Corporate Dynamics in Managing Gen Z Employees Who Pursue Formal Education

Abstract

This study aims to analyze company dynamics in managing Generation Z (Gen
Z) employees, born between 1997 and 2012, particularly those who
simultaneously pursue formal education. An increasingly relevant phenomenon
is the dual role of Gen Z employees as workers and active university students.
Through a systematic literature review approach, this study synthesizes literature
on how companies respond to and manage the complexity of this dual role. The
review results indicate a tension between organizational productivity demands
and employees' academic commitments. The findings indicate that Gen Z
employees who pursue formal education face management challenges related to
role conflict, time management, work–life balance, and variations in
productivity.. The reviewed literature suggests that Gen Z employees who pursue
formal education may contribute digital adaptability, learning orientation, and
potential for innovation, although these characteristics vary across contexts and
studies. This study suggests adaptive management strategies, including flexible
work policies, cross-generational mentoring programs, and the integration of
education with career development.