Hostname: page-component-cd9895bd7-hc48f Total loading time: 0 Render date: 2024-12-23T09:28:42.145Z Has data issue: false hasContentIssue false
  • English
  • Français

Exploring social inclusivity within the University of the Third Age (U3A): a model of collaborative research

Published online by Cambridge University Press:  19 June 2015

REBECCA PATTERSON ,
SUZANNE MOFFATT ,
MAUREEN SMITH ,
JESSICA SCOTT ,
CHRISTOPHER MCLOUGHLIN ,
JUDITH BELL  and
NORMAN BELL
REBECCA PATTERSON*
Affiliation:
Institute of Health and Society, Newcastle University, UK.
SUZANNE MOFFATT
Affiliation:
Institute of Health and Society, Newcastle University, UK.
MAUREEN SMITH
Affiliation:
Hartlepool and District University of the Third Age, Grange Road Community Centre, Hartlepool, UK.
JESSICA SCOTT
Affiliation:
Hartlepool and District University of the Third Age, Grange Road Community Centre, Hartlepool, UK.
CHRISTOPHER MCLOUGHLIN
Affiliation:
Hartlepool and District University of the Third Age, Grange Road Community Centre, Hartlepool, UK.
JUDITH BELL
Affiliation:
Hartlepool and District University of the Third Age, Grange Road Community Centre, Hartlepool, UK.
NORMAN BELL
Affiliation:
Hartlepool and District University of the Third Age, Grange Road Community Centre, Hartlepool, UK.
*
Address for correspondence: Rebecca Patterson, Institute of Health and Society, Newcastle University, Baddiley-Clark Building, Richardson Road, Newcastle upon Tyne NE2 4AX, UK E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Lifelong learning is believed to have physical, social and emotional benefits for older adults. In recognition of this, numerous programmes encouraging learning in later life exist worldwide. One example is the University of the Third Age (U3A) – a lifelong learning co-operative rooted in peer-support and knowledge sharing. This article is based on a collaborative study conducted by university researchers and members of a U3A in North-East England (United Kingdom) investigating the social inclusivity of the group in light of low attendance levels among those from social housing and non-professional backgrounds. A qualitative approach comprising semi-structured interviews and focus groups was adopted to explore knowledge and experience of lifelong learning and the U3A. Sixty individuals aged 50+ were interviewed. The demographic profile of participants largely reflected the socio-economic make-up of the area, with the majority living in areas of high socio-economic deprivation. Several barriers to lifelong learning were revealed, including: poor health, insufficient transport and caring responsibilities. Regarding U3A participation, three exclusionary factors were outlined: lack of knowledge, organisational name and location. Poor comprehension of the purpose and remit of the U3A can result in the development of ‘middle-class' myths regarding membership, perpetuating poor participation rates among lower socio-economic groups. Such perceptions must be dispelled to allow the U3A to fulfil its potential as a highly inclusive organisation.

Keywords

lifelong learningcollaborative researchUniversity of the Third Age (U3A)inclusionexclusionmotivationbarrier
Type
Articles
Information
Ageing & Society , Volume 36 , Issue 8 , September 2016 , pp. 1580 - 1603
Copyright
Copyright © Cambridge University Press 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aldridge, F. and Lavender, P. 2000. The Impact of Learning on Health. National Institute of Adult Continuing Education, Leicester, UK.Google Scholar
AONTAS 2008. Don't Stop Me Now! A Report on the Lifelong Learning Needs of Older People in Ireland. AONTAS – The Irish National Adult Learning Organisation, Dublin.Google Scholar
Bindels, J., Baur, V., Cox, K., Heijing, S. and Abma, T. 2014. Older people as co-researchers: a collaborative journey. Ageing & Society, 34, 6, 951–73.CrossRefGoogle Scholar
Blair, A., McPake, J. and Munn, P. 1995. A new conceptualisation of adult participation in education. British Educational Research Journal, 21, 5, 629–44.Google Scholar
Boulton-Lewis, G. M. 2010. Education and learning for the elderly: why, how, what. Educational Gerontology, 36, 3, 213–28.CrossRefGoogle Scholar
Braun, V. and Clarke, V. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 2, 77–101.Google Scholar
