Posted: December 7th, 2014

"COST OF FRAUD TO AUSTRALIAN BUSINESS" or "A. TELEWORK AS A VIABLE ALTERNATIVE TO TRADITIONAL WORK"

Order Description

Please Pay double attention for the following notes:

1- You are free to chose he topic, which can be either “COST OF FRAUD TO AUSTRALIAN BUSINESS” or “A.TELEWORK AS A VIABLE ALTERNATIVE TO TRADITIONAL WORK”, The attched file (Chose ONE from A or B case studies ) is showing what topic you want to choose and where the data comes from which is going to be used in the research, chart and tabels.

2- Please follow exactly the “criteria sheet” requirements as the attached file (ASSESSMENT TASK 1) .

3- A sample attached from last semester that follow the instructions in file name (BiagioSampleReport)

4- The attached file (Business Research Report Template) is from the Dr , which is a template that he wants to be followed on the assessment, so please use it.

ASSESSMENT TASK 1: DESCRIPTION
Students will be given a choice of  business decision or problem case studies and they will write a simple research report that addresses the decision or problem that includes a short critical literature review and  analyses of quantitative data.  The data will be provided. Students will be given a template for the research report and activities in the workshops are designed to assist students to complete the relevant sections of the report. Chapter 5 of the textbook provides more information on the preparation and presentation of research reports.
ASSESSMENT TASK 1: CRITERIA SHEET
A detailed rubric will be available on the LearnJCU site for the subject.
General assessment criteria will include:-
?    The report uses the template provided and includes all relevant sections
?    The report is properly referenced and no problems are identified through safe assignment
?    The report is free of spelling and grammatical errors (it has been carefully proof read)
See next page for detailed table of report requirements…
General Assessment Criteria
Criteria    HD
Quality of writing
(good quality writing uses clear sentences, organized into coherent paragraphs that follow a logical order)
Executive Summary
(a good executive summary provides a clear summary of the most important information in the report that is easily accessible)
Background to business case
(a good background will be clear and logical and focused on the problem/decision)
Identification of research problems and development of research objectives and questions
(good research objectives will be logically connected to the problem/decision and  the choice explained in detail)
Review of relevant literature
(a good review will be thorough, will identify and use relevant existing information, provide an accurate summary of key information, demonstrate awareness of major limitations and gaps in the available evidence and provide clear links between the summarized information and the research questions)
Results – choice and scope
(a good section will have chosen and reported on results that are appropriate to the research objectives and provide coverage of sufficient results to meet these objectives)
Results – presentation
(a good section here will provide appropriate presentations of the results that allow the reader to easily understand them)
Discussion  of results
(A good discussion will provide accurate interpretations of the results and clearly describe what they mean)
Implications
(A good section here will provide an accurate summary of the research results, make logical connections to the original decision or problem and provide detailed recommendations that are based on the evidence presented)
Further required research
(a good section here will identify key gaps in the research evidence and suggest additional research questions to be addressed that would direct research to assist the decision maker further)

2.2 Subject and course learning outcomes
The following table shows the alignment between the learning outcomes at the course and subject level and assessment. Students who successfully complete this subject will be able to
Subject Learning Outcomes    Assessment
1.    explain the critical importance of research for superior business performance    Exam
2.    analyse a business situation, formulate a research problem and devise an appropriate research design    Research proposal
3.    interpret research findings in a manner that facilitates business decision making;    Research report
4.    analyse research data using basic qualitative and quantitative methods    Research report
Exam
5.    explain basic data collection methods, outline when the method is most suited to research questions, and evaluate the related strengths and limitations of each method in a business research context    Research report
Exam
6.    demonstrate effective communication skills     Research proposal and research report

Business Research Report
1.    Executive Summary

Students should provide a standard executive summary which covers the reasons for the research, the core points of the methodology, the main results and key conclusions. It can be presented either as dot points or as paragraph with relevant sub-headings but should not be more than one page.

