Older people's university students in Spain: a comparison of motives and benefits between two models

Abstract

This study examines both the motives for and the benefits of attending a university programme for older people (UPOP) in Spain, and how they vary with the type of UPOP. Two UPOP models were assessed : The ' Older People's Classes ' of the University of Barcelona, which is organised as a lecture course, and the ' University of Experience ' at the University of Valencia, which is a three-or fouryear variant of regular university degrees. A sample of 321 older students (mean age 67.5 years) was gathered from the two UPOPs, 161 participants from the former and 157 from the latter. The findings suggest that expressive motives such as acquiring knowledge, expanding the mind or learning for the joy of learning were the most important reasons for joining a UPOP, and that among the perceived benefits from taking classes at university featured ' gaining more friends ', ' enhanced self or life-satisfaction ' and ' joy in life '. Perceived benefits were particularly high among the less educated and the older students. While students participating in the Older People's Classes were older and included relatively more women, differences between the two models in motives and benefits did not exist or were slight. These results are discussed in the context of new strategies to improve university courses aimed at older students.KEY WORDS -older students, third age universities, educational motives, benefits of education, active ageing, long life education.

The socio-demographic divide in Internet usage moderated by digital literacy support

“…On the other hand, the UPS, which arose in the 1970's, were designed to improve the basic skills of older adults in order to promote their social, cultural participation and personal development [52]. Although two UPS models can be differentiated (University Classes for Older Adults and Experience Universities [EU]), in this study we only considered the EU model as it was the most frequently applied in Spain [51].…”

“…The study presented in this article takes into account both DLS (UPS and CPAI) as each program stimulates access to Internet and its use in different ways. While the UPS tend to use training classes [51], the CPAI use the range of online services available as well as active aid [34], so it was assumed that their influence on Internet use was different, as well as its capability to reduce the effects of old age or lack of socio-economic resources.…”

Learning in later life: participation in formal, non-formal and informal activities in a nationally representative Spanish sample

“…The main concern is not to acquire work-oriented skills or qualifications, but for participants to socialize and remain active and to promote their personal development (Jamieson 2007). Universities have been particularly active in sponsoring non-formal courses for older people, the best examples being the Universities of the Third Age (in Europe) or the Institutes for Learning in Retirement (in the United States) (Villar et al 2010). …”

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

“…Panitsides (2012) and others have reported self-confidence and self-esteem as considerable benefits of adult education (Downs, 2004;Hammond & Feinstein, 2005). With older adults, enjoyment in life, self-confidence, selfconcept, general satisfaction in life, and better coping abilities were also identified as benefits of learning (Villar et al, 2010). In the same vein, Chené and Sigouin (1997) identified improved selfimage, self-healing from a personal loss, discovering one's own potential, and a positive image of aging as psychological benefits of learning.…”