Brown, M., Golding, B. and Foley, A. 2008. A long and winding road: autonomous men's learning through participation in community sheds across Australia. Paper presented at the 38th Annual SCUTREA Conference, 2–4 July 2008, Edinburgh, UK.Google Scholar
Bunyan, K. and Jordan, A. 2005. Too late for the learning: lessons from older learners. Research in Post-compulsory Education, 10, 2, 267–88.CrossRefGoogle Scholar
Carlton, S. and Soulsby, J. 1999. Learning to grow older & bolder: a policy paper on learning in later life. National Institute of Adult Continuing Education, Leicester, UK.Google Scholar
Cheek, J. 2008. Researching collaboratively: implications for qualitative research and researchers. Qualitative Health Research, 18, 11, 1599–603.Google Scholar
Crossan, B., Field, J., Gallacher, J. and Merrill, B. 2003. Understanding participation in learning for non-traditional adult learners: learning careers and the construction of learning identities. British Journal of Sociology of Education, 24, 1, 55–67.CrossRefGoogle Scholar
Davis, A. 2001. The Impact of Aging on Education. Available online at http://search.proquest.com/professional/docview/62286748?accountid=12753 [Accessed 24 March 2014].Google Scholar
Dench, S. and Regan, J. 2000. Learning in Later Life: Motivation and Impact. Department for Education and Employment, Nottingham, UK.Google Scholar
Dennis, N., Henriques, F. and Slaughter, C. 1969. Coal is Our Life: An Analysis of a Yorkshire Mining Community. Tavistock Publications, London.Google Scholar
Field, J. 2012. Lifelong learning, welfare and mental well-being into older age: trends and policies in Europe. In Boulton-Lewis, G. and Tam, M. (eds.), Active Ageing, Active Learning: Issues and Challenges. Springer, New York, 11–20.Google Scholar
Findsen, B. 2002. Developing a conceptual framework for understanding older adults and learning. New Zealand Journal of Adult Learning, 30, 2, 34–52.Google Scholar
Findsen, B. 2005. Learning Later. Krieger, Malabar, Florida.Google Scholar
Findsen, B. and McCullough, S. 2008. Learning later in policy, learning later in life: reflections on life as an older, working class student in formal education in Scotland. In Orr, D., Danaher, P.A., Danaher, G. and Harreveld, R.E. (eds.), Lifelong Learning: Reflecting on Successes and Framing Futures. Keynote and refereed papers from the 5th International Lifelong Learning Conference. Central Queensland University Press, Rockhampton, 164–9.Google Scholar
Findsen, B., McCullough, S. and McEwan, B. 2011. Later life learning for adults in Scotland: tracking the engagement with and impact of learning for working-class men and women. International Journal of Lifelong Education, 30, 4, 527–47.CrossRefGoogle Scholar
Formosa, M. 2000. Older adult education in a Maltese University of the Third Age: a critical perspective. Education and Ageing, 15, 3, 315–38.Google Scholar
Formosa, M. 2009. Renewing Universities of the Third Age: challenges and visions for the future. Recerca. Revista de pensament i anàlisi, 9, 171–96.Google Scholar
Formosa, M. 2010. Universities of the Third Age: a rationale for transformative education in later life. Journal of Transformative Education, 8, 3, 197–219.Google Scholar
Formosa, M. 2012 a. Education and older adults at the University of the Third Age. Educational Gerontology, 38, 2, 114–26.Google Scholar
Formosa, M. 2012 b. Lifelong education for older adults in Malta: current trends and future visions. International Review of Education, 58, 2, 271–92.CrossRefGoogle Scholar
Formosa, M. 2014. Four decades of Universities of the Third Age: past, present, future. Ageing & Society, 34, 1, 42–66.Google Scholar
Fudge, N., Wolfe, C. D. A. and McKevitt, C. 2007. Involving older people in health research. Age and Ageing, 36, 5, 492–500.Google Scholar
Glendenning, F. 2001. Education for older adults. International Journal of Lifelong Education, 20, 1/2, 63–70.CrossRefGoogle Scholar
Hafford-Letchfield, T. 2010. The age of opportunity? Revisiting assumptions about the life-long learning opportunities of older people using social care services. British Journal of Social Work, 40, 2, 496–512.Google Scholar
Hebestreit, L. 2008. The role of the University of the Third Age in meeting needs of adult learners in Victoria, Australia. Australian Journal of Adult Learning, 48, 3, 547–65.Google Scholar
