The Social Responsibility of Universities in Promoting Senior Universities - From a Sociological Perspective - Poster presentation

Sep 28, 2026

The paper examines universities’ social responsibility in Taiwan’s rapidly aging society, focusing on how senior universities enable older adults to access education and build community participation. It reports findings from in-depth interviews and questionnaires conducted with a project director, assistants, program implementation personnel at eight universities across Taiwan, and 30 elderly students. Results highlight goals of social justice and equal opportunity, effective resource allocation through university-specific course design, and the role of symbolic interaction in shaping older learners’ self-identity and positive interpersonal relationships, helping them pursue lifelong study interests.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages2

Reading Time5 min

AccessFree to download

Study focus

Methods

Findings and conclusions

Innovation in Aging, 2025, Vol. 9, No. S2 1041 SESSION 7935 (POSTER) FLASH POSTER SESSION: RETHINKING AGING AND AGING EDUCATION Abstract citation ID: igaf122.3508 THE SOCIAL RESPONSIBILITY OF UNIVERSITIES IN PROMOTING SENIOR UNIVERSITIES – FROM A SOCIOLOGICAL PERSPECTIVE Weng Pi Ching, National Chung Cheng University, Minxiong, Chiayi, Taiwan (Republic of China) In 2025, Taiwan has officially entered a super-aged society. The social responsibility of universities extends beyond providing formal education to young students; they also play a crucial role in supporting and promoting senior universities. Since 2010, Taiwan’s Ministry of Education has sought contractors through a bidding process to implement senior universities. Currently, 83 universities in Taiwan operate senior universities, with 3,500 elderly students enrolled, fulfilling their dreams of attending university. However, more than 10,000 elderly individuals are still eager to join. This study employs in-depth interviews and survey methods. From a sociological perspective, interviews were conducted with the project director and an assistant. From the perspective of resource allocation, interviews were held with personnel responsible for program implementation at eight universities across Taiwan, from north to south. From the standpoint of Symbolic Interactionism, 30 elderly students participating in senior universities were interviewed, followed by a questionnaire survey. The study concludes that the project director aims to uphold social justice and equal opportunity through the 1042 Innovation in Aging, 2025, Vol. 9, No. S2 implementation of senior universities. Program coordinators utilize university-specific resources to design courses, which account for 40% of the entire curriculum, ensuring that educational funding is used effectively. Elderly students, despite not earning a formal degree, construct their self-identity through interactions, pursuing their studies based on personal interests. They find joy in learning at senior universities, establish positive interpersonal relationships, and ultimately fulfill their dream of attending university. These valuable experiences can serve as a reference for other countries.

FAQs

What is the main focus of the study?

The study focuses on how universities fulfill social responsibility by promoting senior universities and supporting older adults’ educational participation in Taiwan’s super-aged society.

How was the research conducted?

The research used in-depth interviews and survey methods, including interviews with project leadership and implementation staff across eight universities, followed by interviews and a questionnaire survey with 30 elderly students.

What key outcomes does the study report?

The study concludes that project directors aim to uphold social justice and equal opportunity, coordinators design courses using university resources effectively, and elderly students build self-identity and positive relationships through learning and interaction.

Sep 28, 2026

Upload by supergirl