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

[email protected]

Dr.oec. Janis Eriks Niedritis, assoc.prof

mailto:[email protected]

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


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.


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?


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).


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.


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.


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


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.


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;


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.


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.


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)


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.


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.


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)


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)


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.


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.


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.


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.


Thank you for your attention!

[email protected]

36Dr.paed. Ineta Luka, assoc.prof.

mailto:[email protected]

intergenerational learning as a means of increasing social capital within the lifelong learning...

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