The Role of Age-Friendly Universities in the Age-Friendly Ecosystem

Abstract

The Age-Friendly University movement aims to create inclusive educational environments promoting lifelong learning, intergenerational exchange, research, and community engagement by integrating the Ten Principles of an Age-Friendly University. Institutions foster environments supporting older adults’ intellectual, social, and professional development. They create unique opportunities for intergenerational exchange, while ensuring learning remains a lifelong pursuit. Facilitated by the Age-Friendly University Global Network, Age-Friendly Universities work to ensure older adults are engaged with all aspects of university life and integral to the campus community. Universities are pivotal, often overlooked, partners in the Age-Friendly Ecosystem, contributing to gerontological research, practice, and workforce development.

Key Words

Age-Friendly University, higher education, Age-Friendly Ecosystem, lifelong learning

Institutes of higher education serve a crucial role in society as drivers of knowledge, innovation, and development. They provide education and training that equips students with knowledge and new skills (Crow & Dabars, 2015). Universities foster research and innovation, expanding humanity’s collective understanding. As universities worldwide experience significant demographic shifts, they are working to identify new ways to serve their communities.

Since its inception, the Ten Principles of the Age-Friendly University have sought to create educational environments that foster lifelong learning, intergenerational exchange, and community engagement. The Age-Friendly University Global Network aims to shift the false narrative of universities as age-segregated to one of age integration, filled with continued personal and professional development throughout life, emphasizing older adulthood (Morrow-Howell et al., 2019). This aim is open not only to those with previous college experience but to all community members. Being inclusive positions universities to work collaboratively with other sectors of the Age-Friendly Ecosystem to promote and deliver optimal aging experiences to all individuals and to support activities that enrich the lives of older adults and their communities.

Development of Age-Friendly Universities and the Global Network

The history of the Age-Friendly University Global Network dates to 2007, when the World Health Organization (WHO) launched the Age-Friendly Cities Program through the WHO Age-Friendly Cities Framework (now the Global Network for Age-Friendly Cities and Communities), which is discussed elsewhere in this issue. In reviewing each of the eight interconnected domains, cities and communities realized they would need to conduct assessments and identify best practices and opportunities for further engagement. Thus, in developing working groups to achieve Age-Friendly City Status, many engaged local higher education institutions, relying upon their expertise in conducting assessments, knowledge of best practices, and student interns.

But following these initial engagements, opportunities for collaboration waned due to misconceptions about who universities were meant to serve. Simultaneously, with the prodding and support of academic gerontologists, universities began considering their role in aging societies and how large communities might interact with age-friendly efforts.

While universities could contribute to the existing domains to fully embrace and respond to changing societal demographics, they needed to go further. It was necessary to rethink and reposition how higher education institutions operate and perceive their role in society—from one of age-segregation to age-integration. Recognizing the necessity for educational institutions to adapt, in 2011, Dublin City University (Ireland) convened an interdisciplinary international working group of experts in aging, community members, older adults, students, university staff, employers, and faculty (see O’ Kelly, 2022). The working group wanted to identify how universities could become age-friendly and offer unique contributions to age-friendly environments.

With global life expectancy on the rise and more people living longer, healthier lives, it is imperative that universities offer inclusive educational opportunities across the lifespan. Universities need to shift from only serving those viewed as traditional students to a lifelong learning model, which includes older adults. Universities must become extensions of their communities rather than exclusive age-segregated spaces.

This vision was encapsulated in the Ten Principles of an Age-Friendly University (see Table 1, below). These Ten Principles outline a commitment to inclusivity, intergenerational learning, and engagement. They challenge universities to reflect on their activities and adopt practices that promote older adults’ access to the offerings of higher education institutions.

Launched in 2012, during the European Year for Active Ageing and Solidarity Between Generations, these Ten Principles aligned with the WHO’s Age-Friendly Cities and Communities initiatives, focusing on creating environments that promote healthy aging and lifelong engagement.