2.    Problem Statement & Research Objectives

This section should briefly state the nature of the business decision or problem being examined and the overall objectives of the research.  This section should be between a half and one page in length. Developing problem statements and research objectives was covered as a learning activity in week 2

3.    What is Already Known about the Decision or Problem

In this section you should report on the steps you have taken to search for existing information about the decision or problem.  These should include a formal academic literature review with 3-5 academic papers and any relevant reports available through internet search engines (at least 1). You must summarize the key findings of each paper or report.  Remember to include full references for the sources you use in this section in the Reference list at the end of the report.  After summarizing the sources you should have a section that identifies the gaps and limitations in the information you have found and a paragraph describing your overall conclusions and what these mean for conducting further research to answer the questions listed in the previous section. The minimum requirement for a pass in this section is 3 academic papers and 1 report.  Students are encouraged to search for and summarize more material but be aware it is the relevance of the material to your research questions and the quality of your summary that matters more than simply the number of reports or papers used. The length will depend on the number of references used but it should be at least 2 pages and no more than 5 pages. The activities and readings for week 3 will help you with this section.

4.    Concept Framework & Research Questions

Now that you have a more detailed understanding of the topic you can develop a concept framework that outlines the key elements that will need to be understood to achieve your research objective.  After creating and describing a concept map you should be able to develop 2-3 specific research questions that will inform your research objective. This section should include the concept map as a diagram, a paragraph explaining this diagram making links to the literature reported in the previous section and then 2-3 specific research questions that are logically connected to the concept framework and research objective. Developing concept frameworks workshop week 3 and research questions an activity in week 2.

5.    Secondary Data Analysis –results and discussion
The next sections are based on simple descriptive analyses of the data relevant to the topic you have selected. You should provide a basic description of the sample relevant to your research objective and then present the relevant results for each of your research questions.  As you address each you should use tables and diagrams to present the results and you must discuss why the results are relevant and what they mean. The length of this section will depend on the research objectives and the nature of the results selected but it should be between 3-6 pages including tables and figures.

6.    Implications for the Business Decision or Problem

In this final section you should provide a summary of the main conclusions that can be drawn from the results and what the implications are for the business problem and decision. You should provide a set of recommendations for business that are clearly linked to the results reported in the previous section. This section should be between 1-2 pages in length. You should conclude with 1-2 paragraphs identifying any limitations to the data used and further required research.  These last paragraphs will form the beginning of the research proposal.

7.    References
You must list here any references that you have used in the report using APA referencing style.

A.    TELEWORK AS A VIABLE ALTERNATIVE TO TRADITIONAL WORK PRACTICES
The Australian Government’s Department of Communications (2013) reports

Telework is working regularly from a place other than the office, in most cases from a home office. It utilises information and communications technology to stay connected to colleagues and work systems.
The pending rollout of the NBN will be a key enabler for telework as high-definition interactive environments between the traditional workplace and a teleworker’s location of choice become a reality.
The Australian Government’s aim to increase the take up of telework is part of its National Digital Economy Strategy which aims to position Australia as one of the world’s leading digital economies. The telework goal is to double Australia’s level of telework by 2020, so that at least 12 per cent of Australian employees report having a telework arrangement with their employers.
Telework can deliver a broad range of benefits to individuals, employers, and the country as a whole

