Sustaining and developing extended working lives – understandings and perceptions from one UK higher education workplace

The phenomena of extended working lives through rising life expectancy, the lifting of the default retirement age in many countries, the skills gap and increasing numbers of older workers is forcing education organisations to consider the implications on the role and place of older workers, their engagement and professional learning needs. Based on an EdD thesis, an interpretative case study methodology, using a mixed methods approach of a survey and semi-structured interviews with staff and management, explores perceptions of older workers regarding professional development and learning in professional roles in one UK higher education institution. This critical study builds on a conceptual framework that views older workers as agentic. It concerns four inter-related issues of flourishing, empowerment, potential alienation and inequality of older workers. Workplace learning is seen from a broad, holistic life course perspective to include career progression. Forms of professional development offering a 'best fit' to continue an effective working life of benefit to both older staff and management are explored. The study generates new perspectives about what is valued by older professional staff and management in regard to learning and professional development and the implications of what is valued. It recommends strategic responses of interest to wider workplace settings and across countries into what can support older workforce retention. The research findings will be applicable to academic research, policy-makers and practitioners