O'Sulli an, Helen; Polkinghome, Ma yn; O'Sulli an, Mike
A icle
Unde s anding success: An ini ial in es iga ion
conside ing he alignmen o Uni e si y b anding wi h he
expec a ions o u u e s uden s
Adminis a i e Sciences
P o ided in Coope a ion wi h:
MDPI – Mul idisciplina y Digi al Publishing Ins i u e, Basel
Sugges ed Ci a ion: O'Sulli an, Helen; Polkinghome, Ma yn; O'Sulli an, Mike (2024) : Unde s anding
success: An ini ial in es iga ion conside ing he alignmen o Uni e si y b anding wi h he
expec a ions o u u e s uden s, Adminis a i e Sciences, ISSN 2076-3387, MDPI, Basel, Vol. 14, Iss.
10, pp. 1-19,
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Ci a ion: O’Sulli an, Helen, Ma yn
Polkingho ne, and Mike O’Sulli an.
2024. Unde s anding Success: An
Ini ial In es iga ion Conside ing he
Alignmen o Uni e si y B anding
wi h he Expec a ions o Fu u e
S uden s. Adminis a i e Sciences 14:
257. h ps://doi.o g/10.3390/
admsci14100257
Recei ed: 9 Augus 2024
Re ised: 25 Sep embe 2024
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Published: 13 Oc obe 2024
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A icle
Unde s anding Success: An Ini ial In es iga ion Conside ing he
Alignmen o Uni e si y B anding wi h he Expec a ions o
Fu u e S uden s
Helen O’Sulli an 1,*, Ma yn Polkingho ne 1and Mike O’Sulli an 2
1Business School, Bou nemou h Uni e si y, Poole BH12 5BB, UK
2Ma ke ing and Communica ions, Bou nemou h Uni e si y, Poole BH12 5BB, UK
*Co espondence: [email p o ec ed]
Abs ac : This esea ch in es iga es how uni e si y s uden s de ine and pe cei e success, an a ea ha
is inc easingly impo an o ensu ing ha a uni e si y’s b and emains aligned o he expec a ions o
u u e s uden s. O e he nex decade, uni e si y s uden s will comp ise membe s o Gene a ion
Z (Gen Z), and by ecognizing his g oup o s uden s’ p e e ences and aspi a ions, uni e si ies can
ailo hei b anding, educa ional po olio, and o e all campus expe iences o ensu e ha oge he
hey esona e and sa is y e ol ing needs and demands. Using da a based on a sample o Gen Z
unde g adua e s uden s unde aking hei deg ees a h ee case s udy UK pos -1992 uni e si ies, his
esea ch adop ed an explo a o y, in e p e i is me hodology. Da a collec ed om semi-s uc u ed
in e iews we e analyzed using ecu si e abs ac ion o iden i y unde lying pa e ns and ends
wi hin he da a. The esea ch iden i ied i e key hemes ha Gen Z a e using o de ine success, and
hese a e he ollowing: (1) being objec i e and ask-d i en; (2) emb acing luidi y and subjec i i y;
(3) being e hically and mo ally esponsible; (4) ha ing esilience; and (5) accep ing and lea ning om
ailu e. Recommenda ions we e made o ac ions ha uni e si ies should s a o ake o enable hem
o wo k owa d achie ing his.
Keywo ds: highe educa ion; uni e si y; s uden ; success; b anding; Gene a ion Z
1. In oduc ion
In oday’s dynamic and me ic-d i en highe educa ion landscape (Polkingho ne
e al. 2017), in which uni e si ies a e inc easingly accoun able o s uden ou comes and
sa is ac ion, aligning ins i u ional goals wi h s uden pe cep ions o success is c ucial o
os e ing a suppo i e and en iching lea ning en i onmen . Acco dingly, unde s anding
how success is pe cei ed by he gene a ion o po en ial new uni e si y s uden s, known as
Gene a ion Z (Gen Z) (Dolo 2018), is c ucial i uni e si ies a e going o e ec i ely p ojec
an aligned b and and mee he e ol ing needs and expec a ions o his key demog aphic
(O’Sulli an e al. 2024).
Gen Z ep esen s a depa u e om p e ious gene a ions. Bo n be ween 1995 and 2012
(Singh 2014), Gen Z now ep esen s app oxima ely 70% o he Uni ed Kingdom (UK) un-
de g adua e s uden body acco ding o he Highe Educa ion S a is ics Agency (2024), and
hey hink di e en ly because hey we e imme sed in digi al echnology while hei b ains
we e s ill de eloping (Seemille and G ace 2018). Typical cha ac e is ics o his include sho e
a en ion spans and he need o be con inuously engaged. Resea ch indica es ha his Gen Z
coho o s uden s esponds o lea ning in new ways, and we he e o e need o ind di e en
app oaches o enable hem o excel (Phillips and T aino 2014).
