Purpose The purpose of this paper is to discuss potential challenges learners from different generations may have with current instructional methods using educational technologies in the classroom. The authors hope to create awareness to help improve equity in learning opportunities and assist educators in understanding the needs of multigenerational classrooms. Design/methodology/approach In a narrative review of the literature, the authors present the current findings of the literature on generations in higher education and concerns for equity in learning opportunities. Findings It is commonplace in undergraduate programs for learners of multiple generations to attend classes together and research has shown that historical context and generational experiences affect the values, attitudes and learning preferences of each generation. Therefore, higher education institutions should be aware of the demographic profile of their students, as well as the external populations from which they may recruit students, to ensure they are cognizant of the needs of these populations and can provide equality in learning opportunities. Practical implications To assist with the needs of this changing student population, university leaders must consider generational characteristics to ensure equity in learning opportunity. Specifically, university leaders and educators in the classrooms will need to adapt and adjust for a changing student population providing instruction that meets the needs of multiple generations of learners, often within one classroom. Originality/value Often when we think of diversity in the classroom we think of age, gender, race or even culture. Today we must add diversity in generations. Unlike other equity issues in education such as access (McLaughlin, 2010), educators may not be considering the equity in the design of their instruction to provide equitable learning experiences based on a learners’ knowledge and skills established by their experiences with technology. The lack of knowledge and skills a learner has with technology based on their experiences may create barriers to their ability to understand and complete instructional content involving technology (Wager, 2005). To ensure all learners can be successful, educators should strive to provide equality in learning opportunities when designing instruction including technology.

This paper has examined the historical developments in the understanding of the experience of time in normal and pathological development, with an emphasis on the differences between "objective" time, "subjective" time, the "timelessness" of the system Ucs., and "intrapsychic" time. Using a variety of perspectives--psychobiology, cognitive development, psychosexual development, separation-individuation, and object-relations theory--time experience has been seen to unfold as a result of the constant interrelation of physiological maturation and psychosexual development, with early object relations playing a supraordinate role in organizing the experience of time from its roots in identification with the preoedipal mother (Mother Time), where time is felt as intensity, to the relatively autonomous ego-superego function of time experience in the adult with adequate separation-individuation and capacity for object constancy, where time is felt as duration and continuity. Left unanswered are (1) philosophical questions about the phenomenological observation that all time is experienced in the present in the ego, (2) what the mechanisms for intrasystemic differentiation of past, present, and future are, and (3) metapsychological questions about the locus and mechanism for monitoring the passage of experienced time. The clinical application of concepts of time experience was demonstrated through presentation of aspects of the treatment of a patient for whom time and its experience was the organizing schema for her life, character pathology, and transference neurosis. The fantasy of the omnipotent control of time dominated the analysis and served as a major resistance, yet her manipulation of time served to stabilize the treatment relationship so that analysis became possible.

Psychoanalytic education in the United States faces multiple challenges as we enter the last decade of this century. (1) Changing interest and career path patterns for psychiatrists have resulted in fewer medical applications for psychoanalytic training. (2) Increased opportunities for full psychoanalytic training of nonphysicians have resulted in increased applications from highly skilled clinicians who often have more clinical experience than their medical colleagues. (3) Increased enrollment of women candidates has required rethinking of progression requirements, in light of their combined careers as professionals and mothers. (4) Independent institutes not accredited by the American Psychoanalytic Association compete for applicants while maintaining training standards that require less time and immersion in psychoanalytic theory and practice. (5) Economic factors increasingly influence the desirability of prolonged psychoanalytic training and the availability of suitable analysands for control analyses. (6) Evolution of theory and practice and the emergence of "new schools" of psychoanalytic thought have rendered the previous psychoanalytic landscape dominated by drive theory and ego psychology more multifaceted and less uniform. The American Psychoanalytic Association and its institutes attempt to understand these changing patterns and take them into consideration in the design and implementation of psychoanalytic training programs. Only one aspect of this complex situation will be described in this work, the current state of psychoanalytic training in the 28 institutes accredited by the American Psychoanalytic Association. Although the data available at this time leave unanswered many important questions about the philosophies that organize the content and emphases of the curriculum in different institutes, much has been learned about the overall structure of psychoanalytic training programs.

A multigenerational workforce is now commonplace, and research has shown that historical context and generational experiences affect the values, attitudes, and working and learning preferences of each generation. Therefore, organizations' awareness of the demographic profile of their internal talent and external talent from which they may recruit is needed to ensure they are cognizant of their employees' needs. Training leaders can serve as a valuable resource for businesses and their employees by offering support in learning and technology. To assist with the needs of this changing employee workforce, training leaders will need to consider generational attitudes and preferences regarding learning and technology to develop effective training that serves both the business and the employee. In this narrative review, the authors discuss generational attitudes towards learning and technology to assist training leaders in understanding the needs of the current multigenerational workforce and to provide actionable guidance for training multigenerational learners.