Universities as Promoters of Intergenerational Learning : a Case Study on Public Consultation

• Autorzy: Małgorzata Dzimińska

Warianty tytułu

Uniwersytet jako propagator międzypokoleniowego uczenia się - opis przypadku konsultacji publicznych

• Języki publikacji: EN

Abstrakty

EN

Universities are challenged by the growing proportion of older people in the global population. This is forcing academic institutions to reconsider how they should respond to an ageing population with regard to their teaching methodology, research, and community engagement. Intergenerational learning is one of the strategies applied by universities to promote knowledge development by involving younger and older generations in the process so that they can purposefully learn together and learn from each other. Public consultation is an engagement promoting solutions that can offer an opportunity for experiential learning taking place among representatives of the various generational. The article analyzes a case study of public consultation as organized by the University of Łódź as part of the European CONCISE project. The presented case study is an example of how the application of the public consultation method might promote intergenerational learning. (original abstract)

Rosnące proporcje osób starszych w globalnej populacji stanowią wyzwanie dla uniwersytetów. Zmusza to instytucje akademickie do ponownego rozważenia, w jaki sposób powinny reagować na starzenie się społeczeństwa i wprowadzać zmiany w takich obszarach, jak: nauczanie, badania czy współpraca za społeczeństwem. Międzypokoleniowe uczenie się jest jedną ze strategii stosowanych przez uniwersytety w celu promowania rozwoju wiedzy poprzez celowe angażowanie przedstawicieli młodszych i starszych pokoleń, aby mogli uczyć się ze sobą i od siebie. Konsultacje publiczne to rozwiązanie promujące zaangażowanie społeczeństwa, rozwiązanie, które może oferować również możliwość uczenia się przez doświadczenie przedstawicieli różnych pokoleń. W artykule przeanalizowano studium przypadku z konsultacji publicznych zorganizowanych przez Uniwersytet Łódzki w ramach europejskiego projektu CONCISE. Opisany przypadek jest przykładem, w jaki sposób zastosowanie metody konsultacji publicznych może promować międzypokoleniowe uczenie się. (abstrakt oryginalny)

Słowa kluczowe

EN

Higher education; Public Consultations; Studying; Generation; Young people; Elderly people; Intergenerational relations; Case study

PL

Szkolnictwo wyższe; Konsultacje społeczne; Uczenie się; Pokolenia; Ludzie młodzi; Ludzie starsi; Relacje międzypokoleniowe; Studium przypadku

• Czasopismo: Zarządzanie Zasobami Ludzkimi
• Rocznik: 2020
• Numer: nr 2 (133)
• Strony: 105--118