Globaliza ion and echnological ad ancemen s a e cu en ly eshaping adi ional
mindse s and hie a chies ac oss highe educa ion (Wooda d e al. 2011). Globaliza ion is
opening up highe educa ion o inc eased compe i ion om ins i u ions om a ound he
wo ld (Lee and S ensake 2021). Fo example, uni e si ies in he UK now mus compe e
Adm. Sci. 2024,14, 257. h ps://doi.o g/10.3390/admsci14100257 h ps://www.mdpi.com/jou nal/admsci
Adm. Sci. 2024,14, 257 2 o 19
no jus na ionally, bu also in e na ionally o s uden s, s a , esea ch unding, and e en
epu a ion (Hall e al. 2018). As a esul , he s uden body in he UK is now much mo e
di e se, bu his in u n means ha s uden s come om a wide ange o coun ies and
cul u al backg ounds and so hei expec a ions a e mo e a ied (Me ce -Maps one and Bo ill
2020). This di e si y may be ep esen ed in many ways including h ough gende , e hnici y
and/o socioeconomic backg ounds. These s uden s may also be he i s om hei amily
(excluding siblings) who ha e ecei ed a uni e si y educa ion (Coombs 2021, p. 9).
In e ms o echnological in eg a ion, ad ancemen s in echnology ha e ans o med
eaching and lea ning in highe educa ion (C iollo-C e al. 2021). Online lea ning pla o ms,
digi al esou ces, and mul imedia ools ha e become in eg al pa s o many cou ses, o -
e ing inc eased le els o bo h lexibili y and accessibili y o s uden s (Ma ks and Thomas
2022). Resea ch collabo a ion has also bene i ed om hese echnological de elopmen s
as digi al communica ion ools and sha ed da abases a e enabling esea che s o wo k
oge he i espec i e o hei geog aphical loca ion (Hall e al. 2018;Haley e al. 2022).
Howe e bene icial hese changes may be, hese e olu ions also b ing he isk o
widening socioeconomic gaps as no all s uden s ha e equal access o digi al esou ces o
oppo uni ies, leading o dispa i ies in educa ional ou comes o some (Selwyn 2010). As
a esul , his necessi a es ha uni e si ies, and o he highe educa ion p o ide s, seek o
os e highe le els o inclusi i y and di e si y o minimize he oppo uni ies o po en ial
dispa i ies. The e o e, appealing o Gen Z equi es uni e si ies o adap o hei new
expec a ions and p e e ences, while s aying ue o hei own co e mission o p o iding a
quali y educa ion combined wi h a se ies o li e-en iching expe iences.
By unde s anding and add essing he unique challenges o appealing o Gen Z, uni-
e si ies may be be e posi ioned o a ac , engage, and e ain his c ucial s uden de-
mog aphic (Chapleo and O’Sulli an 2017;Chen 2022;Naheen and Elsha nouby 2024).
Unpacking and unde s anding wha Gen Z conside s success o look like is he e o e
pi o al o se e al easons, including he de elopmen o a s onge sense o iden i y and
belonging, which will gene a e imp o ed le els o bo h s uden sa is ac ion and e en ion.
Fu he mo e, by gaining insigh in o s uden s’ de ini ions o success, uni e si ies
may be mo e able o ailo hei p og ams, se ices, and esou ces o mee he di e se
needs and aspi a ions o hei s uden body (Xiao e al. 2023;Khan and Hemsley-B own
2021). This p oac i e app oach may no only enhance s uden engagemen and e en ion
bu may also con ibu e o o e all ins i u ional e ec i eness and epu a ion (Lee e al.
2019;Ke hüda 2023). Mo eo e , by inco po a ing s uden pe spec i es in o hei s a egic
planning and decision-making p ocesses, uni e si ies may be able o os e a deepe
cul u e o empowe men and con inuous imp o emen . Uni e si ies ha demons a e an
unde s anding o Gen Z’s concep o success will be able o enhance hei b and image and
so appeal o his key demog aphic by showcasing how hei ins i u ion can speci ically
help his g oup o s uden s o achie e hei ull po en ial (Ga diana e al. 2023;Schlesinge
e al. 2023;Song e al. 2023).
Ul ima ely, by unde s anding wha success means o hei s uden s, uni e si ies may
be be e able o ul ill hei mission o nu u ing u u e leade s, schola s, and global ci izens.
In essence, by unde s anding wha Gen Z conside s he concep o success o look like,
highe educa ion p o ide s will be able o be e se e hei s uden s, enhance hei b and,
and p epa e hei g adua es o employmen in a apidly changing wo ld.
2. Concep ualizing Success
Success is a subjec i e concep which holds a mul i ude o de ini ions depending
upon he pe spec i e o he indi idual (Wea he on and Schussle 2021). I s e ymological
o igins ace back o La in and i is de i ed om “successus”, which signi ies an ad ance o
happy ou come, s emming om ”succede e”, meaning o come a e . In mo e ecen imes,
“success” has since been associa ed wi h he accomplishmen o desi ed ends and/o a
a o able esul .
Adm. Sci. 2024,14, 257 3 o 19
In i s li e al e m, success can deno e “ he accomplishmen o an aim o a pu pose”
(Wai e 2012) o “achie ing he esul s wan ed o hoped o ” (McIn osh 2011). These de ini-
ions highligh he a ainmen o a posi i e ou come. Howe e , in eali y, he in e p e a ion
o success is mul i ace ed and a ies signi ican ly ac oss people, cul u es, and scena ios
(Kuh e al. 2006).
