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The purpose of this paper is to inductively develop a model of cross-cultural adaptation for emerging adult self-initiated expatriates (SIEs).

Data were collected through semi-structured interviews with 18 Portuguese emerging adult SIEs, aged between 18 and 29 years, residing in the UK from 5 months to 2 years. The analysis of these interviews through a grounded theory, using computer-assisted qualitative data analysis software (Atlas.ti), allowed describing what constitutes participants’ cross-cultural adaptation and what are its determinants.

Five dimensions of cross-cultural adaptation emerged (cultural, emotional, social, practical and work), along with 18 determinants related with four different levels: personal, interpersonal, societal and situational. These determinants are related with the pre- and post-relocation phases of participants’ expatriation experience and some of them act as buffers, capturing a more integrative picture of the cross-cultural adaption process.

In order to enhance the validity of the inductively identified relationships between cross-cultural adaptation and its determinants, the authors consider that they could be empirically tested.

This study points to several contributions in the fields of cross-cultural adaptation, emerging adulthood and self-initiated expatriation. By considering this study’s sample, the authors contributed to Farcas and Gonçalves’ (2016) call for more research focusing on emerging adult SIEs. In doing so, the authors simultaneously addressed the gap in the emerging adulthood literature regarding the focus on non-university samples of emerging adults. The methodology of this study can also be considered a contribution. By conducting interviews with emerging adult SIEs and analyzing them through a grounded theory approach, the authors were able to develop a model of cross-cultural adaptation. To the best of the authors’ knowledge, this is the first model which was inductively developed, enabling a broad understanding of emerging adult SIEs’ cross-cultural adaptation, in terms of what constitutes and influences it.

The purpose of this paper is to present a programme developed and tested in Portugal under this new paradigm where young adults (18-30) and old adults (over 65) learn research skills together.

The structure of the learning experience consists in a six-month training course for lay people in research skills in three specific areas of family, mental health and intergenerational relationships. In order to apply the acquired research and intervention knowledge, participants work in intergenerational groups on a small research project.

Results from the first two editions of the programme indicate benefits of mutual reciprocity in the contribution to tackle ageism and trust between generations.

The potential practice implications for this type of intergenerational programme are significant, considering the increasing aging population in Portugal and the high ageism present. However, the authors may ask if the encountered results are the same with another type of learning subject. Therefore, the authors recommend a replication of this study/programme in other fields.

An integrated active ageing goes from a senior cultural entertainment to a public policy intervention sustained over time, reducing costs in terms of health, education and social services.

Ageism, that is to say discrimination against people because of their age, is an enormous social problem. The new intergenerational learning paradigm can help to address this by emphasizing the importance of the intergroup contact between generations where each group can learn from and teach the other.

The authors can say that these first two editions of the Intergenerational University was a first outlook of how the authors can innovate learning processes at universities and bring research to the public. It is a methodology of social responsibility universities may adopt.