Empirical research of university programs for older people in Europe: a systematic review

Menéndez, Susana; Pérez-Padilla, Javier; Maya, Jesús

doi:10.1080/03601277.2018.1518459

Cited by 10 publications

(14 citation statements)

References 34 publications

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“…These interventions can benefit from the inclusion of elements that promote growth and learning among older adults (Williams et al, 2021). Indeed, many older adults attend the University of Experience in order to make friends, socialize and broaden their social network (Menéndez et al, 2018). Therefore, our results may also have practical implications for the administration of educational programs of this kind.…”

Section: Discussionmentioning

confidence: 92%

Post-Traumatic Growth among Older People after the Forced Lockdown for the COVID–19 Pandemic

2021

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We explored post-traumatic growth (PTG) in older adults immediately after the forced lockdown in Spain during March to April, 2020, due to the COVID–19 pandemic. The study also tried to identify the variables that predict PTG, focusing on the experience of COVID, sociodemographic variables, and social resources. In total 1,009 people aged 55 years and older participated in the study and completed an online questionnaire comprising the following elements: The short form of the Post-traumatic Growth Inventory (PTGI-SF), sociodemographic and social resources questions, and their experiences of COVID–19 (if they had been infected themselves or if they had experienced the loss of someone close). Results showed that only a quarter of the participants experienced higher PTG after the forced lockdown, with only age and social resources being correlated with scores on the PTGI-SF. Looking at the strengths that older adults put into action to combat the pandemic and its social and health consequences could be an important consideration when planning future social policies for this and other pandemics.

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Section: Discussionmentioning

confidence: 92%

Post-Traumatic Growth among Older People after the Forced Lockdown for the COVID–19 Pandemic

2021

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“…In older adult education, researchers observe a similar scenario. A recent review of European studies on third-age learning revealed the existence of a unique study with a participant sample bigger than 1,000 (Menéndez et al, 2018). These reasons and the understated importance of secondary data in social sciences (Boeren, 2018), motivate the methodological choices of this study.…”

Section: Methodsmentioning

confidence: 99%

“…Social capital gains are also observed in older age, as learning enhances socializing and building connections with others. A recent systematic review of European universities for the third age revealed that among the benefits that older adults reported most is an increase in their social networks (Menéndez et al, 2018). Moreover, Martin (2003) cited additional hidden benefits of learning such as contribution and empowerment.…”

Section: Theoretical Background and Literature Reviewmentioning

confidence: 99%

“…Additionally, older adults have different cognitive capacities, previous learning experiences, and motivations to learn than younger adults (Mestheneos & Withnall, 2016). This could also explain the age-related differences since education provides older people with the chance to recuperate or maintain previous social capital by remaining socially and civically active (Martin, 2003;Menéndez et al, 2018). With this in mind, Percy's (1990) humanist claim that the goal of learning in older age should be no different from learning at any age is challenged.…”

Section: Age Gender and Educationmentioning

confidence: 99%

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Putting educational gerontology principles to the test: a quantitative confirmation of the empowering benefits of liberal arts courses

Hachem

Manninen

2020

Educational Gerontology

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The humanist and critical principles of educational gerontology attribute different goals to education in later life. Self-Actualization is the goal of humanist educational gerontology, while empowerment, emancipation, and social change are the goals of critical educational gerontology. Liberal arts education is dominant in later-life learning. Both the humanist and the critical philosophies of learning in older age claim that this type of education is not empowering. Empowerment is a contested concept that has been defined through a set of constructs ranging from psychological capacities to attitudes and behaviors. In terms of capital, empowerment translates into gains in identity and social capital, operationalized in the variables agency and social and civic participation, respectively. The present study investigated the empowering potential of liberal arts courses using the BeLL survey data of 7,338 adult learners. Through a series of ANOVAs and a regression model, we found that age, gender, educational attainment, the number of courses, and changes in agency are significantly associated with changes in social and civic participation. We concluded that liberal arts education does empower adult learners, especially older adults, women, and individuals with lower educational attainment. Given that goal-related claims in the principles of educational gerontology have been empirically challenged, we recommend a new statement of principles that takes into account the latest developments in the field, as well as learners' agential capacities and the structural inequalities they face. Adult education is offered in a wide variety of settings, which have differing aims and content. Adult education for under-63-year-olds is predominantly vocational, yet non-vocational non-formal educational activities are also offered (Manninen, 2017). Here, UNESCO distinguishes between three types of adult education: literacy and basic skills; continuing education and professional development (vocational skills); and liberal, popular, and community education, with an emphasis on active citizenship skills (UIL, 2019). Older adult education is a fast-growing subfield in adult education (Formosa, 2000) that mainly provides the latter type education, consisting of liberal arts and other non-vocational courses (Findsen & Formosa, 2011). Liberal arts are often defined as the opposite of vocational adult education (Manninen, 2017), a type of learning aimed at self-fulfillment achieved through courses in arts, modern languages, philosophy, crafts, sports, and sciences (Rogers, 1996). In relation to the principles of educational gerontology, liberal arts courses pose an interesting puzzle. Educational gerontology embeds two philosophical strands, which provide polarized perceptions of older adult learning. From a critical perspective (Formosa, 2011; Glendenning & Battersby,

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“…A UNATI se configura como programa de educação permanente, não formal, de caráter universitário e multidisciplinar, que reconhece o envelhecimento como processo em que é possível desfrutar de prazer e bem-estar a partir do desenvolvimento intelectual (9)(10) . A participação em tal contexto tem demonstrado papel preditivo para comportamentos favoráveis à saúde (11) e sugerido melhora da autopercepção de saúde e da qualidade de vida (12) .…”

Section: Introductionunclassified

Vislumbrando uma possibilidade para o envelhecimento ativo: as atividades universitárias para idosos

Derhun

Scolari

Castro³

et al. 2022

Rev. Gaúcha Enferm.

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RESUMO Objetivo Desvelar as condições que permitem à Universidade Aberta à Terceira Idade configurar-se como possibilidade para o envelhecimento ativo. Método Estudo qualitativo ancorado no referencial teórico do Interacionismo Simbólico e metodológico da Teoria Fundamentada nos Dados. Participaram, no período de abril a outubro de 2020, por meio de entrevistas individuais, 14 idosos, dois coordenadores e seis docentes vinculados às atividades universitárias para idosos. A análise dos dados foi realizada por três etapas interdependentes de codificações - aberta, axial e integração - com apoio do software Atlas.ti. Resultados As condições que permitem ao programa configurar-se como oportunidade para o envelhecimento ativo relacionam-se aos significados atribuídos sobre envelhecer bem; à determinação social da participação; às motivações na busca pelo programa; às funções executadas pelo programa e; às políticas públicas e institucionais da universidade a qual se vincula. Considerações Finais As atividades universitárias para idosos são uma possibilidade para o envelhecimento ativo, mas barreiras socialmente construídas dificultam o acesso às mesmas.

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Empirical research of university programs for older people in Europe: a systematic review

Cited by 10 publications

References 34 publications

Post-Traumatic Growth among Older People after the Forced Lockdown for the COVID–19 Pandemic

Post-Traumatic Growth among Older People after the Forced Lockdown for the COVID–19 Pandemic

Putting educational gerontology principles to the test: a quantitative confirmation of the empowering benefits of liberal arts courses

Vislumbrando uma possibilidade para o envelhecimento ativo: as atividades universitárias para idosos

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