Gene ally unde s ood as he ealiza ion o goals o ac i i ies aimed a ul illmen ,
success is a dynamic cons uc (Baczko-Dombi and Wysmułek 2015). I in ol es se ing
and achie ing posi i e goals. Success is he e o e akin o a jou ney, no a des ina ion, and
is cha ac e ized by a con inual e-adjus men , e-assessmen , and e-measu emen as goals
may e ol e o e ime, wi h newe aspi a ions eplacing o iginal ambi ions (Mülle and
Tu ne 2010).
The pe cep ion o success is o en in luenced by indi idual expe iences, he en i on-
men , and social cons uc s. Explo ing and unpacking he ac o s ha shape success o e s
aluable insigh s in o socie y (Baczko-Dombi and Wysmułek 2015). O e all, success is an
e ol ing concep , e lec ing he dynamic na u e o human endea o s and aspi a ions.
Empi ical esea ch has del ed in o he undamen al ac o s in luencing success and has
highligh ed elemen s such as ha d wo k, quali y educa ion, and ne wo king (Baczko-Dombi
and Wysmułek 2015). Addi ionally, mo i a ion is a c ucial de e minan o success (Goleman
1996). Acco ding o Ko da (1977), a genuine desi e o succeed is essen ial, necessi a ing
he cul i a ion o a ue passion o achie emen . Ko da’s esea ch u he en o ces he
signi icance o desi e, esilience, de e mina ion, and oppo une iming as p e alen d i e s
o success.
Success holds di e en meanings o di e en people. To some, i ep esen s a highly
co e ed achie emen , while o o he s, i embodies he eelings o happiness and sa is ac ion
(Uusiau i 2013). Mains eam cul u e o en shapes pe cep ions o success, wi h a ibu es
such as powe , weal h, and s a us being commonly associa ed wi h i (Gaube and Lou e
2021). Howe e , o many, ue success lies in making a posi i e impac on he li es o
o he s. Al e na i ely, some may ind ul illmen in a li e de o ed o se ing a highe
pu pose, such as de o ion o hei eligion (Chua and Ruben eld 2014). Rega dless o
he speci ic in e p e a ion, Ko da asse s ha se ing ealis ic goals and achie ing hem is
undamen al o success (Ko da 1977).
Gladwell (2008) asse s success is no exclusi ely due o indi idual me i , bu o en
a p oduc o he wo ld in which people g ew up. This sugges s ha oppo uni y plays a
c i ical ole in ou expec a ions o success. Fu he mo e, Gladwell (2008) sugges s success
can a ise om he s eady accumula ion o ad an ages: o example, when and whe e you
we e bo n, you pa en s’ ca ee s, and he ci cums ances o you upb inging. Sociologis
Robe Me on (1968) amously called his phenomenon he “Ma hew E ec ”, a e he
New Tes amen bible e se in he Gospel o Ma hew. This e se sugges s ha hose who
a e al eady success ul a e mo e likely o be gi en oppo uni ies ha lead o u he success
(Gladwell 2008). The “Ma hew E ec ” is an accumula ed ad an age in which “ he ich
ge iche , and he poo ge poo e ” (Gladwell 2008, p. 30). Gladwell (2008, p. 67) also
sugges s ha luck and success a e co ela ed. “Success is no excep ional o mys e ious.
I is g ounded in a web o ad an ages and inhe i ances, some dese ed, some no , some
ea ned, some jus plain lucky”. Ko da (1977) ein o ces his o he Ame ican success s o y,
saying ha luck has always played a signi ican ole.
Mo ali y in he pu sui o success is also a ecu ing heme in he li e a u e. The
li e a u e sugges s ha ou a i udes ela ing o how success ul a pe son is a e es ablished
ea ly on, and ha measu emen o how success ul a pe son is can be in luenced eno mously
by hei beha io . Fu he mo e, a ocus on e hical decision-making on he jou ney o
success is conside ed o be impo an in some ins ances. Cha ac e is ics and ai s such
as sel -awa eness (Goleman 1996), sel -p esen a ion (Goleman 2007), and au hen ici y
(Alb egh 2006) ha e been ecognized as impac ing on he success expe ienced in ou
li es. Fu he mo e, Race (2019, p. 213) s a es ha “con idence is pe haps he single mos
Adm. Sci. 2024,14, 257 4 o 19
impo an p e-de e minan o success”, i.e., he belie in ou own abili y o achie e is
conside ed a key ac o in enabling us o be success ul.
Fo he mos pa , schola s ep esen a collec i e iew ha success is a posi i e achie e-
men ha o e s g ea ewa d. While success canno insula e us om emo ional and physical
dange , i is widely ag eed upon ha success is a mo e com o able han ailu e (Uusiau i
2013). Howe e , he e is also a body o e idence ha iews success as being p oblema ic
and ha belie es once he ini ial h ill wea s o , i can cause s ess and anxie y. Fo some
people, success can cause nega i e impac s such as dis ac ion o pa anoia (Klu h 2011).
