Supporting Intergenerational Relationships: A Role for Universities

The point is made that universities world wide will need to alter their modi operandi in order to adapt to the dynamic socio-economic challenges associated with globalisation. It is argued that these challenges offer the opportunity for many universities to create "public good" by undertaking new forms of engagement with the wider community. A case is made for the academy to develop a scholarship agenda that integrates teaching and research activities through a community engagement approach that focuses on intergenerational relationships. The academy with its unique set of resources and capacities is seen to have the latent potential to be a powerful contributor to the continuing development and overall future scope of intergenerational work. Australia is presented as a case study in terms of its ageing population and the challenges associated with lifelong learning in the new millennium. Varying learning and research paradigms are offered that have the basic purpose of empowering staff and students to develop and increase their understanding, critical thinking and leadership in promoting the significance of intergenerational relations as a viable means of building resilient communities. It is argued that the ageing of world populations will require well-planned efforts to create a society for all ages that allows for meaningful participation in community life for all people within the context of lifelong learning across the lifespan. It is understood that there will be universities who will have no interest in committing their resources to the promotion of intergenerational work. On the other hand, those universities opting to support the advancement of intergenerational relationships are well placed to contribute to the "public good" as well as receiving a range of reciprocal benefits through strategic partnership arrangements with the wider community. (C) 2007 by The Haworth Press, Inc. All rights reserved.