Finding diversity in commonality and finding commonality in diversity
Planning courses for older adults through negotiation
Bibliographic Data
| ID | 21537296 |
|---|---|
| Authors | Chun-Ting Yeh (0000-0003-3491-337X, National Pingtung University, corresponding author), Kai-Chi Huang (National Pingtung University), Pei-Yun Chen (0000-0003-1042-8302, National Pingtung University), Pei‐Yun Chen (0000-0001-8970-8248, National Pingtung University) |
| Year | 2024 |
| Volume | 50 |
| Issue | 10 |
| Pages | 922-932 |
| Publication date | 2024-10-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Gerontology (JOURNAL) |
| Journal identifiers | ISSN: 0360-1277 • E-ISSN: 1521-0472 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03601277.2024.2359309 |
| OpenAlex | W4398780785 |
| Language | EN |
| References cited | 13 |
Since 2008, the Taiwan Ministry of Education has been encouraging government agencies and private organizations to establish Active aging learning centers (AALCs). This has led to the engagement of AALCs across communities in Taiwan. We explored AALC organizers’ experiences with negotiations during program planning. Semi-structured interviews were conducted with 18 AALC program planners: five men and 13 women. They were aged 38–75 years, with an average age of 56 years. The interview data were analyzed using the constant comparative method. The results indicated that the interviewees managed the opinions and needs of various policy planners, internal and external departments, groups, and individuals. The interviewees also noted that new directions and concepts for courses were the foundation for negotiations. The internal negotiation was based on the needs of the older adults, whereas external negotiation was based on mutually beneficial relationships. To set goals and establish systems for cooperation and program development, the interviewees had to consider a range of opinions. Under shared policies and regulations, they negotiated the interests and needs of all parties and considered the community’s characteristics to develop older adult learning courses. In conclusion, understanding the outcomes of negotiations facilitates not only the planning of courses that cater to specific needs and characteristics but also the integration of older adult learning into the community, thereby promoting lifelong learning, intergenerational integration, and local development. The findings of this study can serve as references for AALCs during negotiations, communication, management, and program planning
Cultural diversity · Negotiation · Social science · Sociology · Aging and Gerontology Research · Intergenerational Family Dynamics and Caregiving · Medicine · Psychology · Retirement, Disability, and Employment · Gerontology
| Highly cited | No |
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