Success, like ailu e, p esen s i s own se o challenges. The enowned playw igh
Tennessee Williams expe ienced his i s hand when he ound himsel o e whelmed by he
success o his play “The Glass Menage ie”, desc ibing he secu i y de i ed om i as bo h
“a ca as ophe” and “a kind o dea h” (Williams 2011), as i simul aneously emo ed he
d i e and desi e o be success ul, while also inc easing he p essu e o expec a ion om
o he s who demanded ha success o be con inued. This sen imen is echoed by a ious
indi iduals ac oss di e en ields, including a hle es, scien is s, gene als, en ep eneu s,
pe o me s, lo e y winne s, and poli icians (Klu h 2011).
Anxie y su ounding success o en s ems om a lack o unde s anding o i s o igins
and eplicabili y. Doyle (1989) epo ed ha many small businesses al e ed a e ini ial
success due o a ailu e o comp ehend he easons behind hei success and he e o e how
o sus ain i . Indeed, success can be a double-edged swo d as while i can lead o p ospe i y
and in luence, i can also s ain ela ionships and e ode us . Success can he e o e be bo h
a blessing and a bu den, wi h i s ad an ages o en accompanied by un o eseen challenges.
This pape epo s on a esea ch s udy ha examined he dynamics o he pe cep ions
o success as hey ela e o u u e uni e si y s uden s om he popula ion g oup de ined
as Gen Z. This esea ch sough o disco e i his g oup o u u e po en ial s uden s had
a di e en in e p e a ion o success, and i so, i i could be dis illed in such a way ha
uni e si ies could lea n om his unde s anding and so adap hei b anding, ma ke ing,
and educa ional deli e y o e lec his new hinking and se o expec a ions.
3. Ma e ials and Me hods
This s udy was quali a i e in na u e and ook he philosophical posi ion o in e p e-
i ism, wi h an induc i e app oach, o allow he pa e ns and ends wi hin he da a o
eme ge (Bell e al. 2022). In e iew ques ions we e de eloped based upon an unde s anding
o he phenomena being in es iga ed, as de ailed by O’Sulli an (2022), and we e designed
speci ically o unlock he hough s, iews, belie s and eelings o pa icipan s. In e iew
ques ions we e in o med by he li e a u e e iew indings and we e based a ound he
ollowing opic a eas:
•De ini ions o success;
•Va iables o success;
•Examples o success;
•Feelings associa ed wi h success;
•Recogni ion de i ed om success;
•In e p e a ion o success.
The da a we e collec ed using semi-s uc u ed in e iews and ep esen he pe sonal
pe cep ions and eelings o he pa icipan s in ol ed in his s udy (Saunde s e al. 2019).
As such, he da a a e subjec i e in na u e.
While semi-s uc u ed in e iews can p o ide a deg ee o lexibili y in e ms o bo h
deli e y and dep h, hey can also be p one o he in oduc ion o esea che bias as he
hough s, eelings, and expe iences o he in e iewe may impac upon how hey deli e
he ag eed upon ques ions. As a esul , he da a collec ed, and he unde s anding de i ed
om he da a, can become skewed (Saunde s e al. 2019). Fu he mo e, he le el o p obing
unde aken wi h each pa icipan , and/o he pa icipan ’s deg ee o com o ableness
wi h he p ocess, may a y conside ably, he eby in oducing u he inconsis encies. To
o e come hese ac o s, quali a i e esea che s igno e he de ail and look ins ead a he
Adm. Sci. 2024,14, 257 5 o 19
o e a ching pa e ns and ends e ealed (Bell e al. 2022). While gene aliza ion is he e o e
qui e limi ed, he insigh s p o ided a e aluable in e ms o unde s anding he b oad
con ex s a play and he esul ing implica ions.
The ime ho izon o his s udy was c oss-sec ional, as i o med a snapsho o pa -
icipan pe cep ions a a single poin in ime. Pa icipan s in his s udy we e s uden s
unde aking hei le el six ( inal unde g adua e yea ) business managemen o ma ke ing
deg ees a h ee di e en case s udy pos -1992 uni e si ies in he UK. Speci ically, all h ee
case s udy uni e si ies we e loca ed in England, which has a di e en educa ional sys em
o Sco land, Wales, o No he n I eland. A pu posi e sampling echnique was applied
o ensu e ha pa icipan s included in his s udy would ha e a ange o in e es ing and
ele an pe spec i es o sha e. The sample was based exclusi ely upon UK inal yea
unde g adua e business, managemen , o ma ke ing s uden s a ending one o h ee case
s udy uni e si ies, and i included a mix u e o males and emales. All pa icipan s we e
wi hin he Gene a ion Z age ca ego y. Fu he de ails ega ding he sampling p ocess
applied can be accessed in he wo k o O’Sulli an (2022).