Twórcy

autor

Małgorzata Dzimińska

• University of Social Sciences

Bibliografia

• Abelson J., Forest P. G., Eyles J., Smith P., Martin E., and Gauvin F. P. (2003), Deliberations about Deliberative Methods: Issues in the Design and Evaluation of Public Participation Processes, Social Science and Medicine, Elsevier, Ltd., 57(2), pp. 239-251. DOI: 10.1016/S0277-9536(02)00343-X.
• Bjursell C. (2015), Organizing for Intergenerational Learning and Knowledge Sharing, Journal of Intergenerational Relationships, Routledge, 13(4), pp. 285-301, DOI: 10.1080/15350770.2015.1108952.
• Dublin City University (2015), Ten Principles of the Age Friendly University, available at https://www.dcu.ie/agefriendly/principles.shtml, accessed on January 21, 2020.
• Dzimińska M., Fijałkowska J. and Sułkowski Ł. (2018), Trust-based Quality Culture Conceptual Model for Higher Education Institutions, Sustainability (Switzerland), 10(8), DOI: 10.3390/su10082599.
• Field J. (2013), Learning through the Ages? Generational Inequalities and Inter-Generational Dynamics of Lifelong Learning, British Journal of Educational Studies, 61(1), pp. 109-119, DOI: 10.1080/00071005.2012.756172.
• Kolb D. A. (1984), Experiential Learning: Experience as the Source of Learning and Development, Englewood Ciffs, New Jersey, Prentice Hall, Inc.
• Krzewińska A. (2016), Deliberacja Idea-Metodologia-Praktyka [Idea-methodology-practice: Deliberations], Łódź, University of Łódź Press.
• Law J., Young, T. J., Almeida J., and Ginja S. (2019), Intergenerational Communication-An Interdisciplinary Mapping Review of Research between 1996 and 2017, Journal of Intergenerational Relationships, 17(3), pp. 287-310, DOI: 10.1080/15350770.2018.1535349.
• Litva A., Coast J., Donovan J., Eyles J., Shepherd M., Tacchi J., Abelson J., and Morgan K. (2002), The Public Is Too Subjective: Public Involvement at Different Levels of Health-Care Decision Making, Social Science & Medicine (1982), 54(12), pp. 1825-37, DOI: 10.1016/s0277-9536(01)00151-4.
• Mezirow J. (1991), Transformative Dimensions of Adult Learning, San Francisco, Jossey-Bass, DOI: 10.1177/074171369204200309.
• Montepare J. M., Farah K. S., Doyle A., and Dixon J. (2019), Becoming an Age-Friendly University (AFU): Integrating a Retirement Community on Campus, Gerontology and Geriatrics Education, Routledge, 40(2), pp. 179-193. DOI: 10.1080/02701960.2019.1586682.
• Naar J. J. (2019), Exploring Intergenerational Study Abroad to Promote Age-Friendly Universities, Gerontology and Geriatrics Education, Routledge, 00(00), pp. 1-13, DOI: 10.1080/02701960.2019.1572007.
• O'Kelly C. (2015), Age-Friendly University Annual Report, available at https://www.dcu.ie/sites/default/files/agefriendly/afu_annual_report_complete.pdf.
• Pstross M., Corrigan T., Knopf R. C., Sung H. K., Talmage C. A., Conroy C., and Fowley C. (2017), The Benefits of Intergenerational Learning in Higher Education: Lessons Learned from Two Age Friendly University Programs, Innovative Higher Education, 42(2), pp. 157-171, DOI: 10.1007/s10755-016-9371-x.
• Rodriguez D. X. and McDaniel P. N. (2019), Community-based Participatory Research as a Tool for Improved Understanding and Practice of Newcomer Integration, Journal of Higher Education Outreach and Engagement, 23(2), pp. 3-19.
• Rosebrook V. and Larkin E. (2003), Introducing Standards and Guidelines: A Rationale for Defining the Knowledge, Skills, and Dispositions of Intergenerational Practice, Journal of Intergenerational Relationships, 1(1), pp. 133-144, DOI: 10.1300/J194v01n01_11.
• Rowe G. and Frewer L. J. (2005), A Typology of Public Engagement Mechanisms, Science Technology and Human Values, 30(2), pp. 251-290, DOI: 10.1177/0162243904271724.
• Sánchez M. and Kaplan M. (2014), Intergenerational Learning in Higher Education: Making the Case for Multigenerational Classrooms, Educational Gerontology, 40(7), pp. 473-485, DOI: 10.1080/03601277.2013.844039.
• Sánchez M., Whitehouse, P., and Johnston L. (2018), Intergenerational Learning and Education in Schools and Beyond, Journal of Intergenerational Relationships, Routledge, 16(1-2), pp. 1-4, DOI: 10.1080/15350770.2018.1404380.
• Seedsman T. A. and Seedsman T. A. (2017), Supporting Intergenerational Relationships: A Role for Universities, 0770(June), DOI: 10.1300/J194v05n03.
• Stake R. (1995), The Art of Case Study Research: Data Gathering, Thousand Oaks, California, Sage, pp. 49-68, DOI: 10.1108/eb024859.
• Starks A. (2013), The Forthcoming Generational Workforce Transition and Rethinking Organizational Knowledge Transfer, Journal of Intergenerational Relationships, 11(3), pp. 223-237, DOI: 10.1080/15350770.2013.810494.
• Talmage C. A., Mark R., Slowey M., and Knopf R. C. (2016), Age Friendly Universities and Engagement with Older Adults: Moving from Principles To Practice, International Journal of Lifelong Education, Routledge, 35(5), pp. 537-554, DOI: 10.1080/02601370.2016.1224040.
• Tempest S. (2003), Intergenerational Learning: A Reciprocal Knowledge Development Process that Challenges the Language of Learning, Management Learning, 34(2), pp. 181-200, DOI: 10.1177/1350507603034002002.
• Topping K. J. (2019), A Theoretical Model of Intergenerational Tutoring, Journal of Intergenerational Relationships, Routledge, 00(00), pp. 1-18., DOI: 10.1080/15350770.2019.1646182.
• Vrkljan B., Whalen A., Kajaks T., Nadarajah S., White P. J., Harrington L., and Raina P. (2019), Creating an Intergenerational University Hub: Engaging Older and Younger Users in the Shaping of Space and Place, Gerontology & Geriatrics Education, Routledge, 00(00), pp. 1-17, DOI: 10.1080/02701960.2019.1572010.
• Woszczyk P. and Warwas I. (2016), Od zarządzania wiekiem do zarządzania międzypokoleniowego. Ujęcie strategiczne [From age management to intergenerational management: A strategic approach], in Wiktorowicz J. and Warwas I. (Editors), Pokolenia - co się zmienia? Kompendium zarządzania multigeneracyjnego [Generations: What's changing? Multigenerational management compendium], Warsaw, Wolters Kluwer Publishers.
• Yang J., Schneller C., and Roche S., Editors (2015), The Role of Higher Education in Lifelong Learning, Lifelong Learning Policies and Strategies, Hamburg, UNESCO Institute for Lifelong Learning, DOI: 10.1080/07377366.2002.10401194.
• Yin R. K. (1984), Case Study Research: Design and Methods, Beverly Hills, California, Sage Publications.
• Yin R. K. (2014), Case Study Research: Design and Methods, 5th Edition, Thousand Oaks, California, Sage.

Identyfikatory

DOI

10.5604/01.3001.0014.0738