scholarly journals UNIVERSITY AS INTERGENERATIONAL LEARNING AND LEADERSHIP INCUBATOR

2017 ◽  
Vol 1 (suppl_1) ◽  
pp. 100-100
Author(s):  
M. Kaplan
Keyword(s):  
Intergenerational Learning

scholarly journals Using a Quasi-Experimental Study to Examine Outcomes for Older Adult Intergenerational Program Participants

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 543-543
Author(s):  
Skye Leedahl ◽  
Melanie Brasher ◽  
Erica Estus
Keyword(s):  
Experimental Study ◽  
Rhode Island ◽  
Older Adult ◽  
Online Social Networks ◽  
Intergenerational Learning ◽  
Senior Center ◽  
Public Authorities ◽  
The Social ◽  
Quasi Experimental ◽  
The University

Abstract To more rigorously examine the University of Rhode Island Cyber-Seniors Program, we conducted a quasi-experimental study to examine if older adult senior center participants (n=25) improved scores on social and technological measures compared to a sample of senior center participants (n=25) who did not take part in the program. Findings showed that participants improved on technology measures compared to the non-participants, including searching and finding information about goods & services, obtaining information from public authorities or services, seeking health information, sending or receiving emails, and participating in online social networks (p<.05). However, participants did not change on social measures. There is either a need to identify better social measures to understand the social benefits of taking part, or to bolster the program to aid in helping older adults alleviate isolation and loneliness. Information on best practices and challenges for gathering outcomes from older participants will be discussed. Part of a symposium sponsored by Intergenerational Learning, Research, and Community Engagement Interest Group.

scholarly journals Evaluating Age-Friendly Intergenerational Classrooms: Insights From Instructors and Students

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 543-543
Author(s):  
Joann Montepare
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Interest Group ◽  
Teaching And Learning ◽  
Intergenerational Learning ◽  
Older Learners ◽  
Diverse Classrooms ◽  
Intergenerational Exchange ◽  
Learning Research ◽  
Student Reflections

Abstract Age-friendly University (AFU) campuses are reshaping how we think about teaching and learning in higher education. In particular, intergenerational classrooms are on the rise as shifting age demographics call for institutions to create new opportunities for older learners and encourage intergenerational exchange. Age diverse classrooms have distinctive needs and dynamics that instructors, and students, will need to learn how to navigate. This presentation will describe outcomes of one AFU institution’s attempt to identify the challenges and triumphs of intergenerational classrooms through facilitated instructor and student reflections in different classrooms over the course of several semesters. Recommendations will be offered for enhancing intergenerational exchange in classrooms across disciplines, as well as evaluating attitudes, logistics, and learning outcomes. Part of a symposium sponsored by Intergenerational Learning, Research, and Community Engagement Interest Group.

Overcoming ageism through a new intergenerational learning paradigm: challenges and findings

2016 ◽  
Vol 17 (4) ◽  
pp. 239-245 ◽  
Author(s):  
Marta Gonçalves ◽  
Alan Hatton-Yeo ◽  
Diana Farcas
Keyword(s):  
Social Services ◽  
Learning Experience ◽  
Intergenerational Relationships ◽  
Active Ageing ◽  
Intergenerational Learning ◽  
New Paradigm ◽  
Learning Paradigm ◽  
Research Skills ◽  
Content Type ◽  
Family Mental Health

