Role of governance in place making in intergenerational living and learning campuses for seniors and teenagers

Purpose This study aims to elucidate the role of governance in design, development and sustenance of intergenerational living and learning campuses for seniors and teenagers and identifying the considerations, barriers and opportunities for place making in such shared campuses. Design/methodology/approach A single-case study approach based on semi-structured interviews using photo-elicitation and on-site observations was undertaken at the co-located campus of an aged care facility and school in Australia. The data was analysed through inductive-deductive content analysis using the lens of a pre-conceived place making framework. Findings Strong and adaptive governance on an organizational level is important for the design, development and sustenance of intergenerational living and learning campuses to overcome the multi-faceted barriers posed by the community and segregation between the aged care and education sectors. There is a need for co-locating organizations to mesh the intergenerational vision with their individual policies and goals using a spatio-environmental, psychological, socio-cultural, organisational and politico-economic lens on a micro, meso and macro scale. Originality/value This research contributes to the emerging literature on intergenerational living and learning campuses for seniors and teenagers using the lens of place and place making, particularly in the Australian context where intergenerational programmes are still in their infancy.