in contrast to their parents and older siblings who are either members of Generation X or Millennials, exhibit completely different behaviors. They are more environmentally conscious, sustainable, and tech-savvy, and they prioritize businesses, particularly those that can build strong relationships with them and improve their experiences and emotions (Dabija et al. 2019). Gen Z is willing to pay more for sustainable product qualities despite having limited resources (Yamane and Kaneko 2021;Tait et al. 2020;Brand et al. 2022). Due to the widespread use of social media and communication technologies, even if they are still relatively young, they are very knowledgeable about shops and their offerings and favor those that uphold the highest standards of sustainability (Dabija et al. 2020;Brand et al. 2022). According to a recent study, younger customer segments are more likely to be prepared to pay a premium for ecolabeled, sustainable items and are particularly concerned with the longevity of smartphones (Bigerna et al. 2021). 2.1. Hypothesis Development This section explicitly states the hypotheses. H1. Personal values are positively predictive of attitudes towards sustainability among Generation Z university students. H2. Higher levels of education are positively correlated with stronger innovation-oriented attitudes among Generation Z university students. H3. Attitudes towards sustainability and innovation mediate the relationship between societal contribution and perceived meaning in life among Generation Z university students. H4. There is a positive relationship between attitudes towards sustainability and innovation among Generation Z university students. Adm. Sci. 2024,14, 229 5 of 17 H5. Gender and nationality moderate the relationships between personal values and attitudes towards sustainability and innovation among Generation Z university students. 2.2. Latent Class Analysis Unlike variable-centered approaches that primarily examine linear associations between continuous variables to forecast outcomes, a person-centered approach such as latent class analysis (LCA) provides a more intricate comprehension of Generation Z’s organizational preferences (Dahlquist and Garver 2022). Variable-centered methods, such as correlation and regression, are effective for examining the effects of individual factors on outcomes, both singly and between cases. However, these methods may not adequately account for the complexity of different subgroups within a population. Traditional approaches typically fail to recognize the distinct patterns of behavior or preferences displayed by these subgroups (Jafari-Koshki et al. 2018). When studying organizational preferences and Generation Z’s attitudes towards sustainability and innovation, LCA can be used to identify similar subgroups based on their collective reactions to criteria like respect, social concern, and concentration on innovation. The latent class analysis (LCA) is a statistical method that uses a model-based approach, sometimes referred to as finite mixture modeling or latent class cluster analysis (NeelyBarnes 2010). It is very useful for detecting groups of individuals that exhibit similar values on many indicators. This approach diverges from conventional cluster analysis in numerous crucial aspects. Cluster analysis is mostly used for exploration and is not hierarchical. On the other hand, latent class analysis (LCA) is a process that is based on models and allows for more flexibility in specifying the model (Han et al. 2023). Its value lies in its capacity to compare several models using fit indices, providing guidance in determining the number of underlying classes. LCA can also handle continuous dependent variables (Guinée et al. 2001), such as attitudinal scores, by constructing classes using maximum likelihood estimation. This study utilizes LCA to categorize various subgroups within Generation Z according to their organizational preferences and attitudes towards sustainability and innovation. This technique surpasses the mere analysis of preferences and delves into how these preferences together influence individuals, molding their decisions connected to their careers. The study investigates the correlations between distinct categories found by latent class analysis (LCA) and multiple aspects that impact the decision-making process of Generation Z individuals in their career choices. Therefore, this person-centered approach plays a vital role in enhancing our awareness of Generation Z’s preferences, enabling the development of focused human resource strategies and organizational policies that are in line with their values and expectations. 3. Methods 3.1. Participants The study surveyed 109 university students in Turkey, representing Generation Z (born between 1997 and 2003). The sample included a balanced distribution of genders and encompassed a range of educational levels, from undergraduate to postgraduate studies. Participants were recruited from various faculties, ensuring a diverse representation of academic disciplines. 