Pa icipa ion was on a olun a y basis and he da a collec ed we e eco ded o
accu acy, ansc ibed o analysis, and hen anonymized (Table 1) o p o ec he iden i y
o hose in ol ed. Each pa icipan was p o ided wi h an in o ma ion shee p io o hei
in ol emen o ensu e ha hey unde s ood he p ocess, isks, and pu pose o his esea ch
s udy. In e iews we e unde aken ace o ace a a ime and loca ion selec ed by each
pa icipan o ensu e ha hey we e com o able wi h he in e iew se ing. Toge he , hese
ac o s suppo he us wo hiness and alidi y o he da a collec ed in e ms o c edibili y,
con i mabili y, and dependabili y (Lincoln and Guba 1988).
Table 1. Pa icipan s in his s udy.
Case S udy S uden
Iden i ie
Pa icipan ’s
Gende
Age
G oup Coun y o O igin
1
C1S1 Female Gen Z UK
C1S2 Female Gen Z UK
C1S3 Male Gen Z UK
2
C2S1 Female Gen Z UK
C2S2 Male Gen Z UK
C2S3 Male Gen Z UK
3
C3S1 Female Gen Z UK
C3S2 Female Gen Z UK
C3S3 Male Gen Z UK
In acco dance wi h e hical cons ain s, he analysis o each in e iew ansc ip was
no unde aken un il he ele an s uden had comple ed hei cou se, and he esea che
unde aking he analysis was no pa o he eaching eam o any o hei inal yea modules.
The analysis i sel was unde aken manually, which is he app oach suppo ed by
Robson (2011), and he ecu si e abs ac ion me hod was applied (Polkingho ne and Taylo
2019). This is a six-s ep p ocess designed o dis ill and collapse da a in a se ies o epea ed
i e a i e cycles in ol ing pa aph asing he o iginal da a, g ouping he pa aph ased da a
in o hemes, iden i ying app op ia e codes wi hin hose hemes, and hen collapsing he
codes epea edly o e eal he eme ging pa e ns and ends (Polkingho ne and Taylo
2021), which ep esen he inal hemes ha eme ge. Because o he na u e o his p ocess,
and he ecoding o he s eps unde aken, i is bo h igo ous and epea able (Polkingho ne
e al. 2023). Examples o his app oach being used o simila s udies include by S ewa
e al. (2023) and Shahid e al. (2023).
Adm. Sci. 2024,14, 257 6 o 19
This esea ch was unde aken wi h e hical app o al om Bou nemou h Uni e si y
( e e ence 14265).
4. Findings
F om he ecu si e abs ac ion da a analysis unde aken, he ollowing i e clea ly
de ined hemes eme ged (Table 2), which will each now be conside ed in u n, wi h quo es
om pa icipan s as illus a i e examples:
1. Being objec i e and ask-d i en;
2. Emb acing luidi y and subjec i i y;
3. Being e hically and mo ally esponsible;
4. Ha ing esilience;
5. Accep ing and lea ning om ailu e.
Table 2. Summa y o pa icipan esponses.
Case S udy S uden
Iden i ie
Being
Objec i e and
Task-D i en
Emb acing
Fluidi y and
Subjec i i y
Being E hically
and Mo ally
Responsible
Ha ing
Resilience
Accep ing and
Lea ning
om Failu e
1
C1S1 * * * *
C1S2 * * * *
C1S3 * * *
2
C2S1 * * * * *
C2S2 * * * *
C2S3 * * *
3
C3S1 * * *
C3S1 * * * * *
C3S1 * * * * *
No e: * indica es ha he pa icipan included he ele an opic in hei esponse.
4.1. Theme 1—Being Objec i e and Task-D i en
The da a demons a ed success o be bo h objec i e and ask-d i en and ha a unda-
men al cha ac e is ic o success is o be d i en and mo i a ed o iumph:
“I you se a pa icula objec i e, and you achie e ha objec i e, o succeed i ,
hen ha is success.” (Pa icipan C3S3)
“Ha e a sense o pu pose, be objec i e based, and ha e a need o be d i en, o
wan o achie e success.” (Pa icipan C1S2)
I was ecognized ha while success lows be ween bo h p o essional and pe sonal
li es, achie ing success in ei he con ex is emo ional and ela ed o how he pa icipan
el abou he esul :
“Mee ing hese aims and making su e you a e happy wi h he ou come.” (Pa ici-
pan C2S3)
The da a also demons a ed many di e en d i e s o objec i es and asks depending
upon he o e all goal. I was sugges ed ha objec i es and asks can be e y subjec i e and
ce ainly be some hing conside ed a a pe sonal le el:
“One needs o decide o you sel . You’ e go o ha e an unde s anding o wha
success ac ually looks like o you.” (Pa icipan C3S2)
The concep o ha ing a sense o pu pose, and a eeling o aspi a ion, we e in e played
equen ly. Examples o aspi a ion included a wide ange o examples including eelings,
loca ions, and achie emen s.