Heisel, M. A., Darkenwald, G. G. and Anderson, R. E. 1981. Participation in organized educational activities among adults age 60 and over. Educational Gerontology, 6, 2/3, 227–40.Google Scholar
Huang, C.-S. 2006. The University of the Third Age in the UK: an interpretive and critical study. Educational Gerontology, 32, 10, 825–42.CrossRefGoogle Scholar
Jackson, S. 2012. ‘Lost ladies’: lifelong learning and community participation for older women. Studies in the Education of Adults, 44, 1, 21–34.CrossRefGoogle Scholar
Jamieson, A. 2012. Learning in later adulthood: transitions and engagement in formal study. Educational Gerontology, 38, 3, 201–11.CrossRefGoogle Scholar
Jamieson, A., Miller, A. and Stafford, J. 1998. Education in a life course perspective: continuities and discontinuities. Education and Ageing, 13, 3, 213–28.Google Scholar
Jenkins, A. 2011. Participation in learning and wellbeing among older adults. International Journal of Lifelong Education, 30, 3, 403–20.Google Scholar
Jones, P. 2010. Equality and Human Rights Commission Triennial Review: Education (Lifelong Learning). Participation in Adult Learning. Available online at http://www.equalityhumanrights.com/uploaded_files/triennial_review/triennial_review_adult_learning.pdf [Accessed 24 March 2014].Google Scholar
Kirkwood, T., Bond, J., May, C., McKeith, I. and Teh, M.-M. 2008. Mental Capital and Wellbeing: Making the Most of Ourselves in the 21st Century. Mental Capital Through Life: Future Challenges. Government Office for Science, Foresight (Program), Mental Capital and Wellbeing Project, London.Google Scholar
Kump, S. and Krasovec, S. J. 2007. Education: a possibility for empowering older adults. International Journal of Lifelong Education, 26, 6, 635–49.Google Scholar
Ladkin, D. 2007. Action research. In Seale, C., Gobo, G., Gubrium, J. F. and Silverman, D. (eds), Qualitative Research Practice. Sage, London, 478–90.Google Scholar
Laslett, P. 1984. Original Objects and Principles. Available online at http://www.u3a.org.uk/u3a-movement/90-objects-and-principles.html [Accessed 23 January 2014].Google Scholar
Laslett, P. 1987. The emergence of the Third Age. Ageing & Society, 7, 2, 133–60.Google Scholar
Lemieux, A. 1995. The University of the Third Age: role of senior citizens. Educational Gerontology, 21, 4, 337–44.Google Scholar
McCann, M. 2007. The challenges encountered during a collaborative research project. Journal of Renal Care, 33, 3, 139–43.Google Scholar
McGivney, V. 2006. Attracting new groups into learning: lessons from research in England. In Chapman, J., Cartwright, P. and McGlip, E. J. (eds), Lifelong Learning, Participation and Equality. Volume 5, Springer, New York, 77–91.Google Scholar
McNair, S. 2012. Older People's Learning in 2012: A Survey. National Institute of Adult Continuing Education, Leicester, UK.Google Scholar
Midwinter, E. (ed.) 1984. Mutual aid Universities. Croom Helm, London.Google Scholar
Midwinter, E. 1987. Mutual aid and the education of older people. Journal of Educational Gerontology, 2, 1, 11–18.Google Scholar
Moody, H. R. 2004. Structure and agency in late-life learning. In Tulle, E. (ed.), Old Age and Agency. Nova Science Publishers, New York, 43–57.Google Scholar
Narushima, M. 2008. More than nickels and dimes: the health benefits of a community-based lifelong learning programme for older adults. International Journal of Lifelong Education, 27, 6, 673–92.Google Scholar
National Institute of Adult Continuing Education (NIACE) 2009. Mental Health and Wellbeing and Lifelong Learning for Older People. NIACE, Leicester, UK.Google Scholar
National Institute of Adult Continuing Education (NIACE) 2014. Adult Participation in Learning Survey: Headline Findings. NIACE, Leicester, UK.Google Scholar
Neighbourhoods Statistical Release 2011. The English Indices of Deprivation 2010. Available online at http://www.statistics.gov.uk [Accessed 6 January 2014].Google Scholar
O'Keefe, J., Atkinson, E. and Pinkerton, T. 2005. Lessons for a Changing Society: A Snapshot of a Sample of Universities of the Third Age in North East England. University of Sunderland, Sunderland, UK.Google Scholar
Office for National Statistics 2014. Super Output Area (SOA). Available online at http://www.ons.gov.uk/ons/guide-method/geography/beginner-s-guide/census/super-output-areas--soas-/index.html [Accessed 6 January 2014 ].Google Scholar