You as a middle manager of a medium sized Australian business have been charged with the role of providing a research report to the board of directors on the role telework can play within the business. You have been provided with “Report: Telework Uptake by Industry” <available on the subject web site> which it is expected you will use as part of your quantitative analysis in your research report.
Reference
Australian Government Department of Communications. (2013). Telework – a new way to work. Retrieved from https://www.telework.gov.au/what_is_telework
B.    THE COST OF FRAUD TO AUSTRALIAN BUSINESS
In the 2013 report “Fraud: The scope of the problem – An overview of fraud prevalence measurement” by Martha Deevy and Michaela Beals it is stated that
There is no question that financial fraud is a pressing concern. With billions of dollars in losses impacting an estimated tens of millions of victims, fraud is a major problem … But the wide range of fraud prevalence estimates makes it difficult for law enforcement, practitioners, and policymakers to assess the true scope and impact of the problem.
Investigate fraud in the Australian context using Deevy and Beals’ report as groundwork for your research
Reference
Financial Fraud Research Center. (2013). Fraud: The scope of the problem – An overview of fraud prevalence measurement. Deevy, M. and Beals, M. Retrieved from
http://fraudresearchcenter.org/wp-content/uploads/2013/11/Scope-of-the-Problem-FINAL_corrected2.pdf

Business Research Report
1.    Executive Summary

The aim of this paper is to examine what we know and not know on Generation Y in order to assist businesses and managers to have a better understanding on likely attitudes, behaviors and values of this significant cohort.
The paper discusses GenY’s usage of social media, its antecedents and consequences, the values and work values that most characterized the members of this cohort and their perceptions towards a CRM strategy often adopted by modern companies.
It provides a conceptual framework that suggests the idea of a direct relationship between certain characteristics of GenY and possible business’ solutions.
It then tries to discover, through a descriptive statistic of data provided, what  the factors that influence those characteristics are, to what extent they influence them and how they can be applied to the world of work.
Although the report raises more questions than it answers and present some limitations, it seems that GenY’s most important driver for making decisions is the pursuit of leisure. That is, if something (for instance  a job, an activity or a general situation) is seen as to creating a sense of leisure, then GenY would choose it and stick to it.
The analysis also displays how GenY’s use of computers is often linked to this feeling of leisure seeking.
The above findings might provide managerial suggestions on how to improve the recruitment process and create a more attractive and motivating work environment for GenY.

2.    Problem Statement & Research Objectives

Generational cohorts can be considered as “proposed groups of individuals who are born during the same time period and who experienced similar external events during their formative or coming-of-age years”. (Nobel & Schewe, 2003, p. 979)
Of particular interest and object of this report is a specific cohort called Generation Y which finds a confused temporal position. This is that researchers’ opinions on the lapse of time in which a member of the above-mentioned cohort should be born, vary quite considerably from a research to another one depending on the year the research has been conducted: the later the research has been published, the more this lapse of time has been postponed within the last century.
Therefore, based on an attentive literature analysis, it is possible to affirm that Generation Y includes all those people born between 1977 (Cui, Trent, Sullivan, & Matiru, 2003, p. 310) and 1999 (Bolton, et al., 2013, p. 246) who share a series of similar traits and broad values towards different aspects of life which can be used to predict future and potential attitudes and behaviors.
Also referred as to Millenials or Echo Boomers (Generation Y, 2014), members of Generation Y represent the first generation who have spent all their life in a digital environment; information technology profoundly affects how they live and work (Bennet, Maton, & Kervin, 2008) and this seems to be the only factor that combines all the studies conducted upon this cohort until now as well as the fact that Gen Y makes up a critical group of consumers and workforce. In fact, although of particular interest due to the possible application of these studies and the abundance of information, it seems that managers and researchers have not found yet many points of agreements on how Generation Y  actually is and behaves and the results are often contradictory.
Hence, this report will focus on investigating the relationship between Gen Y and technology and what are the values that most characterized the members of this cohort.
The final purpose of this paper is threefold:
– to identify the factors that influence GenY’s choices and decisions,
– to investigate the possible impact that GenY’s values can have on the world of work,
– to investigate the relationship between GenY and technology.

