Honors Theses

Date of Award

Spring 4-29-2026

Document Type

Undergraduate Thesis

Department

Public Policy Leadership

First Advisor

Dominic Novelli

Second Advisor

Heather Allen

Third Advisor

Josh Hendrickson

Relational Format

Thesis

Abstract

This study investigates the growing challenge of recruiting Gen Z employees into the public sector, focusing on the disconnect between younger workers’ career preferences and their perceptions of government employment. While prior research suggests that Gen Z values purpose-driven work, stability, and community impact, public sector organizations continue to face hiring shortages and an aging workforce. The research employs a mixed-methods approach, combining a literature review with original survey data collected from two groups: college students and public servants from three states. The student survey generated 119 responses, with 72 qualifying participants, while the public servant survey yielded 30 responses. Students frequently described the public sector using negative terms such as inefficient, bureaucratic, and corrupt. However, both surveys and existing literature demonstrate that values central to Gen Z, such as job security, meaningful work, and community impact, closely align with what the public sector offers. The primary barriers identified include lower perceived salaries, lack of awareness about benefits, limited workplace flexibility, outdated technology, and negative public perceptions. Public servants largely confirmed these challenges, particularly emphasizing compensation disparities and difficulties in attracting young talent. The study concludes that the public sector’s recruitment challenges stem from a gap between the perception and the reality of the public sector. Addressing this issue requires strategic efforts to reshape public perception through a variety of recommendations. By aligning recruitment strategies with Gen Z expectations, the public sector can strengthen its workforce and improve long-term organizational efficiency.

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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