Table 1: The Ten Principles of an Age-Friendly University

1. To encourage the participation of older adults in all the core activities of the University, including educational and research programs.
2. To promote personal and career development in the second half of life and to support those who wish to pursue second careers.
3. To recognize the range of educational needs of older adults (from those who were early school-leavers to those who wish to pursue master’s or doctoral qualifications).
4. To promote intergenerational learning to facilitate reciprocal sharing of expertise between learners of all ages.
5. To widen access to online educational opportunities for older adults to ensure a diversity of routes to participation.
6. To ensure that the university’s research agenda is informed by the needs of an aging society and to promote public discourse on how higher education can better respond to the varied interests and needs of older adults.
7. To increase the understanding of students of the longevity dividend and the increasing complexity and richness that aging brings to our society.
8. To enhance access for older adults to the university’s range of health and wellness programs and its arts and cultural activities.
9. To engage actively with the university’s retired community.
10. To ensure regular dialogue with organizations representing the interests of the aging population.

Start of the Movement

Upon announcement of the Ten Principles of an Age-Friendly University, uptake was swift, with 22 institutions joining in the first active year. Universities worldwide were grappling with similar challenges related to changing demographics, and recognized the need for increased inclusivity and engagement of all university community members (Silverstein et al., 2021).

This highlighted the demand for assistance and coordination, underscoring the necessity of a coordinating mechanism for various efforts, fostering collaboration, and advancing research (See Table 2: Timeline, below). Accordingly, in 2014 the Age-Friendly University Global Network (AFUGN.org) was launched, consisting of the first three Age-Friendly Universities, Arizona State University (United States), Dublin City University (Ireland), and the University of Strathclyde (Scotland). These universities shared a commitment toward lifelong engagement in education, and through existing partnerships, leveraged their resources to develop the network. In the United States, 80 institutions have endorsed the Age-Friendly Principles. Collectively, they represent more than 1.5 million students exposed to age-friendly practices and intergenerational exchanges and more than 137,000 faculty members who have an opportunity to contribute to our collective understanding of aging across 35 states, with more joining every quarter.

Table 2: Age-Friendly University Global Network Milestones

• 2011—Interdisciplinary Working Group
• 2012—Launch of the Ten Principles of an Age Friendly University
• 2014—Age-Friendly University Global Network Established
• 2015—Inaugural Age-Friendly University Conference
• 2016—Academy for Gerontology in Higher Education Endorses the Ten Principles
• 2017—22 Age-Friendly Universities
• 2020—62 Age-Friendly Universities
• 2023—Age-Friendly University Global Network relocates to Arizona State University, Global Secretariat Established
• 2024—111 Age-Friendly Universities

The Global and Local Context

Universities across the globe have embraced the Ten Principles. Each brings unique strengths that allow older adults to contribute to the institution’s academic and social life (Luz & Baldwin, 2019). For example, the University of Manitoba in Canada has launched an Age-Friendly University Initiative program, which funds projects that integrate age-friendly practices throughout its academic and campus infrastructure. In the United States, institutions like Arizona State University (ASU) have developed comprehensive lifelong learning programs that cater to older adults, and, like Lasell University, ASU has become home to a University-Based Retirement Community to increase intergenerational exchange.

In Oceania, the University of Queensland Australia and the University of the Sunshine Coast have developed collaborative projects and community events focused on their shared commitment to being Age-Friendly. These universities exemplify the potential to reshape how educational institutions engage with older people.

The Benefits of Becoming Age-Friendly

The Age-Friendly University Global Network provides a structure and venue for international collaboration related to the Ten Principles. In its role as a convener, the Age-Friendly University Global Network operates as an “an association of higher education institutions committed to promoting positive and healthy aging and enhancing the lives of older members of the global community through innovative educational programs, research agendas, curriculum development, online education, health and wellness activities, arts and culture programs and civic engagement opportunities” (Age-Friendly University Global Network, n.d.).

More locally, though, becoming an Age-Friendly University helps universities declare and shape their commitments across the life course, including in offerings, research, collaboration, and engagement. The endorsement process to become an Age-Friendly University requires that universities take inventory of their activities and practices. It begins with forming an Age-Friendly Working Group, pulling together stakeholders from disparate parts of campus—many who might not otherwise communicate—with community members.

Collectively, through reflection and documentation, this group identifies practices and activities on their campus and aligns them with the Ten Principles. In doing so, it also becomes possible to identify areas where the university excels and where additional work can be done. The outcome of this process should be a strategic plan that identifies existing strengths and opportunities for advancement. Critically, through the formation of the institution-wide working group, the institution also has developed active, age-friendly university champions who can carry this work forward, while increasing collaboration and coordination. In this way, becoming an Age-Friendly University helps to cement a commitment to ongoing collaboration and engagement. The Ten Principles provide a guiding framework for institutions to advance their efforts to engage individuals across the lifespan, emphasizing older adulthood.

