Men and Women for Others in the Eyes of Gen Z: A Conjoint Analysis of Preferred Social Justice Attributes

Emmanuel Joseph B. Sumatra

doi:10.55927/ajcs.v4i8.232

Authors

Emmanuel Joseph B. Sumatra Ateneo de Davao University

DOI:

https://doi.org/10.55927/ajcs.v4i8.232

Keywords:

Gen Z, Social Justice, Conjoint Analysis, Experiential Learning, Youth Engagement

Abstract

This study investigated the social justice attribute preferences of 432 Generation Z college students in Davao City, Philippines. Employing Conjoint Analysis, the study revealed a significant preference for Hands-on Community Learning, Charity and Advocacy, Global Action Focus, Commitment to Service, and Divine Calling for Justice. The research addresses a gap in empirical literature by examining how this key demographic interprets the Jesuit ideal of Men and Women for Others. These compelling findings provide a clear directive for educators and policymakers who are guided by this ideal to design impactful programs. By integrating hands-on learning and a global action focus, initiatives can directly align with Gen Z's values, thus effectively fostering their active engagement in social justice and ensuring the ideal of service remains relevant.

References

Anggara, B., Masfufah, A.F., Sari, I.P., Rahayu, L., Hakim, L., Prastio, M., Yonata, O., & Sari, S.F. (2024). Menangani Tantangan Sosial dan Ekonomi di Era Gen Z. Harmoni Pendidikan : Jurnal Ilmu Pendidikan. https://doi.org/10.62383/hardik.v1i4.829.

Boutillier, J.A., Noakes, D.S., & Fulton, J. (1988). Use of Multiattribute Utility Theory for Designing Invertebrate Fisheries Sampling Programs. North American Journal of Fisheries Management, 8, 84-90. https://doi.org/10.1577/1548-8675(1988)008<0084:UOMUTF>2.3.CO;2.

Caldwell, C., & Mahand, T. (2023). The moral responsibilities of business schools – in pursuit of excellence and social justice. Business and Management Research, 12(2). https://doi.org/10.5430/bmr.v12n2p1.

Combs, M.B., & Schmidt, P.R. (2013). Transforming Ourselves, Transforming the World. https://doi.org/10.5422/fordham/9780823254309.001.0001.

Daffa, D. R., Arthuro, D., Fernanda, J. A., & Pratama, M. B. W. (2024). Gen-Z: Eksplorasi identitas budaya dan tantangan sosial dalam era digital. Jurnal Insan Pendidikan dan Sosial Humaniora, 2(2). https://doi.org/10.59581/jipsoshum-widyakarya.v2i2.3112.

Dyer, J.S. (2016). Multiattribute Utility Theory (MAUT). Operations Research and Management Science, 233, 285-314. https://doi.org/10.1007/978-1-4939-3094-4_8.

Fazrina, I.N., safitri, D., & Sujarwo, S. (2025). Persepsi Generasi Z terhadap Efektivitas Aktivisme Digital sebagai Bentuk Partisipasi Sosial. RISOMA : Jurnal Riset Sosial Humaniora dan Pendidikan. https://doi.org/10.62383/risoma.v3i3.746.

Green, B. (2006). Spirituality of the Beatitudes: Matthew's Vision for the Church in an Unjust World. By Michael H. Crosby O.F.M.Cap. New revised edition.

Maryknoll, NY: Orbis, 2005. xviii + 221 pages. $20.00 (paper). Horizons, 33, 178 - 179. https://doi.org/10.1017/S0360966900003285.

Green, P.E., Krieger, A.M., & Wind, Y. (2001). Thirty Years of Conjoint Analysis: Reflections and Prospects. Interfaces, 31, S56-S73. https://doi.org/10.1287/inte.31.3s.56.9676.

Hansen, P., & Ombler, F. (2009). A new method for scoring additive multi-attribute value models using pairwise rankings of alternatives. Journal of Multi-Criteria Decision Analysis. https://doi.org/10.1002/mcda.428.

Heddle, N.M. (2002). Clinical Research Designs: Quantitative Studies. Vox Sanguinis, 83. https://doi.org/10.1111/J.1423-0410.2002.TB05312.X.

