MARE510 Healthy Ageing: Theoretical Foundation

A student who has completed the course should have the following learning outcomes defined in terms of knowledge, skills, and general competence:

Knowledge: The student...

• has advanced knowledge on global demographic trends and expectations on ageing in various countries and contexts
• has in-depth knowledge on ageing in a historical and socio-cultural perspective
• has advanced knowledge on the impact of ageing on physical, sensory, and psychological/mental health and wellbeing
• has in-depth comparative knowledge of the socio-economic, political, and institutional conditions for health promotion in ageing
• has advanced knowledge of social theories of ageing
• has in-depth, comparative knowledge of some innovations in health and social care policies, systems, and services for older adults
• has thorough knowledge of the social resources in ageing populations, and the role of civil society

Skills: The student...

• can critically reflect on how age, ageing and care of the older adults are socially constructed, and about the implications for health promotion strategies (e.g. care, participation and healthy ageing etc.)
• can critically compare, contrast and analyse living conditions, resources and needs of older adults in different environments and contexts in a life-course perspective
• can critically compare, contrast and analyse policies, services for and participation of older adults at a personal, community- and societal level
• can critically and holistically assess older adults' needs for participation and/or services at various levels of care, from health promotion to rehabilitation along the whole life cycle
• can summarise and compare current and future needs for promoting health, wellbeing, and participation for older adults with different degrees of frailty and in different contexts
• can use acquired knowledge for proposing and carrying out interventions
• can apply advanced academic writing and communication skills about health promotion and ageing

General competence: The student...

• can understand ageing as a complex, multidimensional phenomenon
• can critically apply comparative, contextual understanding of health and social care issues relevant for promoting healthy ageing of older persons living in a global world
• can critically apply and communicate knowledge on the impact of ageing on individuals, families, communities and populations across cultures and professions through advocacy and health promoting interventions in a variety of contexts
• can critically apply their cross-cultural and interprofessional understanding of the diversity of resourcefulness and of frailty in ageing persons, to advocate for and contribute to investment policies and innovative initiatives for older persons, including those belonging to vulnerable groups
• can critically, ethically and responsibly use artificial intelligence and other technologies in academic work

Online

• Synchronous sessions
• Asynchronous learning activities
• Individual and teamwork
• Supervision and feedback
• Assigned readings

Individual portfolio (guided home assignment) consisting of:

1. Individual written paper on a selected topic (3000 words +/- 10%)
2. Individual reflection paper (500 words +/- 10%)
3. Knowledge product of student’s choice developed as part of the learning activities or compulsory learning activities

Students must submit one pdf document that includes all written parts of the portfolio. If other file formats are included in the portfolio e.g. digital story, that file must be included as an attachment. All parts of the portfolio must be passed in order to get a passing grade. There will be a holistic assessment of the whole portfolio.

The portfolio assessment format aligns with the learning outcomes which emphasize knowledge of multiple theoretical perspectives on ageing and health, critical discussion, comparative analysis, and advanced academic communication. By requiring students to demonstrate their understanding through individual written assignments, reflective writing, and a knowledge product, the assessment supports the development of both theoretical insight, practical application and learning through critical reflection. This multifaceted approach ensures that students can express themselves in writing, synthesize complex ideas, and showcase academic growth over time.

Grading scale The grading scale used is A to F. Grade A is the highest passing grade in the grading scale, grade F is a fail.

New exam When the grade F (not passed) is given, the students can improve their portfolio and hand it in for the new exam.

1. Individual digital story
2. Group presentation
3. 65% participation in asynchronous discussions

Fulfilled course requirements are valid for four subsequent semesters. The course requirements must be fulfilled in order to take the exam. One of these course requirements can be used in the exam portfolio.