Abstract
This chapter examines the critical role of intergenerational spaces within educational institutions. Through an exploration of the concept of generations and the theory of intergenerational spaces, the authors underscore their relevance in promoting cooperative relationships, fostering knowledge sharing, and enhancing organizational success. The chapter presents diverse environments that serve as intergenerational spaces and highlights their contributions to both the organization and the individuals within it. The importance of these spaces in fostering a positive organizational climate and facilitating professional development is also addressed. In the context of educational organizations, the chapter provides an in-depth analysis of the potential and realized benefits of such spaces, the factors that encourage or discourage their utilization, and the responsibilities of administrators in creating and maintaining these spaces. The authors conclude by emphasizing the significance of intergenerational spaces in achieving organizational goals and enhancing overall productivity.
TopIntroduction
With advancements in technology and healthcare, and increased opportunities for wellness, human life expectancy has risen. Economic factors and increased participation of women in the workforce have contributed to a decrease in fertility rates, leading to an aging world population. To address this demographic shift in the workforce, governments are raising retirement ages, resulting in workplaces where older, more experienced employees collaborate with younger, less experienced ones. This scenario necessitates the exploration of concepts such as generational and intergenerational spaces to enhance organizational and leadership strategies. Research has focused on accommodating diverse age groups in education environments. But, intergenerational approaches emphasizing engagement between generations represent an emerging area of research. This review synthesizes the literature on the needs and benefits of intergenerational spaces, as well as on the design and planning policy of educational structures and related areas. The research findings advance the understanding of how educational environments could accommodate young and older adults while serving as a context for intergenerational interaction, and provide insight to education planners, designers and policy makers who want to develop, improve or expand the intergenerational educational space.
Recently, researchers have considered intergenerational spaces as a key site for intergenerational contacts, relationships and communication (Cortellesi & Kernan 2016). For example, Tham, Jones, and Quinlan (2020) argue that it is necessary to design intergenerational spaces to counteract the social and spatial separation of generations into “activity islands”.
The Concept of Generation
The concept of 'generation' was initially introduced by German sociologist Karl Mannheim in 1928 (Mannheim, 1952). Since then, it has been subjected to numerous interpretations. One such definition suggests that a generation is a group of individuals who have lived during the same time period, consequently sharing and internalizing common new values (Atak, 2016). Despite minor variations, it is generally agreed that people living in similar periods share common identities, perspectives, and emotional responses (Beldona et al., 2009). Hence, the concept of generation inherently implies the theory of cohorts or generation theory.
According to the generation theory, individuals living during the same period are likely to experience similar events and develop analogous value judgments, beliefs, and personality traits (Ayhün, 2013). It proposes that contemporaneous individuals, influenced by significant events of their time, exhibit similar behaviors, attitudes, and perceptions. Understanding the generation theory can facilitate the management of organizations comprising individuals from diverse age groups. In this context, Ropes (2013) highlighted the usefulness of generation theory in understanding the potential influences on the attitudes and behaviors of employees of varying ages and experiences. Similarly, Kupperschmidt (2000) noted that each generation shapes an individual's attitudes towards the organization and authority, their workplace expectations, and their approach to expressing these expectations. Hence, recognizing generational differences and using them to unify employees towards a shared purpose is crucial. This integration of disparate generations under a shared objective introduces the concept of the intergenerational space.
Key Terms in this Chapter
Spaces: Places and events where people gather, interact and communicate.
Physical Spaces: These are real, tangible locations like rooms, buildings, or outdoor areas where people can gather for a specific purpose, such as learning, working, or socializing.
Intergenerational Learning: This kind of learning happens when people from different age groups, usually from different generations, teach each other valuable lessons, share skills, and exchange knowledge.
Intergenerational: Intergenerational is the relationship between at least two generations.
Intergenerational Space: Intergenerational spaces are, spaces that allow people from different generations to meet and build relationships.
Knowledge Sharing: This is the act of spreading information, skills, or expertise from one person or group to another, often to help solve problems, make decisions, or improve performance.
Generation: Generations are born at a certain period; It is a group of people who have similar behaviors because they are influenced by the economic, technological, educational, cultural, artistic and political developments at the time of their birth.
Virtual Spaces: These are online areas where people can meet, talk, and share things without being in the same physical location, like chat rooms, online forums, or social media platforms.