Pearce, S. D. 1991. Toward understanding the participation of older adults in continuing education. Educational Gerontology, 17, 5, 451–64.Google Scholar
Public Health England 2013. Health Profile 2013: Hartlepool. Available online at http://www.apho.org.uk/resource/view.aspx?RID=50215&SEARCH=Hartlepool&SPEAR [Accessed 23 January 2014].Google Scholar
Ratman-Liwerska, I. 1996. University for older learners in Poland. International Journal of University Adult Education, 35, 2, 28–33.Google Scholar
Roberts, H. (ed.) 1981. Doing Feminist Research. Routledge & Kegan Paul, London.Google Scholar
Schuller, T. and Watson, D. 2009. Learning Through Life: Inquiry into the Future of Lifelong Learning. National Institute of Adult Continuing Education, Leicester, UK.Google Scholar
Sillito, J., Wishart, P. and Gatin, G. 2008. Sharing the Load Exploring Collaborative Qualitative Analysis. Available online at http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=F3F194BEFA886CEA50BBDAD9A4492C0D?doi=10.1.1.157.734&rep=rep1&type=pdf [Accessed 20 March 2014].Google Scholar
Skinner, S. M. 2006. Learning Insight. Older People's Learning. Welsh Assembly Government, Cardiff, UK.Google Scholar
Sloane-Seale, A. and Kops, B. 2007. Older adult learners: a comparison of active and non-active learners. Canadian Journal of University Continuing Education, 33, 1, 17–34.Google Scholar
Soulsby, J. 2000. The 4th Age Learning Report. Department for Education and Employment and National Institute of Adult Continuing Education, London.Google Scholar
Swindell, R. 1991. Universities of the Third Age in Australia: characteristics and aspirations. Paper presented at the Australian Association for Research in Education Annual Conference, 26–30 November, Surfers Paradise, Australia.Google Scholar
Swindell, R. 1993. U3A (the University of the Third Age) in Australia: a model for successful ageing. Ageing & Society, 13, 245–66.Google Scholar
Swindell, R. 1999. U3As in Australia and New Zealand: society's 4 million dollar bonanza. Comparative Education, 35, 2, 235–47.Google Scholar
Swindell, R. 2000. A U3A without walls: using the internet to reach out to isolated older people. Education and Ageing, 15, 2, 251–63.Google Scholar
University of the Third Age (U3A) website, 2014. Available online at http://u3a.org.uk/ [Accessed 27 August 2014 ].Google Scholar
Van Solinge, H. and Henkens, K. 2005. Couples’ adjustment to retirement: a multi-actor panel study. Journals of Gerontology: Psychological Sciences and Social Sciences, 60B, 1, S11–20.Google Scholar
Walker, A. 2007. Why involve older people in research? Age and Ageing, 36, 5, 481–3.Google Scholar
Whyte, A. 1991. The development of the University of the Third Age in Australia. In Tennent, M. (ed.), Adult and Continuing Education in Australia. Routledge, London, 207–24.Google Scholar
Wilinska, M. 2012. Is there a place for an ageing subject? Stories of ageing at the University of the Third Age in Poland. Sociology, 46, 2, 290–305.Google Scholar
Williamson, A. 1995. The University of the Third Age (U3A) Movement and its Rise in New South Wales: In the Great Tradition of Liberal Adult Education? ERIC, Sydney. Available online at http://files.eric.ed.gov/fulltext/ED391070.pdf [Accessed 20 March 2014 ].Google Scholar
Williamson, A. 1997. ‘You're never too old to learn!’: third-age perspectives on lifelong learning. International Journal of Lifelong Learning, 16, 3, 173–84.Google Scholar
Williamson, A. 2000. Gender issues in older adults’ participation in learning: viewpoints and experiences of learners in the University of the Third Age (U3A). Educational Gerontology, 26, 1, 49–66.Google Scholar
Withnall, A. 2008. Older people and lifelong learning: choices and experiences. Teaching and Learning Research Briefing. Economic and Social Research Council, Swindon, UK, 58. Accessed online at http://www.tlrp.org/pub/documents/WithnallRB58final.pdf [Accessed 20 March 2014].Google Scholar
Woodward, A. T., Freddolino, P. P., Wishart, D. J., Bakk, L., Kobayashi, R., Tupper, C., Panci, J. and Blaschke-Thompson, C. M. 2013. Outcomes for a peer tutor model for teaching technology to older adults. Ageing & Society, 33, 8, 1315–38.Google Scholar