Intergenerational Learning in the Workplace. What About Academic Staff at Higher Education Institutions?

Abstract

Demographic development and hiring and retirement policies in higher education institutions (HEIs) have promoted the coexistence of different generations in university departments. Intergenerational learning (IGL) processes in the workplace are crucial for improving both individual and institutional well-being and performance. This scoping review examines empirical studies on workplace IGL, paying special attention to those focused on HEIs. The sample comprises 61 articles. The scoping review method used in this study is based on Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA). The results highlighted: (1) the prevalence of qualitative studies aimed at understanding IGL from an organisational, group or individual perspective; and (2) the lack of educational studies, particularly research conducted at universities. In this context, the absence of such studies contrasts with the importance, topicality and urgency of analysing and promoting IGL in HEIs to ensure organisational development and generational change between teachers.