Adm. Sci. 2024,14, 257 7 o 19
“Pe sonal, domes ic and emo ional success [a e o en] in eg a ed in o you em-
ploymen wo k aspi a ions.” (Pa icipan C1S2)
In e iewees el ha hese objec i es needed o be conside ed and con i med, pu in o
place, and hen wo ked owa d as aspi a ions. All pa icipan s p oposed ha a undamen al
consequence o success is achie ing wha you se ou o achie e. This was p esen ed as
almos a de ining e m o success. I was el ha achie ing some hing pe cei ed o be
“agains he odds” makes he expe ience a su p ise no only o he indi idual, bu also o
o he s a ound hem.
“I ’s a nice eeling when I can su p ise people ha I ha e achie ed some hing
hey didn’ hink I could.” (Pa icipan C1S1)
Fu he mo e, i was highligh ed ha achie ing wha you se ou o can also change
you pe cep ion o you own cha ac e and abili y.
“I’ e always hough o mysel as being qui e a quie , shy pe son, and my success
has made me ealize ha I’m no ac ually. I ’s made me ealize he e is a lo [mo e
ha ] I can achie e.” (Pa icipan C1S2)
“Success also made me ha e inc eased con idence in my abili y.” (Pa icipan C1S3)
Achie ing goals and objec i es made in e iewees eel good abou hemsel es and
ake p ide in hei abili y. This eeling o con idence was also epo ed as lowing in o hei
wide pe sonal li es.
“Achie ing success in my ca ee has impac ed my con idence le el in my pe sonal
li e. I ’s pushed me ou side o my com o zone. I has made me g ow and be
mo e con iden .” (Pa icipan C1S2)
While pa icipan s ecognized ha “luck” can impac upon success, i was no ecog-
nized as being an in eg al pa , and he achie emen o planned objec i es supe seded he
andomness o luck.
“Luck happens in lo s o a eas ha can con ibu e o success. In insically, I don’
see [luck] as being pa o he de ini ion o success. [Luck] is no a signi ican
con ibu o o success o ailu e.” (Pa icipan C3S3)
Main aining con ol o a si ua ion was deemed impo an when being success ul, and
so luck should no be conside ed an an eceden o success, as he andomness c ea ed
canno be con olled.
“I success happens when you ha e no con ol wha soe e , i means ha you
ha en’ done any hing in ha pa icula con ex o make i happen, because
success is wo ked o .” (Pa icipan C3S3)
4.2. Theme 2—Emb acing Fluidi y and Subjec i i y
The esea ch unde aken e ealed ha while he goals o success may change o e a
li e ime, he emo ional eelings and eupho ic esponse o achie ing success emain mo e
cons an . Equally, he p ocess o achie ing success may be changeable and luid oo, and
so indi iduals need o be able o accommoda e such changes in e ms o how hey seek o
achie e success and also how hey know when hey ha e been success ul. Flexibili y and
adap abili y a e he e o e equi ed as he de ini ion o success e ol es wi h ime.
“As hings e ol e, imescales may adjus . I ’s a e y luid concep ha changes,
dependen on he con ex .” (Pa icipan C2S1)
“A b oad de e minan o success he e o e is he abili y o e ame, be lexible,
and iew hings di e en ly along he way.” (Pa icipan C2S2)
Pa icipan s ag eed ha he shape and de ini ion o success o en change om less
angible o mo e emo ional ou comes. In e es ingly, he e appea o be a a ie y o di e en
ime ames ha can be applied o his change.
Adm. Sci. 2024,14, 257 8 o 19
“When you’ e younge you hink abou success as being money and based on
wha o he people hink. Bu when you ge olde , i ’s mo e based on how you
eel abou you sel . And i you belie e ha money de ines you success o no .”
(Pa icipan C1S1)
Pa icipan C3S2 endo sed his by sugges ing ha in a younge li e, success was mo e
abou ma e ial i ems. The da a demons a ed a imeline, in ha as ime passes and one ge s
olde , a shi happens and success ends o become mo e impo an a a pe sonal le el, and
less abou mee ing he expec a ions o o he s. Fo many, success is he e o e mo e abou a
sense o pe sonal sa is ac ion. Fu he mo e, i was sugges ed ha as his shi happens, he
consequences o success may become easie o achie e due o expec a ions and demands
on ou li es easing as we g ow olde .
Pa icipan s desc ibed he en i ely subjec i e na u e o success. I was el ha only
once you unde s and wha success means o you as an indi idual, can you go on o pu he
s eps in place o achie e a success ul ou come.
“I hink i ’s all abou how you eel abou you sel . I you hink you’ e done a
good enough job, o i you hink you could ha e done be e .” (Pa icipan C1S1)
Accep ing he “small wins” was deemed as being impo an because de ining success
using e y speci ic e ms and elying on me ics is a ou e o disappoin men when hings
do no u n ou exac ly as planned. The esea ch indica ed ha a shi in ou pe cep ions o
success changes wi h ou li e jou ney and is mi o ed wi h how we judge o he s’ success.
In ac , he esea ch showed he e a e many a iables o achie ing happiness and many
di e en measu ables. I was no ed ha academic success, money, o ca ee de elopmen
and senio i y do no always esul in an indi idual being happy, al hough o he s may use
such achie emen s o benchma k hemsel es and so conclude ha hey a e less success ul
in compa ison.
The in e p e a ion o success is also impac ed by he con ex o achie ing success.