In addition to formal education programs, the Ten Principles help to shape community engagement initiatives, encouraging intergenerational dialogue and collaboration. These initiatives include engaging older adults in designing and participating in research that, because of its user-inspired origins, has greater potential to impact their lives. It also creates volunteer opportunities for older adults and students to address community challenges.

At their core, the Ten Principles aim to change predominant assumptions of the role of universities in education, based on the foundation that learning does not end at a specific age. Lifelong learning is essential for maintaining cognitive health, fostering personal development, and enhancing social connections. Research consistently shows that older adults who continue education are more likely to experience better mental health, improved cognitive function, and increased life satisfaction (Yamashita et al., 2019). By offering inclusive educational opportunities and fostering intergenerational collaboration, Age-Friendly Universities are helping to create a world where people of all ages can thrive.

Age-Friendly Universities as Partners in the Age-Friendly Ecosystem

Age-Friendly Universities are uniquely positioned as collaborators within the broader Age-Friendly Ecosystem. By fostering research, education, and community-engagement initiatives that cut across these sectors, universities serve as critical partners in the quest to improve the lives of older adults. Often, these efforts cut across specific components of the Ecosystem, focusing on shared functions.

For example, age-friendly universities train the workforce of tomorrow, including those who will find employment in healthcare systems and public health departments. On a broader scale, universities also contribute to developing workers who engage across the domains of Age-Friendly Cities and Communities. As centers for innovation and research, Age-Friendly Universities are at the forefront of gerontological research, such as dementia care and chronic disease prevention, including the work occurring at the University of Minnesota and University of Utah. Every day, across the Global Network, researchers are developing and testing new programs to improve the quality of life of older adults. Through translation and dissemination, these innovations become practice and policy.

Age-Friendly Universities and the Global Network also collaborate individually with components of the Age-Friendly Ecosystem. Age-Friendly Universities, such as the University of Utah, are co-located with academic medical centers that have obtained an Age-Friendly Health Care System designation. Many Age-Friendly Universities partner with hospitals, clinics, and long-term care facilities to create experiential learning opportunities for students. These hands-on experiences equip future professionals with the skills they need to provide age-friendly care, strengthening the healthcare system’s ability to meet the needs of an older population.

In addition to researching public health priorities related to aging, such as the impacts of social isolation, chronic disease management, and access to healthcare services, Age-Friendly Universities partner with local health departments to develop initiatives that target older adults, such as vaccination campaigns and wellness programs. These collaborations bridge the gap between academic research and real-world practice, ensuring older adults receive the support and services they need. In states such as Mississippi and Tennessee, these Age-Friendly Universities and public health collaborations have resulted in novel approaches to community health work, including developing older adults as community health workers focused on conditions affecting later life.

Additionally, Age-Friendly Universities work closely with aging services providers beyond the traditional public health system to promote social inclusion and civic engagement among older adults. By collaborating with senior centers, community organizations, and local governments, Age-Friendly Universities create opportunities for older adults to participate in volunteer programs, cultural activities, and educational workshops, many of which are hosted on university campuses.

Within Age-Friendly Cities and Communities, Age-Friendly Universities are partners in ensuring older adults remain actively engaged in their communities. Due to community collaborations like these, the separation between the “town” (the community) and “gown” (the university) has been fading away. Over the past decades, universities have increasingly become centers of community, encouraging increased participation of community members including older people in their art, cultural, and athletic events. Concurrently, Age-Friendly Universities serve a vital role as convenors for strategic partnerships and contribute to the mission of Age-Friendly Cities and Communities through needs assessments and researcher expertise.

Increasingly, Age-Friendly Universities are collaborating with the business sector. For example, Dublin City University has established unique partnerships with local companies to support their age-friendly efforts. They work with companies to move discoveries beyond the academy and into practice. Through continued lifelong learning engagement, Age-Friendly Universities are developing trainings and micro-credentials to help workers and companies adapt to changing employment environments and workforce needs, including in the university workforce. Universities are employers with employees who require the same opportunities in lifelong learning as others. When Age-Friendly Universities engage with their local communities, they also engage with their own community of students, faculty, staff, alums, and retirees.

The Future of Age-Friendly Universities in the Age-Friendly Ecosystem: Addressing Equity

The future of Age-Friendly Universities is intrinsically linked to the growing recognition that our aging population provides an opportunity for societal transformation. As such, Age-Friendly Universities are shaping policies, practices, and attitudes toward aging. Indeed, every component of the Age-Friendly Ecosystem has been directly impacted and championed by the research, training, and work done at Age-Friendly Universities.