3.    What is Already Known about the Decision or Problem

A literature review is then needed in order to fulfill certain aims or express certain views on the nature of the topic and how it is to be investigated, and the effective evaluation of these documents in relation to the research being proposed (Sekeran & Bougie, 2013, p. 49).
Therefore, the first tool used to collect relevant information has been the Internet research engine “Google” but this could not provide significant reliable materials due to the scarcity of references, despite the fact that the materials found seemed to be quite consistent and somehow reflective of further and better analysis.
For instance, when defining Generation Y, BusinessDictionary.com (2014) states that “Because the children born during this time period have had constant access to technology (computers, cell phones) in their youth, they have required many employers to update their hiring strategy in order to incorporate updated forms of technology” confirming the fact mentioned before that Gen Y members constitute a critical group of the actual and upcoming workforce.
The next step, which has finally provided useful insights on the topic of the research, has been to proceed with another Internet search as “Google Scholar”, identifying in this way a series of relevant journal articles belonging to the JCU database.
Among all, the ones that may help the most to clarify the core problem of this report are:
1 – Bolton, R. N., Parasuraman, A., Hoefnagels, A., Migchels, N., Kabadayi, S., Gruber, T., et al. (2013). Understanding Generation Y and their use of social media: a review and research agenda. Journal of Service Management , 24 (3), 245-267.
2 – Twenge, J. M., Campbell, S. M., Hoffman, B. J., & Lance, C. E. (2010). Generational Differences in Work Values: leisure and Extrinsic Values Increasing, Social and Extrinsic Values Decreasing. Journal of Management , 36 (2), 1117-1142.
3 – Cui, Y., Trent, E. S., Sullivan, P. M., & Matiru, G. N. (2003). Cause-related marketing: how generation Y responds. International Journal of Retail and Distribution Management , 31 (6), 210-220.

The first article shows its relevance with the problem statement since the very beginning. In fact, the purpose of the paper is to review itself what is already known about the Millenials and their relationship with social media and to assess the implications for individuals, firms and society.
It describes Generation Y as a group of digital natives who tend to share, search and consume content on social media platforms and defines the understanding of this use of social media, its antecedents and consequences, as beneficial/predictable for the future if it can be delimited by a conceptual framework.
Initially there is a clarification on how Generation Y and other cohorts differ in terms of systematic dissimilarities in values, behaviors and preferences and this represents the starting point to create and shape the conceptual framework just mentioned which is then illustrated in a diagrammatic form.
To summarize, Gen Y’s use of social media presents an intra-generational diversification due to two main factors’ categories:
•    Environmental Factors:
– Economic
– Technological
– Cultural
– Legal/Political

•    Individual Level Factors composed by 3 Stable Factors + 3 Dynamic Factors in order as follows:
– Socio-economic status
– Personal values/preferences
– Age/lifecycle stage
– Goals
– Emotions
– Norms/Identity
It follows a detailed description on the outcomes and effects that Gen Y’s social media use may cause and influence on three different level which are:
•    Individual Level:
– Social capital
– Identity formation
– Psychological and emotional wellbeing
– Behavioral outcomes

•    Firm Level:
– Market Intelligence
– Brand equity
– Customer-employee interactions
– Human resources management

•    Societal:
– Civic/Political engagement
– Privacy/Safety

As it might be evident from the last list, not all the items can be linked to positive effects. For instance, a problem closely linked with the use of social media is the “Internet addiction” which induces some of the members of Gen Y to compulsively check their social network profiles and updates (Lewis & West, 2009).
The entire paper follow a linear and logical reasoning based on an exhaustive literature review although it becomes of difficult understanding in few particular passages where a more attentive reading is required.
The main purposed of the work has been achieved but the analysis presents few limitations and therefore opens to further studies. For instance, the literature review has been mainly focused on one country only (USA) regardless of other areas around the world where Gen Y is continuously growing in number of members and importance. Also, the article did not investigate whether it would be a good idea or not to divide the cohort into different and smaller subgroups. Gen Y in this case has been defined as all those people born between 1981 and 1999 but the difference that may naturally occur, in terms of relationship with social media, between someone born in 1981 and another one in 1999 has not been taken in consideration.

