INTERGENERATIONAL LEARNING AS A MEANS OF INCREASING SOCIAL CAPITAL WITHIN THE LIFELONG LEARNING...
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Transcript of INTERGENERATIONAL LEARNING AS A MEANS OF INCREASING SOCIAL CAPITAL WITHIN THE LIFELONG LEARNING...
INTERGENERATIONAL LEARNING AS A MEANS OF
INCREASING SOCIAL CAPITAL WITHIN THE LIFELONG LEARNING
CONTEXTDr.paed. Ineta Luka, assoc. prof.
Turiba University, Latvia
Dr.oec. Janis Eriks Niedritis, assoc.prof
Turiba University
2
Founded in 1993
More than 5,800 students
11,432 alumni
4 major faculties: Business Administration, Law
Studies, International Tourism, Public Relations
3
RIGA
Founded: in 1201
6 administrative districts: Centra, Kurzeme, Ziemeļu, Latgale, Vidzeme, Zemgale
Territory: 304.05 sq.km
Dwelling space 29.9%, industrial space 2.3%, green area 28.0%, water 15.7%.
Population: 706,413 people
Cultural capital of the EU in 2014
LATVIA• Located on the East coast of the Baltic sea;
• The central country of the Baltic States;
• The official language is Latvian;
• Riga is the capital of Latvia;
• Latvia’s population is 2,041,763 people;
• The territory of Latvia covers 64,589 km2;
• The official name of Latvia is the Republic of Latvia;
• The Republic of Latvia was founded on 18 November, 1918.
Context
New epoch of creativity and enterprise;
Social capital;
Intergenerational learning;
Ageing of the population.
Dr.paed. Ineta Luka, assoc.prof. 5
Context of Latvia
Dr.paed. Ineta Luka, assoc.prof. 6
per 1,000 population of working age
The Study
The study was conducted at Turiba
University, Latvia in 2012;
The purpose of the research – to study
intergenerational learning opportunities at a
university and find the ways how to
promote intergenerational learning.
Dr.paed. Ineta Luka, assoc.prof. 7
Research Questions
What is the relationship between
intergenerational learning and social
capital in the university context?
How productive is the created
multidimensional model of
intergenerational learning for university
studies?
Dr.paed. Ineta Luka, assoc.prof. 8
Theoretical Framework
Theories of intergenerational learning (Boström,
2002, 2003; Hoff, 2007; McKechnie, 2007; Newman,
Hatton-Yeo, 2008; Pinto, 2010, 2012; Thomas, 2009;
Wermundsen, 2007);
Theories of social capital (Aspin, Chapman, 2001;
Cropley, 1980; Dubkēvičs, 2011; Newman, Hatton-Yeo,
2008; Kristiani, Scheelen, 2002; Ulrich, Ulrich, 2010).
Dr.paed. Ineta Luka, assoc.prof. 9
Intergenerational Learning
The oldest method of informal learning;
An all-encompassing concept for several kinds of
human relationship across different generations;
An important part of lifelong learning;
Contribution of intergenerational learning;
Intergenerational learning and social capital
paradigm.
Dr.paed. Ineta Luka, assoc.prof. 10
Social Capital
Social capital as institutes, relationship and
norms;
Social capital and connection between people;
Social interaction, cooperation and knowledge
dissemination;
Social capital and intellect development and
competitiveness.
Dr.paed. Ineta Luka, assoc.prof. 11
Intergenerational Learning and Social Capital
Interrelatedness between the concepts of
intergenerational learning and social capital;
Intergenerational learning, lifelong learning and
social capital;
Intergenerational learning in the university context
– formal education and informal learning;
The creation of the multidimensional model of
intergenerational learning for university studies.Dr.paed. Ineta Luka, assoc.prof. 12
Model of Intergenerational Learning
Dr.paed. Ineta Luka, assoc.prof. 13
adapted from Boström (2002)
The Sample An intentional sample of 65 students:
11 students aged 19 – 24,
52 students aged 20 – 24,
2 students aged 25 – 34.
An intentional sample of 5 professors:
1 professor of tourism related courses,
1professor of management related course,
lecturers in IT, French and German language.
Dr.paed. Ineta Luka, assoc.prof. 14
The Methodology Case study – the analysis of social roles and
relationship;
Quantitative approach – applying a students’
questionnaire containing Likert scale and
ranking questions;
Qualitative approach –a students’ survey and
semi-structured interviews with professors;
Data triangulation.Dr.paed. Ineta Luka, assoc.prof. 15
Findings of the Research Enable Estimating (I)
If students understand the role of social
capital in contemporary entrepreneurship;
If social capital is developed in the studies;
The role of professors and training
supervisors in the social capital
development;
Dr.paed. Ineta Luka, assoc.prof. 16
Findings of the Research Enable Estimating (II)
If the age of professors and training
supervisors ensures an additional value in the
social capital development;
If the development of social capital is
connected with lifelong learning;
The significant traits of character in developing
interpersonal culture nowadays.
Dr.paed. Ineta Luka, assoc.prof. 17
Students’ Opinion on Interpersonal Relationship in the Studies,
Training and Industry (I)
People’s relationship with clients and business
partners influences competitiveness and enterprise.
People’s mutual relationship influences
competitiveness of the company.
During training students became aware that
interpersonal relationship is significant in ensuring
successful business. Dr.paed. Ineta Luka, assoc.prof. 18
Students’ Opinion on Interpersonal Relationship in the Studies,
Training and Industry (II)
Professors influence students’ culture of behaviour.
Students’ internship in the enterprise influenced
students’ culture of behaviour.