Purpose The purpose of this paper is to present a programme developed and tested in Portugal under this new paradigm where young adults (18-30) and old adults (over 65) learn research skills together. Design/methodology/approach The structure of the learning experience consists in a six-month training course for lay people in research skills in three specific areas of family, mental health and intergenerational relationships. In order to apply the acquired research and intervention knowledge, participants work in intergenerational groups on a small research project. Findings Results from the first two editions of the programme indicate benefits of mutual reciprocity in the contribution to tackle ageism and trust between generations. Research limitations/implications The potential practice implications for this type of intergenerational programme are significant, considering the increasing aging population in Portugal and the high ageism present. However, the authors may ask if the encountered results are the same with another type of learning subject. Therefore, the authors recommend a replication of this study/programme in other fields. Practical implications An integrated active ageing goes from a senior cultural entertainment to a public policy intervention sustained over time, reducing costs in terms of health, education and social services. Social implications Ageism, that is to say discrimination against people because of their age, is an enormous social problem. The new intergenerational learning paradigm can help to address this by emphasizing the importance of the intergroup contact between generations where each group can learn from and teach the other. Originality/value The authors can say that these first two editions of the Intergenerational University was a first outlook of how the authors can innovate learning processes at universities and bring research to the public. It is a methodology of social responsibility universities may adopt.

scholarly journals Leading Intergenerational Learning in Organizations: An Example from Turkey

2021 ◽  
Author(s):  
Soner Polöat ◽  
Gizem Günçavdı ◽  
Yılmazer Yılmaz
Keyword(s):  
Learning Environments ◽  
Generational Differences ◽  
Personal Development ◽  
Phenomenological Research ◽  
Study Group ◽  
Intergenerational Learning ◽  
Team Leaders ◽  
Know How ◽  
Phenomenological Research Design ◽  
Department Directors

Within the fact that there are members of different generations in organizations nowadays, intergenerational learning in organizations has become more and more important. Some managers are observed to confuse about how to lead intergenerational learning environments in their organizations which makes important to conduct a research on this problem. Thus, this study was conducted and it aimed to understand the intergenerational learning process and how to lead it in a production facility in Turkey. The study group includes 61 people who are employees, team leaders, department directors, field directors and instructors. The study was carried out in the phenomenological research design. The data were gathered through interviews and analysed with content analysis. The results brought out six main themes, which are which are creating zone, acting according to generational differences, increasing motivation, supporting personal development, recording and managing “know-how”, and creating intergenerational respect and understanding.

Intergenerational learning and knowledge transfer – challenges and opportunities

2018 ◽  
Vol 25 (2) ◽  
pp. 135-142 ◽  
Author(s):  
Nataša Rupčić
Keyword(s):  
Knowledge Transfer ◽  
Systems Approach ◽  
Intergenerational Learning ◽  
Employee Perspective ◽  
Content Type ◽  
Learning Agility ◽  
Challenges And Opportunities ◽  
Internal Mobility ◽  
Information And Communication ◽  
Intergenerational Knowledge

Purpose The purpose of this paper is to highlight challenges and opportunities that surround the process of intergenerational learning and knowledge transfer. Several options in this regard have been discussed from the managerial and employee perspective. Design/methodology/approach The systems approach has been implemented to identify options of intergenerational learning and knowledge transfer that could be valuable when developing a strong individual and organizational body of knowledge with the purpose to avoid the “knowledge crash.” Findings A review and analysis regarding intergenerational diversity, especially in the light of information and communication technology and social media, has been proposed along with the discussion on possible intergenerational knowledge transfer practices and methods of developing learning agility in all generations though engaging in internal mobility and building communities of practice and learning. Research limitations/implications Conclusions and remarks provided in the paper need further empirical testing and validation. Practical implications Implications for practitioners, especially mangers, have been identified regarding recommendations for implementing intergenerational knowledge transfer solutions which could benefit all stakeholders – not only younger and senior employees but also managers responsible for pursuing enterprise development based on continuous learning and knowledge sharing. Social implications Implementation of suggestions provided in the paper regarding intergenerational knowledge transfer and learning could result in significant benefits in terms of less intergenerational conflict and stress and greater organizational working cohesion as well as further advancements in organizational learning and knowledge management. Originality/value Challenges that surround the process of intergenerational learning and knowledge transfer have been identified along with options to manage this complicated and often delicate processes from the managerial and employee perspective.

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