The next article focuses on the generational differences in work values occurred through the time. Specifically, the paper investigates, through a time-lag method that compares people of the same age at different points in time, the works values of people belonging to Baby Boomers (people born between 1946 and 1964), Generation X (people born between 1965 and 1981) and Generation Y which is mainly called generation Me in this case.
The final purpose is to provide businesses and managers a systematic analysis that will help in the recruitment and management processes.
The initial part tries to explain and give a broad overview on what a cohort is and why the awareness of work values affecting people’s decisions is considered to be a powerful tool. For instance, values are said to be great indicators of an individual’s decisions and actions and that people will be motivated by activities and outcomes that they value (Pinder, 1997).
Since the authors assert that previous studies on generational differences in work values have been based on non-empirical data, they then proceed with their research by adopting a time-lag method on a US national representative sample of high school senior students taken from the three different generations. The study is conducted across the senior students by rating the importance of the work values in relation to an hypothetical job opportunity.
The values rated are:
– Leisure
– Extrinsic rewards
– Intrinsic rewards
– Altruistic rewards
– Social rewards
The final results show that Generation X and especially Generation Y, if compared with Boomers, hold stronger values for leisure time and give more importance to those job opportunities that can provide extrinsic rewards. Also, GenY values intrinsic and social rewards less than Boomers did (Twenge, Campbell, Hoffman, & Lance, 2010).
One of the implications presented is that, due to the nature of the findings, managers should reorganize and review the ratio work-life balance and try to enhance the leisure time which seems to be of particular importance within the members of GenMe.
As per usual, the work done has few limitations such as the fact that, once again, the study has been simply conducted on Americans students. On a different note, data on Boomers and GenX were gathered many years ago and, at the current stage, they might not be relevant or reflective of the reality anymore.

The third article is not strictly relevant to the scope of this research throughout its progression but it then becomes so when it comes to observe the implications of the paper.
In fact, the work focuses its attention on how GenY responds to cause-related marketing by developing an hypothesis testing approach.
Cause-related marketing (CRM) is defined as a general alliance between businesses and non-profit causes that provide resources and funding to address social issues and business marketing objectives (Cui, Trent, Sullivan, & Matiru, 2003, p. 310) and the study attempts to provide guidelines to managers on how to structure successful CRM promotions.

Through a three factors independent group experimental design, three independent variables are analyzed:
– cause
– type of support and
– frequency of support
All of them in relation to GenY consumers’ evaluations of a CRM offer.
The result indicates that a CRM offer generates a better response from GenY when it is:
– disaster related rather than an ongoing cause
– non-transaction-based (no exchange of money involved) rather than transaction-based
– frequently supported rather than infrequently
Therefore these findings should  be useful to marketers and managers who try to capture that piece of market composed by the members of GenY. They want to see a genuine and long term commitment approach of businesses towards CRM strategies.
Unfortunately though the study cannot be taken as an empirical and definitive solution due to two potential limitations. First, it has been conducted in 2003 and therefore it is relatively old and probably to be used a guide only. Second and last, as the authors suggest, the nature of the study is very hypothetical: very often people called to express an opinion on ethical issues tend to have a positive and proactive approach which is then not followed up in concrete actions.

4.    Concept Framework & Research Questions

The all idea of this report is to investigate on the characteristics of GenY to help future and current managers to create a more attractive working environment and gain a larger market share.
Specifically, the research idea on which is based the entire paper is structured as follows:

The existing literature produces an ample but confused overview on GenY. While trying to reorder what it has been said, it seemed evident that members of Generation Y have few prevalent characteristics in common.  Specifically, they seem to share a consistent and constant use of technology, certain working and life values and a sort of positive perceptions towards genuine companies.
By investigating the variables influencing these characteristic we will find elements to assist managers and marketers in approaching Generation Y. Therefore, the research questions are:
–    What are the consequences of GenY’s values on the world of work?