Holman, M. (2014). Father Pedro Arrupe and Jesuit education: a personal reflection. International Studies in Catholic Education, 6, 140 - 147. https://doi.org/10.1080/19422539.2014.929804.

Johnson, R.B. (1995). Estimating an Evaluation Utilization Model Using Conjoint Measurement and Analysis. Evaluation Review, 19, 313 - 338. https://doi.org/10.1177/0193841X9501900305.

Klos, N.Y., Eskine, K.J., & Pashkevich, M.D. (2015). Assessing Social Justice as a Learning Outcome in Honors. The Journal of the National Collegiate Honors Council, 16, 53-70.

Kotronoulas, G., & Papadopoulou, C. (2023). A Primer to Experimental and Nonexperimental Quantitative Research: The Example Case of Tobacco-Related Mouth Cancer. Seminars in oncology nursing, 151396 . https://doi.org/10.1016/j.soncn.2023.151396.

Lindemer, G.C. (1995). Men for Others.

Maddox, T. T. (2023). Chrysostom and Generation Z: Resilience, identity, and social justice. Journal of Youth and Theology, 11(2). https://doi.org/10.1163/24055093-11230001.

Mateo, J.R. (2012). Multi-Attribute Utility Theory. https://doi.org/10.1007/978-1-4471-2346-0_10.

Meyo, O.S. (2014). The educational ideas of Pedro Arrupe, SJ: a valuable resource for all Catholic educators. International Studies in Catholic Education, 6, 128 - 139. https://doi.org/10.1080/19422539.2014.929803.

O’Donovan, L. J. (2002). Equal to the demands of justice in the world. In M. E. Kenny, L. A. K. Simon, K. Kiley-Brabeck, & R. M. Lerner (Eds.), Learning to serve (Vol. 7, pp. 133–142). Springer. https://doi.org/10.1007/978-1-4615-0885-4_10.

Orme, B. (2010). Getting Started with Conjoint Analysis: Strategies for Product Design and Pricing Research. Second Edition, Madison, Wis.: Research Publishers LLC.

Parry, M.E. (2008). Conjoint Analysis. Darden Case: Business Communications (Topic). https://doi.org/10.2139/ssrn.1280603.

Popović, M., Kuzmanović, M., & Savić, G. (2018). A comparative empirical study of Analytic Hierarchy Process and Conjoint analysis: Literature review. Decision Making: Applications in Management and Engineering. https://doi.org/10.31181/DMAME1802160P.

Ruankool, N. (2022). A ‘learning community’ as a social justice model for Catholic education in Thailand. International Studies in Catholic Education, 14(1), 1-15. https://doi.org/10.1080/19422539.2022.2104555.

Sandelowski, M.J. Focus on Research Methods Whatever Happened to Qualitative Description?.

Seemiller, C., & Grace, M. (2017). Generation Z: Educating and Engaging the Next Generation of Students. About Campus: Enriching the Student Learning Experience, 22, 21 - 26. https://doi.org/10.1002/ABC.21293.

Sweetman, L., Wassel, B., Belt, S., & Sokol, B. (2020). Solidarity, reflection, and imagination: Exploring student formation and community engagement from a faith-based anchor institution perspective. Metropolitan Universities, 31(3). https://doi.org/10.18060/23994.

Sun, W., Powell, A., Jenkins, K., & Gulledge, B. (2021). Teaching social justice and engaging Gen Z students in digital classrooms during COVID-19. The Journal of Scholarship of Teaching and Learning, 21(4). https://doi.org/10.14434/josotl.v21i4.32708.

Thevenot, H.J., Steva, E.D., Okudan, G.E., & Simpson, T.W. (2007). A Multiattribute Utility Theory-Based Method for Product Line Selection. Journal of Mechanical Design, 129, 1179-1184. https://doi.org/10.1115/1.2771574.

Wandhe, D.P. (2024). The New Generation: Understanding Millennials and Gen Z. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4716585.

Wang, Y., & Jackson, G. (2005). Forms and Dimensions of Civic Involvement. Michigan Journal of Community Service-Learning, 11, 39-48.

Watterson, N.L., Rademacher, N.K., & Mace, D.C. (2012). Foregrounding Relationships: Using Deliberative Dialogue and Engaged Justice in a Living and Learning Community. Journal of College and Character, 13. https://doi.org/10.1515/jcc-2012-1832.