The Age-Friendly University Global Network is poised to grow significantly as attention to the older adult population increases. In places such as the United States and Western Europe, concerns about the “enrollment cliff,” or the decline in the number of college-age individuals due to decreases in fertility, suggest the need for universities to rethink their offerings. The growth of Age-Friendly Universities provides an opportunity to create inclusive and supportive environments for individuals across their lifespans. In doing so, it has the potential to reduce ageism through intergenerational learning and sharing. As shared by Anna, a 67-year-old lifelong learner attending a performance-based class on her relationship with a student:

“This young and capable student was brave to include me in her recital. Reading about or knowing people in the ‘later’ generations is different than dancing in their shoes. So many things go awry as one’s time marches on, making the actual performing something to contend with. Listening and doing, instead of directing and choosing, becomes a tool to relearn. And now I have a new friend, one to follow as she takes to the trail in the world of dance.”

However, the creation of these inclusive environments is not yet equitable, a challenge that must be overcome to create truly Age-Friendly Environments. As with other ecosystem components, endorsement of the Ten Principles requires individuals with the time and resources to dedicate to the process. Although not a requirement, developing programs and activities that address the needs of the lifelong learners in the university community requires resources that may only be available in some environments. As with the WHO Age-Friendly Cities and Communities Initiative, membership in the Global Network overwhelmingly represents Western, Industrialized, High-Income Countries. Although the representation of more diverse regions, such as South America, is increasing, disparity remains.

Additionally, although the shift toward digital learning has the potential to address some barriers to accessibility, the increased integration of digital tools into education and community engagement also poses a real threat of leaving some behind. Conversely, as universities embrace online learning platforms, older adults have greater access to educational opportunities, regardless of their physical mobility. The rapid adoption of these technologies during the pandemic allowed Age-Friendly Universities to offer courses, lectures, and workshops in virtual formats, making it easier for older adults to continue their engagement, a trend that has continued. But not all universities have the resources to offer these types of experiences. Moreover, geographic location and the inaccessibility of high-speed broadband, particularly in rural areas, threaten to leave some of the most vulnerable older adults without the opportunity to engage.

Even when connectivity is not a challenge, other disparities exist. Not all older adults have access to the necessary technology or possess the digital skills required to participate in online learning. Age-Friendly Universities must invest in digital literacy programs that help older adults develop the skills they need to navigate online platforms. While the digital divide is shrinking, this does not mean individuals will be aware of and able to use various hardware and software found at universities—or even be able to afford them.

The primary challenge facing Age-Friendly Universities in their mission for a more age-friendly and age-inclusive world has remained the same. Overall participation in lifelong learning and Age-Friendly University programming remains overwhelmingly accessible to higher-income, white populations. This is changing, however. There have been concerted efforts to remove barriers to participation, such as reducing and eliminating fees, translating programs into multiple languages, and targeted outreach to previously underserved communities. In doing so, Age-Friendly Universities aim to become truly inclusive places for the community, not just for those who may have previously attended higher education. Work remains, though, to remove the misconception of universities as ivory towers.

Visions for the Future

Expansion of the Age-Friendly University movement has been fueled by growing global awareness of the challenges and opportunities population aging presents. The United Nations Decade of Healthy Ageing (2021–2030) has buoyed these efforts by highlighting the importance of creating age-friendly environments in all aspects of society, including education.

Looking ahead, Age-Friendly Universities will play a transformative role in shaping the future of aging. By promoting lifelong learning, advancing interdisciplinary research, and fostering cross-sector collaborations, Age-Friendly Universities will continue to be an essential part of the Age-Friendly Ecosystem (Fulmer et al., 2020). In turn, future success of the Age-Friendly University Global Network will depend upon our ability to engage increasingly diverse partners so these opportunities are familiar to more than a select few. We envision a world where every institution of higher education has embraced the Ten Principles of the Age-Friendly University.

M. Aaron Guest, PhD, MPH, MSW, is an assistant professor of Aging, at the Center for Innovation in Healthy and Resilient Aging, Arizona State University, and chair of the Secretariat, Age-Friendly University Global Network. He may be contacted at Aaron.Guest@ASU.EDU.

Photo credit: Shutterstock/Monkey Business Images

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