The perceptions of selected older adults about the impact of a university adult education program on their lives : a phenomenological study

This study was designed to gather thick, descriptive, and in-depth qualitative information concerning an education program designed for older adults known as the Longevity Leadership Program (pseudonym). The intent was to explore and create an awareness of the various issues that affect current education programming for older adults through examination of the participants\u27 expressed experiences in the program and their perceptions of how these experiences have impacted their lives. Two key research questions were developed for the study: (1) What was it like to participate in the Longevity Leadership Program? and (2) What impact do the participants perceive that the program has had on their lives? This study was a qualitative phenomenological study; therefore, an open-ended interview schedule was utilized to collect the data needed to answer the above two research questions. Twelve graduates from the Longevity Leadership Program were interviewed. Analysis of the interview data revealed four basic themes: (1) Recognition; (2) Belonging; (3) Satisfaction and (4) Maintaining the Status Quo. From these four themes, the following 12 categories were identified: (1) selectivity of participants; (2) affiliation with the university; (3) access to the movers and shakers in the community; (4) graduation ceremony; (5) volunteerism; (6) making new friends/social aspects of the Longevity Leadership Program; (7) learning; (8) rewards; (9) lack of minority participation; (10) economic and education status; (11) course content; and (12) Longevity Leadership Program Alumni Association. An overview of the four themes and 12 categories yielded the perspective that participating in education programs such as the LLP can be a valuable and rewarding experience. The data also revealed that current programming has the potential to exclude certain groups of older adults. Undoubtedly many current programs respond to the education needs of older adults. However, the adult education literature is lacking in providing data about existing programs and the learning needs of older adults. Further research is needed to link education institutions and programming with the needs and wants of all older adults. Additional research in this area may promote a more progressive type of programming leading to a unified end