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Leveraging Higher Education in Our Age-Friendly World.

Kathy Black1, Patricia Oh2, Joann Montepare3

  • 1School of Aging Studies, University of South Florida, Sarasota-Manatee Campus, Florida, USA.

Journal of Aging & Social Policy
|August 27, 2024
PubMed
Summary
This summary is machine-generated.

Higher education institutions actively engage in age-friendly community (AFC) initiatives, primarily through research. Universities can increase their leadership role in creating age-friendly environments globally.

Keywords:
Academiacommunityenvironmentleadershipuniversity

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Area of Science:

  • Gerontology and Community Development
  • Higher Education Engagement in Public Health
  • Sociology of Aging and Urban Planning

Background:

  • The global Age-Friendly Community (AFC) movement aims to enhance community livability for all ages.
  • A multi-sectoral, multi-year approach (engage, plan, act, measure) guides AFC efforts across built, social, and service environments.
  • Limited empirical data exists on higher education's specific role and impact within AFC initiatives.

Purpose of the Study:

  • To assess the extent and nature of U.S. higher education engagement in AFC efforts.
  • To understand how universities contribute to AFC initiatives across different phases and domains.
  • To identify opportunities for enhanced higher education leadership in fostering age-friendly communities.

Main Methods:

  • Qualitative inquiry utilizing directed content analysis of 56 paired AFC action plans and progress reports from 80 participating institutions.
  • Engagement classified by higher education's core activities (teaching, research, service), AFC phases, and community domain areas.
  • Analysis focused on institutions completing a five-year AFC cycle.

Main Results:

  • Higher education institutions demonstrated engagement across all core activities: teaching, research, and service, with research being most prominent.
  • Engagement occurred across all four AFC phases (engage, plan, act, measure), with the 'act' phase showing the most reported activity.
  • Contributions spanned all community domains (built, social, service), with the social environment receiving the greatest focus.

Conclusions:

  • Higher education is involved in AFC efforts through its fundamental activities, particularly research.
  • There is substantial engagement in the 'action' phase and within the social domain of communities.
  • Significant opportunities exist for higher education to increase its leadership and impact in creating age-friendly communities worldwide.