Students recognize that their training supervisor
was their educator in the specialization.
Dr.paed. Ineta Luka, assoc.prof. 19
Summary of Significant Differences Discovered in Students’ Answers
(Likert scale)
20
Summary of Significant Differences Discovered in Students’ Answers
(Ranking)
21
Students’ Survey (I) Relationship between students and professors in
formal learning was friendly, trustful and collegiate,
informal relationship – pleasant, mutually agreeable.
Students have learnt: the code of behaviour and
business etiquette, attitude towards work and thirst for
knowledge, an ability to listen to others.
“I have learnt an ability to communicate well with the
surrounding people, as well as a sense of
responsibility towards the work to be done”. (S_22)Dr.paed. Ineta Luka, assoc.prof. 22
Students’ Survey (II)
“I think that nothing.” (S_6, S_49, S_51)
“I really don’t know.” (S_14)
“I think that I can only learn something, not the
professor.” (S_22)
“Professors teach students. I don’t think they
can learn anything from them.” (S_35)
Dr.paed. Ineta Luka, assoc.prof. 23
Students’ Survey (III)
Those students who agreed that professors were
learning in mutual relationship with the students,
mostly pointed to:
- an ability to listen to others;
- a skill to communicate with younger generation; -
positive attitude;
- some technical skills;
- patience;
- look at the things from other viewpoint.
Dr.paed. Ineta Luka, assoc.prof. 24
Students’ Survey (IV) Students had learnt from training supervisors:
- insistence, accuracy, creativity;
- experience;
- communication skills;
- collaboration skills, team working;
- positive attitude to work;
- the necessity to take responsibility and show
initiative;
- be open and friendly with colleagues and clients.Dr.paed. Ineta Luka, assoc.prof. 25
Students’ Survey (V) Training supervisors had learnt from students:
- be more precise and accurate, do work on time;
- positive thinking from the students;
- creativity, enthusiasm, innovative thinking;
- team working skills in contact with younger
employees;
- communication skills with Russian tourists;
- have understood the role of human relationship at
work related situations.
Dr.paed. Ineta Luka, assoc.prof. 26
Students’ Survey (VI) As a result of intergenerational learning both
students and training supervisors have made
conclusions regarding people’s age and mutual
relationship.
“Problems can be solved in very different ways
and the age does not matter here. People’s
knowledge and experience matter. People are so
different. The one age category does not mean
similar work abilities and attitude.” (S_49)
Dr.paed. Ineta Luka, assoc.prof. 27
Professors’ Interviews (I) People’s mutual relationship influences
competitiveness of an enterprise.
Professors rather agree than disagree that the value
of lectures is increasing with the age of professors.
Professors quite strongly agree that professors
influence students’ culture of behaviour.
Most professors agreed that they had learnt from
students something.Dr.paed. Ineta Luka, assoc.prof. 28
Professors’ Interviews (II)
“I have learnt from foreign students to look at things
from the perspective of other cultures”. (professor of
tourism related courses)
“I have improved my communication skills and have
adopted an ability to adapt to different situations”. (IT
lecturer)
“Optimism.” (French lecturer)
“I have learnt to be very careful what and how I am
saying.” (German lecturer) Dr.paed. Ineta Luka, assoc.prof.
29
Professors’ Interviews (III)
“It is difficult to define precisely. Some
suggestions/questions have been received from
the students on the issues, e.g. have you read
this book? It is very useful. Then I either read
this book or have a look at it. Youth’s approach
to life and its perception is understandable to
me. However, I do not learn directly, in a formal
way.” (professor of management related course)
Dr.paed. Ineta Luka, assoc.prof. 30
Findings of the Research
The findings of the research pointed to good
mutual relationship between students and
professors, students and training supervisors
and collegiate relationship between professors
and training supervisor.
This relationship may contribute to the
personality development and intergenerational
learning in the lifelong learning context.
Dr.paed. Ineta Luka, assoc.prof. 31
Conclusion (I) According to the opinion of Florida and other scholars,
3 T will have the leading role in the future of humanity –
talent that is exposed in creative activity; technology
and tolerance, namely, human interpersonal
relationship and cooperation.
Human creativity is unlimited and it is enhanced by
social capital and human capital. Creativity as a driving
force of innovation process should be enhanced, and it
is favoured by partnership and openness.
Dr.paed. Ineta Luka, assoc.prof. 32
Conclusion (II) The demographic load in Latvia increases year by year
and it is essential to turn the aging process into the
process that would promote creativity. This could be
done by promoting solidarity of different generations
and the use of accumulated wisdom.
It is necessary to enhance solidarity between different
generations as well as mentoring so that a new
business culture could be developed and the
knowledge transfer in the society would be more rapid.
Dr.paed. Ineta Luka, assoc.prof. 33
Conclusion (III) Mutual trust is not high in Latvia. However,
cooperation stimulates the processes. Therefore the
contribution of universities to creating
comprehension on social capital and its development
as an essential component of contemporary
paradigm is vital.
In its essence social capital is connected with
lifelong learning and to manage it universities may
apply Boström’s multidimensional model of
intergenerational learning.Dr.paed. Ineta Luka, assoc.prof. 34
Conclusion (IV)
The findings of the research indicate that interaction
between students, professors and training
supervisors is successfully organized at the
university. However, the findings obtained during
students’ questionnaire and survey on the most
important features for successful entrepreneurship
indicate that it is necessary to improve the process
of developing students’ value system using both
formal education and informal learning.
Dr.paed. Ineta Luka, assoc.prof. 35
Thank you for your attention!
36Dr.paed. Ineta Luka, assoc.prof.