–    What are the factors that influence GenY’s choices and decisions?

–    What are the factors that influence GenY’s use of technologies and/or social media?

5.    Secondary Data Analysis –results and discussion

The simple descriptive analysis that follows is based on data collected in 2009 using an online self completion survey questionnaire completed by 139 Business enrolled in a research method class with a response rate of 77%. Students were asked to complete the survey as part of a series of learning activities based around collecting, analyzing and reporting on real research data. This procedure produced a non-probability, convenience sample of 100 students out of the 108 available. Out of 100 students, 27 did not respond or were not part of Generation Y and therefore not taken into consideration. The answers of 73 students are the object of the following analysis.
Many questions have been answered and a code book for the data in excel has been provided. Unfortunately, many of the variable names coded have not been explained and the detailed questionnaire was not provided. As a result, a specific and deep analysis on the variables proposed in order to fulfill the scope of the report could not be properly conducted.
A possible outcome could have been a simple numerical data statistic based on the codes given without actually taking into considerations the contents of each code. From there, assumptions on some meaning of the codes could have been guessed but, in order to avoid significant bias, only the questions/answers with clear details have been taken into consideration and analyzed.
The aim of the analysis was therefore to investigate any correspondence between the findings and features of the articles reviewed and the data provided.
The first 2 variables investigated independently were the country of origin of the students and their date of birth. The countries have been grouped in the different continent they belong to through a pie chart that follows:

From the chart, we identify a first important difference with what found across our literature review. In fact, whereas in previous researches the studies were mainly based on American students, we can notice how in this case the students object of the analysis are mainly from Oceania. Specifically, 84% of them from Australia and the remaining from other countries such Vanuatu or New Zealand.
It will so be interesting to see if Australian and American students share similar values and ways of living but, before that, we tried to classify the students into 4 quartiles depending on their date of birth to check if we could be more specific and identify smaller subgroups within the cohort GenY that comprises a range of people born from 1979 to 1999.
The 73 students are classified as follows in the next histogram:

It is evident that most of the respondent students (93%) were born in the decade that goes from 1984 and 1993. This is not a reflection of the subgroups existing in GenY but simply the result of the method used to collect data. In fact, when data were collected in 2009, members of genMe with access to a tertiary education course were obviously between 16 and 25 years old. At the time it was impossible for a 1994 born to take part to the Business course and apparently it was uncommon for a person older than 25 (7%) to be part of that specific course. Therefore, the data provided are based on a hypothetical 50% of members of generation Y without taking into consideration the other potential 50%.
The next two questions in analysis  focused on the importance of different values. Specifically, the first question was to rank on a scale from 1 to 18 (with 1 being the highest and 18 the lowest) the importance of 18 different values or life goals. The second, conducted with the same method, ranked the importance of 18 different values or ways of living.
In order to identify the values that students ranked as most important the following method has been adopted: the mean value of every single variable has been calculated, compared to the others and then represented in the following two bar charts.

The values with the correspondent shortest bars are obviously the ones that have been ranked the highest. The numerical results for the first 5 most important values for each chart are summarized in the next table.
Life Goals    Ways of Living
Rank    Item    Mean Value    Item    Mean Value
1st    Happy    5,01    Honest    5,69
2nd    Comfort    5,75    Loving    7,24
3rd    Security    6,12    Ambitious    7,75
4th    Freedom    6,49    Cheerful    7,83
5th    Accomplishment    7,89    Indep    8,24
The table is quite self-explanatory and shows how the students from the Business course think that being happy and honest are respectively the most important goal to achieve in life and way of being.
Therefore, straight correspondence between the values that these students hold and the Americans’ ones analyzed before cannot be confirmed. On the contrary, typical extrinsic values such as beauty or salvation are rated the lowest in contrast to what stated by Twenge et all. (2010) who argue that Millenials give more importance to those job opportunities that can provide extrinsic rewards.
There where Americans tend to value leisure time the most when it comes to work values, we then have Australians who think that being honest and happy are the best ways to be and achieve. It would be interesting to investigate with further studies what the factors influencing the leisure time and the level of happiness or honesty are.
Finally, we tried to have a better idea on how these students actually relate to diverse technologies despite the fact that part of the data provided have been incorrectly reported on paper and therefore not counted.
100% of the respondent students belonging to GenY declared that they have had access to a computer and that they use it for work or leisure purposes with the following frequency shown in the graphs:

