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Developing a Long-Term Strategy for the Transformation of Higher Education to Foster Lifelong Learning

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Developing a Long-Term Strategy for the Transformation of Higher Education to Foster Lifelong Learning Developing a Long-Term Strategy for the Transformation of Higher Education to Foster Lifelong Learning: The Stanford Distinguished Careers Institute as a Starting Point and Catalyst Philip A. Pizzo, M.D., Founding Director, the Stanford Distinguished Careers Institute and Former Dean and the David and Susan Heckerman Professor of Pediatrics and of Microbiology and Immunology, Stanford University February 2018 Table of Contents Background and Context ................................................................................................ 1 The Overarching Vision for DCI ................................................................................................................................. 3 The Overarching Goals of DCI ..................................................................................................................................... 4 Stanford DCI Program Overview ..................................................................................... 5 Focusing in on the rationale and context for the fundamental pillars of purpose, community and wellness and how they serve as the foundations for DCI ..................... 7 Purpose .................................................................................................................................................................................. 7 How do these background data relate to DCI now and in the future? ................................................ 8 What are the attributes of an ideal or optimal program? ........................................................................ 9 How well are we currently achieving the ideal or optimal program? .................................................. 11 What can be done to improve the approach to “renewing purpose” in the short and longer term?................................................................................................................................................................................ 13 Community ........................................................................................................................................................................ 14 How do these background data relate to DCI now and in the future? .. Error! Bookmark not defined. How well are we currently achieving the ideal or optimal program? .................................................. 16 What can be done to improve the approach to “community networking and social engagement” in the short and longer term? ................................................................................................................................ 23 Wellness .............................................................................................................................................................................. 24 How do these background factors relate to DCI now and in the future?....... Error! Bookmark not defined. What are the attributes of an ideal or optimal program?........................................................................... 24 How well are we currently achieving the ideal or optimal program? .............................................. 25 What can be done to improve the approach to “wellness” in the short and longer term? ........... 27 Some Overall Summary Comments .............................................................................. 28 Evaluation of DCI: Internal and External Advisory Councils .......................................... 30 Continued Assessment of the Financial and Organizational Model for DCI .................. 31 Assessment of Resources Needed to Sustain DCI for the Short and Long Term ........... 34 Moving Beyond DCI: The Transformation of Higher Education Nationally and Globally Could Create New Models for Lifelong Learning and the University of the Future ...... 36 The Principals and Collaborators ...................................................................................................................... 36 Moving Beyond Higher Education ................................................................................ 39 Research Agenda for DCI .............................................................................................. 40 Not for distribution February 2018 Stanford DCI i Not for distribution February 2018 Stanford DCI 2 Background and Context In just over a century life expectancy in developed countries has increased by more than 30 years, and over the next several decades the percentage of adults over 65 years of age will be 20% of the US population and will approach 40% in a number of countries in Europe and Asia. Many of the changes in longevity are due to the control or eradication of childhood diseases and improvements in public health and environmental safety. Going forward the improved understanding of the biology of aging, control and prevention of disease and improvements in wellness will add additional years of life. There is every reason to believe that lifespans will transcend current biological limits, and create new opportunities and challenges for the global community as individuals age more functionally, and have different expectations about retirement and financial security. Despite this major demographic shift, the age of 65 still signals the time of transition from work to retirement. With some exceptions, the Age Discrimination in Employment Act of 1967 makes mandatory retirement illegal in the US, but in many European and Asian countries, retirement is still mandatory between 60-65 years for men and, in some countries, is even younger for women. There are certain jobs in the US for which retirement is mandatory, some of which seem understandable and others more arbitrary. For example, commercial airline pilots are compelled to retire by age 65 years while air traffic controllers must retire between 56-61 years of age. Federal law enforcement officers, park rangers and firefighters have a retirement age of 57. In a number of states justices and judges are required to retire between 70-75 years of age while, at the same time, it is notable that Supreme Court justices are appointed for life. While Catholic priests retire at age 70 and bishops at age 75, it is not clear why cardinals and the pope do not have a required retirement age. The recently released 17th Annual Retirement Survey from the Transamerica Center for Retirement Study that interviewed more than 1800 employers of for-profit companies with 5 or more employees, notes that many of today’s workers envision working beyond 65 or not retiring at all. Many also seek a flexible retirement that could include numerous re-entries to the workplace (so-called “bridge employment”). Indeed 72% of employers recognize that many employees expect to work beyond 65, and 81% of employers consider themselves supportive to having older employees in their workplace. Employers recognize that older employees bring more knowledge, wisdom and life experience to the workplace and that they are often more responsible, reliable and dependable. Further, older workers are more valuable for mentoring and training – underscoring the value of intergenerational learning and teaching. On the other hand, a number of negative perceptions about older workers still prevail, including concerns about injuries and illness, the higher cost of wages, and healthcare disability costs. Not for distribution February 2018 Stanford DCI 1 It is increasingly clear that there are changing goals and needs of older workers and employers. This changing paradigm is captured in gerontology and lifespan psychology research as “successful aging at work.” This emerging field of developmental psychology builds on earlier models of successful aging and can be extended to the positive attributes and behaviors that could promote the successful aging at work defined by Zacher (Work, Aging and Retirement, 2015; 1:4-25) as including a subjective domain (i.e., a perception of job satisfaction) coupled with psychological wellbeing and objective measures as defined by Rowe and Kahn (Science, 1987; 237:143-149 and The Gerontologist, 1197; 37:433-440) as personal factors (genetics and life style) and contextual factors (autonomy and social support) that impact successful aging. This helps shape the “person-environment” or “person-job” fit which can delineate opportunities for older workers to pursue new or different jobs or careers that more optimally align their personal skills and attributes with the changing expectations and requirements of the workplace. This requires both employers and employees to foster changes in goals and focus, coupled with innovations around roles and jobs that include proactive career planning, self-renewal, the acquisition of strategically valued training together with networking and social resources. To increase the likelihood of success in working beyond 65, employers recommend that employees need to stay healthy, keep up or renew their skills and perform well. These and other proactive behaviors emerging from studies in organizational psychology lead to a new paradigm that I will refer to as the person- education/training-transition triad for aging workers, although it also is relevant to individuals at various stages of the life journey. To help assess how the global community is responding to these changes, the Hartford Foundation has developed an Aging Society Index that includes five metrics that can be assessed and scaled to compare different nations and societies. These include: Wellbeing focusing on disability-free
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