A Management Model for Elderly Learning Center Administration in Wuxi, China

Abstract

Background and Aim: The management of elderly learning centers plays an important role in promoting lifelong learning, social participation, and well-being among older adults. However, educational management for elderly learners often faces challenges related to curriculum design, technology integration, personnel management, and learner satisfaction. This study aimed to: (1) investigate the current situation, desired situation, and priority needs in the management of Wuxi Elderly Learning Center (Wuxi ELC); (2) develop a management model based on the Plan–Do–Check–Act (PDCA) framework to enhance elderly students’ satisfaction; (3) implement the proposed management model; and (4) validate its effectiveness and appropriateness.

Materials and Methods: This study employed a pre-experimental one-shot case study design. The target group consisted of five managers, ten teachers, and twenty elderly students enrolled in Wuxi Institute of Technology Elderly Learning Center (WXIT ELC) during the Spring Semester of the 2024 academic year. Participants were selected using purposive sampling. The research instruments were based on two PDCA cycles, each consisting of four stages: Plan, Do, Check, and Act. Each cycle lasted one month, resulting in a total intervention period of two months. Quantitative data were analyzed using mean scores, standard deviation, and percentage analysis.

Results: The findings revealed that Wuxi ELC management consisted of several important dimensions, including finance, personnel, environment, teaching activities, curriculum, technology application, networking activities, and institutional regulations. Six major management problems were identified, including insufficient teacher training, limited attention to students’ learning interests and motivation, lack of curriculum evaluation, inadequate support for elderly technology use, poor media device management during instruction, and unclear staff responsibilities. Based on these findings, a PDCA-based management model consisting of six core components was developed and evaluated. The feasibility of the model was rated at a high level (mean = 4.525). Following implementation, the mean satisfaction scores from managers, teachers, and students improved across both PDCA cycles, with all evaluations reaching the highest interpretation level. Overall student satisfaction with the management model was also rated at the highest level (mean = 4.78).

Conclusion: The study confirms that the PDCA-based management model effectively improves management practices and enhances elderly students’ satisfaction at Wuxi ELC. The findings provide practical guidance for elderly education management by emphasizing continuous improvement, learner-centered curriculum development, technology integration, and organizational support. The proposed model offers a valuable framework for developing sustainable and effective elderly learning environments in higher education and community learning contexts.