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Abstract Generation Alpha are the first to grow up immersed in digital technology and presumed to be wired differently than previous generations. This systematic review synthesizes the research literature on what has been learned so far and broadly answers the following question: What is happening in the education and training of Generation Alpha? The literature review was conducted based on guidelines outlined by The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Titles of 2,093 studies, abstracts of 603 studies, and 335 full-text studies were evaluated for inclusion criteria. A total of 83 studies were included into the literature review. The studies were sorted into four major categories: (1) the role of teachers, (2) the role of new approaches to education, (3) the role of teaching tools, and (4) the role of blended/online learning. Despite frequent use of the term “Generation Alpha” in the research literature, relatively few studies report generational differences that reveal how children of this generation are characteristically different from previous generations. There is simply a strong assumption that Generation Alpha is different. A major concern is that the use of technology by Generation Alpha has decreased opportunities for social-emotional development and increased mental health problems. There are digital educational tools and online strategies being developed and tested but none have emerged to be dominant.

Start-up packages are a tool for successful transition to an academic career. This institutional case study examined the faculty experience with start-up packages at one public university in the Southeastern United States including gender differences, content, negotiation, and perceived outcomes. A mixed method research design was utilized to answer the study research questions. Data were gathered through an online survey with quantitative and qualitative questions. Data from 121 participants were analyzed using descriptive statistics, chi‐squared test, and thematic analysis. Most start-up package agreements included moving expenses, personal computer and software, and start-up funds. On the other hand, child daycare, guaranteed junior sabbatical, and salary advancement were the most missing benefits in the agreements. Male faculty were able to obtain, significantly more often than female faculty, a specific number of years for secure funding, laboratory space, and student or postdoc funding in their agreements. Faculty were not well prepared for the negotiation process, and they were not aware what exactly they needed to establish a successful research program. Universities should focus more on the influence of start-up packages on faculty careers because perceived unfair treatment during the negotiation process or during administration can influence faculty performance and their turnover intentions.