Pa icipan s ecognized ha success will be e y di e en o indi iduals, depending on
whe he i is pe sonal o p o essional success hey a e seeking. Fo example, success may be
in a e y comme cial and supe icial con ex as opposed o success in a socially ewa ding
en e p ise. Fu he mo e, pa icipan s sugges ed ha indi iduals need o be ealis ic abou
wha success is o a gi en con ex . Fo example, making lo s o money in a p omising
business con ex migh be conside ed o be a success, bu no losing money in a di icul
and dynamic business con ex , in which esou ces a e limi ed and comme cially p essu ed
a ex eme le els, migh ac ually be conside ed by many o be a bigge achie emen .
“The e needs o be comp omise. [An ou come] migh no ac ually be wha you
ini ially wan ed, bu i migh s ill be a success.” (Pa icipan C3S2)
4.3. Theme 3—Being E hically and Mo ally Responsible
The da a demons a ed ha he way we iew he shape o success can o en be in lu-
enced by se e al ac o s, including ou own indi idual philosophy and pe sonal alues.
Demons a ing good mo als, and s anding by you alues, was conside ed by many o be a
consis en equi emen o success. In e es ingly, he p oposi ion ha upb inging may in lu-
ence ou co e alues Pa icipan C2S1 was also loa ed, including in he ollowing example:
“Being aised in a wo king-class amily in luenced my philosophy and ou look.”
(Pa icipan C2S1)
Toge he , such examples a icula e success o be a complex and ounded cons uc , bu
ul ima ely one ha is abou people achie ing wha hey wan , and in a way ha hey wan
o achie e i , which may be why luck, as desc ibed in Theme 1, was no alued in e ms o
success as much as i migh ha e been expec ed o be.
Wi nessing people achie ing success by demons a ing s ong alues and e hical
commi men was conside ed mo i a ing o o he s o do he same. Fu he mo e, i was
ecognized ha a pe son’s ci cums ances can change h oughou a li e ime, and such
Adm. Sci. 2024,14, 257 15 o 19
a deg ee as li le mo e han a aining cou se o a speci ic ca ee , uni e si ies should
emphasize ha he concep o success can e ol e o e ime, and educa ion can p o ide
s uden s wi h he lexibili y o adap o new ci cums ances and oppo uni ies. Case s udies
should include g adua es who wen in o unexpec ed ca ee s o ound new passions as a
esul o hei ime a uni e si y.
Gi en ha o Gen Z, being e hically and mo ally esponsible is an impo an ac o ,
uni e si ies should emphasize hei commi men o e hical p ac ices and mo al in eg i y
o maximize hei appeal o s uden s who alue e hics. Academics and g adua es who
ha e achie ed e hical success should be celeb a ed o p o ide inspi a ion. Uni e si ies
should also demons a e ex e nal alida ion o hei own e hical app oach o demons a e
ins i u ional beha io ha ma ches hese belie s. Fo example, achie emen s ecognized by
such companies as Fai ade, A hena Swan, In es o s in People, and QS Wo ld Uni e si y
Rankings o Sus ainabili y should indica e ha he uni e si y ope a es e hically and
esponsibly as an o ganiza ion.
Success is no a linea p ocess, and pi alls and se backs a e ine i able and indeed
o m a c ucial pa o he lea ning om which success is o en bo n. Uni e si ies should
he e o e no shy away om sha ing s o ies abou s uden s who o e come di icul si ua-
ions h ough ea o pu ing o p ospec i e s uden s. Ins ead, such s o ies should be seen
as an oppo uni y o inspi e and eassu e p ospec i e s uden s, and o highligh uni e si y
suppo sys ems, and in doing so, i can be demons a ed how help will be a ailable when
equi ed in he o m o counselling, men o ship, and academic suppo . Equally, educa ion
should be p esen ed as a long- e m in es men o he u u e, and ha he esilience ha
Gen Z alue is needed o eap he endu ing bene i s i will b ing.
Uni e si ies should also encou age a g ow h mindse by demons a ing ha hey
os e an en i onmen in which ailu e is seen as an oppo uni y o lea n. This can be
achie ed h ough es imonials and case s udies and using academics and s uden s as
examples ha p o ide insigh and inspi a ion o o he s. Failu e should be posi ioned as
an ine i able pa o inno a ion, and uni e si ies need o ind ways o highligh ing ha
hey o e a suppo i e en i onmen ha helps s uden s o e lec upon, and lea n om, he
ailu es ha may occu , as i is om hese lessons ha hey can ul ima ely succeed.
6. Conclusions
The co e con ibu ion o his esea ch sough o gain an insigh in o in e p e a ions
and implica ions o he concep o success om a sample o inal yea unde g adua e
s uden s in he con ex o a selec ion o compa able case s udy UK uni e si ies. The
esea ch unpacked how Gen Z pe cei e achie emen . This is an essen ial ac i i y o he
mode n-day uni e si y o explo e, and unde s and, in o de o p ojec an aligned b and,
and u he mo e, e ec i ely engage wi h i s key demog aphic o u u e s uden s. By
ecognizing Gen Z’s p e e ences and aspi a ions, ins i u ions can ailo hei b anding,
educa ional po olio, and o e all campus expe iences o ensu e ha hey esona e ully.
