Generational conflict in the workplace: Case study in an Algerian University

Abstract

Purpose: This study examines the nature, causes, and implications of generational conflict within academic institutions, specifically focusing on the Department of Sociology at the University of Algiers. The research addresses how differing perceptions of work and generational diversity influence interpersonal dynamics and organizational effectiveness in a higher education context. Method: Adopting a qualitative methodological approach, the study utilized participant observation over a nine-month academic year. The sample included 13 professors categorized into four age cohorts: Traditionalists, Baby Boomers, Generation X, and Generation Y . Data collection focused on four key axes: work styles, communication methods, technological tool adoption, and cultural values. Findings: Results reveal that differences in professional values, communication styles, and technological adaptability significantly contribute to tensions between older and younger staff. While senior faculty prioritize hierarchy and traditional practices, younger generations emphasize innovation, flexibility, and digital integration. These contrasting perspectives lead to explicit and implicit conflicts in decision-making and collaboration; however, findings also suggest that effectively managed conflict can foster creativity and knowledge exchange. Conclusion/Contribution: The study contributes to the literature on organizational behavior and the sociology of education by providing context-specific insights into generational interactions within the Algerian academic setting. It offers practical recommendations for developing inclusive work environments that promote intergenerational cooperation and sustainable performance, emphasizing the need for adaptive institutional strategies to balance diversity.