3.2. Measures Personal Values and Attitudes: Personal values were assessed using a composite score derived from selected items reflecting key personal values. Attitudes towards sustainability and innovation were measured using the ‘SUSTAIN’ and ‘INNOVAT’ scales, respectively, each consisting of multiple items rated on a Likert scale from 1 (strongly disagree) to 5 (strongly agree). Adm. Sci. 2024,14, 229 6 of 17 Societal Contribution and Respect: Societal contribution (CON_SOC) and respect (RESPECT) were evaluated through specific survey items, with responses on a 5-point Likert scale, capturing the participants’ perceptions of their societal roles and the respect they experience or observe in their social contexts. Perceived Meaning in Life: The perceived meaning in life was assessed using the MEANL series, comprising several items designed to quantify the levels of meaning and purpose that participants derive from their life experiences. Demographic Variables: Gender and nationality were collected as demographic information to examine their potential moderating effects on the relationships between personal values and attitudes towards sustainability and innovation. Since all respondents in this study were of Turkish nationality, the analysis did not include nationality as a moderating variable, and the focus was placed solely on examining the moderating effects of gender. 3.3. Procedure Participants were invited to complete an online survey distributed through university email lists and social media platforms. The survey included sections on demographic information, personal values, attitudes towards sustainability and innovation, societal contribution and respect, and perceived meaning in life. Participation was voluntary, and respondents were assured of their anonymity and the confidentiality of their responses. 3.4. Data Analysis Data analysis was conducted using SPSS (Statistical Package for the Social Sciences). Descriptive statistics were calculated for all variables to provide an overview of the sample characteristics. Additionally, latent class analysis (LCA) was performed to identify homogeneous subtypes within Generation Z based on their combined responses to various factors such as respect, social concern, and innovation focus. LCA is a model-based technique that helps in identifying groups sharing similar values on various indicators, allowing for a more nuanced understanding of the distinct subgroups within the sample. In order to test the hypotheses, analyses were employed, as seen in Table 1below. Table 1. Descriptive statistics for the main variables. PV_Composite SUSTAIN INNOVAT CON_SOC RESPECT MeaningInLife_Composite AGE GENDER EDUCATION count 109.0 109.0 109.0 109.0 109.0 109.0 109.0 109.0 109.0 mean 4.5 2.926 2.889 3.0 3.165 4.845 22.862 1.431 2.018 std 0.675 1.274 1.486 1.381 1.377 1.020 1.707 0.497 0.134 min 1.0 1.0 1.0 1.0 1.0 1.7 19.0 1.0 2.0 25% 4.5 2.0 2.0 2.0 2.0 4.3 22.0 1.0 2.0 50% 4.75 3.0 3.0 3.0 4.0 4.9 23.0 1.0 2.0 75% 5.0 4.0 4.0 4.0 4.0 5.5 24.0 2.0 2.0 max 5.0 5.0 5.0 5.0 5.0 7.0 29.0 2.0 3.0 Linear Regression Analysis: Used to examine the predictive relationships between personal values and attitudes towards sustainability (H1), and the correlation between the levels of education and innovation-oriented attitudes (H2). Mediation Analysis: Employed to investigate whether attitudes towards sustainability and innovation mediate the relationship between societal contribution and perceived meaning in life (H3). Correlation Analysis: Used to assess the relationship between attitudes towards sustainability and innovation (H4). Moderated Regression Analysis: Used to explore the moderating effects of gender and nationality on the relationships between personal values and attitudes towards sustainability and innovation (H5). Adm. Sci. 2024,14, 229 7 of 17 The significance level was set at p< 0.05 for all statistical tests. Indirect effects in the mediation analysis were examined using bootstrapping methods with 5000 resamples to provide confidence intervals for the indirect paths. Figure 1illustrates the distribution of respondents across the 8 latent classes identified through latent class analysis (LCA). Each bar represents the number of respondents assigned to each class, highlighting the variability and composition of the sample. The distribution reveals that, while some classes have a relatively high number of members, indicating certain common patterns of responses, others are smaller, suggesting some more unique or less prevalent patterns of organizational preferences and attitudes. Class 0, Class 1, Class 2, and Class 3 each comprise a substantial proportion of the sample, reflecting distinct but common profiles within Generation Z university students in Turkey. Conversely, Classes 4, 5, 6, and 7 are less populated, indicating more specialized or niche groups with some specific combinations of values and attitudes. This distribution underscores the diversity within Generation Z regarding their organizational preferences and attitudes towards sustainability and innovation. Understanding these classes helps to identify and address the varied expectations and needs of this generation, enabling more targeted and effective human resource strategies and organizational policies. Adm. Sci. 2024, 14, x FOR PEER REVIEW 7 of 17 Correlation Analysis: Used to assess the relationship between attitudes towards sustainability and innovation (H4). Moderated Regression Analysis: Used to explore the moderating effects of gender and nationality on the relationships between personal values and attitudes towards sustainability and innovation (H5). The significance level was set at p < 0.05 for all statistical tests. Indirect effects in the mediation analysis were examined using bootstrapping methods with 5000 resamples to provide confidence intervals for the indirect paths. Figure 1 illustrates