By au hen ically embodying he key a iables o success wi hin hei b and, uni e si ies
may be able o enhance hei o e ing and inc ease hei appeal among Gen Z, ul ima ely
os e ing and emb acing a s onge sense o connec ion, loyal y, and belonging wi hin he
uni e si y communi y.
6.1. A Vision o he Fu u e o Uni e si y B anding
The concep o success is a cons uc buil on shi ing sands; he e o e, i is essen ial
o unpack pe cep ions o wha success means o key s akeholde s in mode n-day highe
educa ion, o app op ia ely align expec a ions wi h deli e y. Enabling uni e si ies o
deli e he app op ia e skills o s uden s o imp o e hei employmen oppo uni ies will
help o ensu e ha s uden s can achie e hei goals.
The esea ch illus a es ha Gen Z, and hei iewpoin s, a e in ica e and nuanced.
Thei opinions and pe cep ions a e subjec o change o e ime and can be in luenced
by ex e nal ac o s and cul u al dynamics. Mo eo e , indi iduals’ as es and p e e ences
Adm. Sci. 2024,14, 257 16 o 19
e ol e and de elop. The esea ch highligh s ha Gen Z has dis inc de ini ions o success
compa ed o p e ious gene a ions. While adi ional ma ke s o success, such as weal h and
p es ige, s ill hold some impo ance, he da a indica ed ha Gen Z s uden s o en p io i ize
o he ac o s such as pe sonal ul illmen , social impac , and wo k–li e balance. They seek
ca ee s ha align wi h hei passions and alues, placing an emphasis on meaning ul
expe iences o e ma e ial gain. The e o e, uni e si ies need o ecognize and ca e o hese
e ol ing de ini ions o success o e ec i ely engage wi h Gen Z s uden s.
Mo eo e , his esea ch sugges s Gen Z s uden s alue au hen ici y and anspa ency
om uni e si ies. They a e adep a de ec ing insince i y and a e mo e likely o suppo
o ganiza ions ha demons a e genuine conce n o social and en i onmen al issues. Uni-
e si ies ha au hen ically align hei b anding wi h alues such as di e si y, sus ainabili y,
and social esponsibili y a e mo e likely o esona e wi h Gen Z s uden s.
By unde s anding and embodying hese alues, uni e si ies will be able o cul i a e a
s ong sense o us and loyal y among Gen Z s uden s, enhancing hei own b and epu a-
ion and appeal in he p ocess, and he eby a ac ing mo e s uden s who align o hese
ideals. The au ho s he e o e s ongly u ge uni e si ies o conside he ecommenda ions
o his pape ela ing o ac ions ha hey can be unde aking now, which will maximize he
a ac i eness o hei educa ional o e ings o p ospec i e Gen Z s uden s.
6.2. Limi a ions and Fu u e Resea ch
This in es iga ion ocused on h ee pos -1992 uni e si ies in England, cons i u ing a
mul iple case s udy app oach. The ou comes o e insigh s in o po en ial ends by employ-
ing ecu si e abs ac ion as he analy ical me hod o da a comp ehension. Howe e , i is
essen ial o no e ha hese pa e ns should no be conclusi ely ega ded as being ans e -
able, and cau ion is ad ised when ex ending hem o o he dissimila uni e si ies, due o
he es ic ed sample size and cul u al speci ici y ela ed o English pos -1992 uni e si ies.
Hence, he au ho s ecommend u he explo a ion o asce ain whe he he conclusions
d awn in his s udy can be eplica ed in a b oade in es iga ion.
Au ho Con ibu ions: Concep ualiza ion, H.O.; me hodology, H.O.; o mal analysis, H.O. and M.P.;
in es iga ion, H.O.; da a cu a ion, H.O.; w i ing—o iginal d a p epa a ion, H.O.; w i ing— e iew
and edi ing, H.O., M.P. and M.O.; supe ision, M.P. All au ho s ha e ead and ag eed o he published
e sion o he manusc ip .
Funding: This esea ch ecei ed no ex e nal unding.
Ins i u ional Re iew Boa d S a emen : This s udy was conduc ed in acco dance wi h he Decla a ion
o Helsinki and app o ed by he E hics Commi ee o Bou nemou h Uni e si y (App o al Re e ence
No. 14265 on 31 Oc obe 2017).
In o med Consen S a emen : In o med consen was ob ained om all subjec s in ol ed in his s udy.
Da a A ailabili y S a emen : Un il such a ime as he da a become publicly a ailable, any eques s
o access he da ase s used in his s udy should be di ec ed o he co esponding au ho and will be
conside ed on an indi idual basis. Fo mo e in o ma ion ega ding he PhD esea ch p ojec ha
o med he basis o his pape , please isi : h ps://ep in s.bou nemou h.ac.uk/37482/ accessed on
12 Oc obe 2024.
Con lic s o In e es : The au ho s decla e no con lic s o in e es .
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