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The population of older people in the ‘western world’ is increasing both in number, as well a percentage of the overall population. Changes in lifestyle as a result of increased longevity and better health and social care mean that older people are being mobile later on in their life than ever before. This qualitative study adopts an iterative and grounded theory approach to eliciting and generating the travel needs of older drivers through in-depth qualitative research with 26 older car drivers and 31 ex-car drivers. The findings suggest three levels of travel needs, these being; practical, psychosocial and aesthetic. At a primary level, practical needs encompass day-to-day, functional and utilitarian travel needs. The secondary level, psychosocial needs, include a sense of control and independence, enhancing status and defining (personal and social) roles. The tertiary level are aesthetic needs, such as travel for pleasure and for enjoyment. Psychosocial and aesthetic needs are less obvious to the participants themselves, but arguably are of equal importance as practical needs. However, less provision is made for older people in meeting these needs when they give-up driving. This has implications for design of travel services for older people: highlighting the importance to place emphasis not only on practical aspects of travel, but also on meeting psychosocial and aesthetic needs.

There are many cognitive training tests purporting to both measure older people’s cognitive performance, several of which come with associated training that are deemed to improve cognition. This chapter describes cognitive tests that have been claimed to be linked to driver behaviour, and that training on them could improve driver behaviour. Of special interest are tests that could be completed at home on a computer, as it is suggested this could capture many individuals who are worried about attending a driver assessment centre and are not likely to be referred. Findings suggest that UFOV (Useful Field of View) Time Making Trail (A and B) and Dual N have research suggesting that training on them could improve driver performance for older drivers. However, the robustness of the research is debateable. There are also two physiological tests – a neck and shoulder and a general fitness test that also show promising results for improving driver performance. In addition, education and training is purported to improve driver behaviour, but although there is positive feedback from older people who attend and some short-term improvements, research on long-term improvements on driver behaviour are not yet evident. Overall, there are promising results from individual cognitive, physiological tests and from education and training suggesting that reflection on action and feedback from the task is important to improving driver performance but more research is needed.

This chapter offers a contemporary overview of philanthropy in education as an emerging research field. Although the education sector has traditionally been a popular recipient of philanthropic investment, the scale and scope of funding and policy involvement on the part of philanthropy are growing. In addition, and potentially amplified by COVID-19, big- and in particular tech-philanthropies are emerging as increasingly influential players in national, regional, and global educational contexts. This chapter describes how most existing education research on philanthropy is mainly US- and higher education-focused which has resulted in a narrow geographic and thematic scope whereby contemporary developments remain either overlooked or under-researched. It discusses venture philanthropy inside and outside of the United States, a greater diversity of geographic perspectives, and an increasing dependence of academia on philanthropic funding as emerging research areas that bear great potential to being explored further.