Date of Award

5-10-2026

Date Published

June 2026

Degree Type

Dissertation

Degree Name

Doctor of Professional Studies

Department

Information Management

Advisor(s)

John Jordan

Abstract

This mixed methods study investigates how Generation Z undergraduates seek, assess, and use information during course registration and how emotional and system-related factors influence their information seeking behavior. Guided primarily by Kuhlthau’s (1991) Information Search Process, the study examines course registration as an emotionally charged and cognitively demanding information activity rather than a routine administrative task. Data were collected through a convergent mixed methods design using a web-based survey administered to undergraduate students at a private four-year institution. Quantitative data were analyzed descriptively, while qualitative data were analyzed thematically. Findings reveal that students experience significant anxiety, frustration, and confusion during registration, often triggered by inconsistent information, unclear policies, and system-related barriers. Participants employed a range of behavioral strategies, including independent problem solving, reliance on peers and advisors, and adaptive combinations of institutional and informal resources. Results also highlight a generational mismatch between Generation Z students’ expectation for intuitive, transparent digital systems and the design of existing registration technologies. This study extends information seeking theory by applying the Information Search Process framework to recurring administrative tasks and offers practical implications for improving system design, institutional transparency, and student support practices to enhance the registration experience and support student persistence.

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