the distribution of respondents across the 8 latent classes identified through latent class analysis (LCA). Each bar represents the number of respondents assigned to each class, highlighting the variability and composition of the sample. The distribution reveals that, while some classes have a relatively high number of members, indicating certain common patterns of responses, others are smaller, suggesting some more unique or less prevalent patterns of organizational preferences and attitudes. Class 0, Class 1, Class 2, and Class 3 each comprise a substantial proportion of the sample, reflecting distinct but common profiles within Generation Z university students in Turkey. Conversely, Classes 4, 5, 6, and 7 are less populated, indicating more specialized or niche groups with some specific combinations of values and attitudes. This distribution underscores the diversity within Generation Z regarding their organizational preferences and attitudes towards sustainability and innovation. Understanding these classes helps to identify and address the varied expectations and needs of this generation, enabling more targeted and effective human resource strategies and organizational policies. Figure 1. Distribution of latent classes. Table 2 below presents a summary of the latent class profiles based on their average scores across various factors, along with detailed response patterns for each class. Figure 1. Distribution of latent classes. Table 2below presents a summary of the latent class profiles based on their average scores across various factors, along with detailed response patterns for each class. Table 2. A summary of the latent class profiles. Class FOC_CON RESPECT CON_SOC SUSTAIN INNOVAT Detailed Responses Class 0 2.73 2.73 3.27 3.00 3.27 Low to moderate values across specific questions Class 1 1.89 2.11 3.00 4.11 3.89 Higher values in DES_V_21 and DES_V_28, indicating specific concerns or interests Class 2 3.71 3.86 2.29 3.00 2.14 Moderate values in specific questions, indicating a mixed profile Adm. Sci. 2024,14, 229 8 of 17 Table 2. Cont. Class FOC_CON RESPECT CON_SOC SUSTAIN INNOVAT Detailed Responses Class 3 2.71 3.54 3.02 2.98 2.76 Generally low values, indicating fewer specific concerns Class 4 3.44 1.89 2.22 4.00 3.44 Higher values in DES_V_20, DES_V_22, indicating specific focus areas Class 5 2.45 2.00 4.09 2.36 4.09 Higher values in DES_V_23, DES_V_26, indicating specific concerns Class 6 4.18 3.91 2.09 1.91 2.91 Higher values in DES_V_27, DES_V_28, indicating specific interests Class 7 3.05 2.81 2.93 3.14 3.07 Higher values in DES_V_27, indicating specific concerns FOC_CON = Focus on Conservation; RESPECT = Respect; CON_SOC = Concern for Social Issues; SUSTAIN = Sustainability; INNOVAT = Innovation. 1. SUSTAIN Scale (Attitudes Towards Sustainability): A detailed description of the items used to measure participants’ attitudes towards sustainability. For example, items may include statements like “I actively seek ways to reduce my environmental footprint” or “Sustainable practices are important in my daily life”, with responses measured on a Likert scale; 2. INNOVAT Scale (Attitudes Towards Innovation): A description of the items used to assess participants’ innovation orientation. This might include statements such as “I am open to adopting new technologies” or “Innovation is key to success in my field of study/work”; 3. CON_SOC (Societal Contribution): A breakdown of the specific survey items that measured the participants’ perceptions of their societal roles. Items might include statements like “I believe my actions have a positive impact on society” or “Contributing to society is a significant part of my life goals”; 4. RESPECT (Respect): A description of the items used to evaluate respect, such as “I feel respected by my peers” or “Respect is a fundamental value in my community”; 5. MEANL (Perceived Meaning in Life): Detailed descriptions of the items included in the MEANL series, such as “I have a clear sense of purpose in life” or “My life is filled with meaning”. The profiles of the eight latent classes reveal diverse patterns in the focus on conservation, respect, concern for social issues, sustainability, and innovation among Generation Z university students in Turkey. Key observations include the following: • Class 0 shows moderate levels across most factors, with a high concern for social issues but low to moderate responses to specific questions; • Class 1 displays low focus on conservation and respect but high emphasis on sustainability and innovation, with particular concerns reflected in DES_V_21 and DES_V_28; • Class 2 has high scores in conservation and respect but lower concern for social issues and innovation, indicating a mixed profile in their detailed responses; • Class 3 features generally moderate levels, with high respect and moderate concern for social issues but lower specific concerns; • Class 4 exhibits high scores in conservation and sustainability but low respect and concern for social issues, focusing on specific areas, as indicated by DES_V_20 and DES_V_22; • Class 5 shows low to moderate focus on conservation and respect but high concern for social issues and innovation, with higher specific concerns in DES_V_23 and DES_V_26; • Class 6 has high conservation and respect scores but low concern for social issues and sustainability, reflecting specific interests in DES_V_27 and DES_V_28; Adm. 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