Model
Digital Document
Publisher
Florida Atlantic University
Description
The purpose of this study was to identify characteristics and practices, related
values, and the processing of stakeholders ' voices in two educational programs for older
adults that are perceived as effective by their stakeholders. This purpose was motivated
by the researcher's desire to provide useful information to program leaders and
institutional leaders in the field of older adult education. The information is presented for
leaders who are building new educational events and integrating them into their
organizations. The research was conducted at two sites at Florida Atlantic University: the
Lifelong Learning Society at the Jupiter campus and the Memory and Wellness Center at
the Boca Raton campus. The voices in this text belong to practitioners, theoreticians, and
attendees- all learners as well as contributors. The researcher's face-to-face interviews,
group discussions, and observations disclosed four meta themes: (a) envisioning, creating, and establishing the learning environment; (b) program characteristics, (c)
fostering persistent participation, and (d) leaders' roles and responsibilities. These themes
encompassed both sites while illustrating inherently unique aspects of each program. The
setting at each site was comprised of three distinct aspects -physical, affective, and
activity- and each uniquely contributed to program success. Although each setting and
program had its own reasons and methods for stimulating cognitive functioning, they
shared the assumption that wellness and learning are related. Leaders of both programs
displayed four foundational qualities: respect, kindness, encouragement, and flexibility.
Each of these characteristics fostered strong positive relationships with attendees and
partnerships that promote learning among colleagues. These examples of successful
leadership suggested several guidelines for front line practitioners. Among these were
building expertise in market awareness, fund raising, a wide communication repertoire,
and the critical ability of establishing a cadre of program supporters within and beyond
the organization. Recommendations for higher-level leaders included attending to core
institutional values, community connections, open communication, inclusion of new team
members, and the value of listening to everyone's ideas. Factors that advanced the
establishment of educational programs for older adults include their growing numbers,
assertive voices, and value to host institutions. This study raises the question: in what
ways do these formal, communal learning events contribute to follow-up independent
learning?
values, and the processing of stakeholders ' voices in two educational programs for older
adults that are perceived as effective by their stakeholders. This purpose was motivated
by the researcher's desire to provide useful information to program leaders and
institutional leaders in the field of older adult education. The information is presented for
leaders who are building new educational events and integrating them into their
organizations. The research was conducted at two sites at Florida Atlantic University: the
Lifelong Learning Society at the Jupiter campus and the Memory and Wellness Center at
the Boca Raton campus. The voices in this text belong to practitioners, theoreticians, and
attendees- all learners as well as contributors. The researcher's face-to-face interviews,
group discussions, and observations disclosed four meta themes: (a) envisioning, creating, and establishing the learning environment; (b) program characteristics, (c)
fostering persistent participation, and (d) leaders' roles and responsibilities. These themes
encompassed both sites while illustrating inherently unique aspects of each program. The
setting at each site was comprised of three distinct aspects -physical, affective, and
activity- and each uniquely contributed to program success. Although each setting and
program had its own reasons and methods for stimulating cognitive functioning, they
shared the assumption that wellness and learning are related. Leaders of both programs
displayed four foundational qualities: respect, kindness, encouragement, and flexibility.
Each of these characteristics fostered strong positive relationships with attendees and
partnerships that promote learning among colleagues. These examples of successful
leadership suggested several guidelines for front line practitioners. Among these were
building expertise in market awareness, fund raising, a wide communication repertoire,
and the critical ability of establishing a cadre of program supporters within and beyond
the organization. Recommendations for higher-level leaders included attending to core
institutional values, community connections, open communication, inclusion of new team
members, and the value of listening to everyone's ideas. Factors that advanced the
establishment of educational programs for older adults include their growing numbers,
assertive voices, and value to host institutions. This study raises the question: in what
ways do these formal, communal learning events contribute to follow-up independent
learning?
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