It is evident how the majority of the students use a computer once a day or at least 3-4 times per week for both purposes, work and/or leisure, both with a percentage of 91%.
Hence, the two charts can be considered as perfect indicators of the close relationship between GenY members and technology and of that leisure seeking aspect that Millenials have shown in previous researches.
6.    Implications for the Business Decision or Problem

The literature review and secondary data analysis raise more questions than it answer. Few are the limitations the report came across through its development:
–    Prior researches are mainly based and focused on American Millenials only whereas the data provided had Australian students as object.
What would be the factors differentiating the two?
What are the ones associating them?

–    The data provided were collected in 2009. Students’s interviewed opinions (although still part of GenY at the current stage) might be changed during the time after the completion of their Business course.
Also, the data took into consideration the members born within the central decade of GenY who were studying a Business course.
Would have been different to consider as well the younger and/or older members? What if members from a different walk of life (such as a laborers) were to be interviewed?
Could it be useful to investigate smaller subgroups within the same cohort?

–    The nature of the results on the ways of living is very hypothetical. Being honest was ranked as the most important value or way of living among the Australian students.
As mentioned before, very often people have a positive approach toward an ethical issue but is it then followed by a true correspondence in facts?
The most important fact deriving from the report is that GenY, whether from America or Australia and whether it is work or life related, is influenced by a desire of pursuit of leisure. Also, their daily rapport with computers and/or other technologies is a fundamental aspect of the research.
Job opportunities providing leisure time are valued the most and it is shown that a computer is very often used for leisure purposes.

From there, two managerial aspects of improvement and implications can be developed:
–    How can the workplace be changed and improved in order to create a place where the feeling of leisure can be achieved through the use of a computer?

–    What are the factors that can influence and enhance the perception of leisure in GenY?

7.    References

Bennet, S., Maton, K., & Kervin, L. (2008). The “digital natives” debate: a critical review of the evidence. British Journal of Educational Technology , 39 (5), 775-786.
Bolton, R. N., Parasuraman, A., Hoefnagels, A., Migchels, N., Kabadayi, S., Gruber, T., et al. (2013). Understanding Generation Y and their use of social media: a review and research agenda. Journal of Service Management , 24 (3), 245-267.
Cui, Y., Trent, E. S., Sullivan, P. M., & Matiru, G. N. (2003). Cause-related marketing: how generation Y responds. International Journal of Retail and Distribution Management , 31 (6), 210-220.
Generation Y. (2014). Retrieved from Business Dictionary.com: http://www.businessdictionary.com/definition/Generation-Y.html
Lewis, J., & West, A. (2009). Friending’: London-based undergraduates’ experience of Facebook. New Media and Society , 11 (7), 1209-1229.
Nobel, S., & Schewe, C. (2003). Cohort segmentation: An exploration of its validity. Journal of Business Research , 56 (12), 979-987.
Pinder, C. C. (1997). Work motivationa in organizational behavior. Upper Sadler River, NJ: Prentice Hall.
Sekeran, U., & Bougie, R. (2013). Research Methods for Business: A Skills Building Approach (6th ed.). Wiley.
Twenge, J. M., Campbell, S. M., Hoffman, B. J., & Lance, C. E. (2010). Generational Differences in Work Values: leisure and Extrinsic Values Increasing, Social and Extrinsic Values Decreasing. Journal of Management , 36 (2), 1117-1142.

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