Universities are built on continuity—on accumulated knowledge, shared history, and the quiet
expertise that develops over time. Yet within many institutions of higher education, experience
does not always feel like a protected asset, particularly when it belongs to older women. At the
University of Rhode Island, there are many employees in their sixties who have devoted twenty
years or more to the university. Their contributions are substantial, but their experiences in today’s
workplace suggest a growing disconnect that is worth examining.
Long-term employees carry more than job titles. They hold institutional memory, an understanding
of past decisions, and practical knowledge that helps organizations function smoothly. These are
not qualities that can be replaced quickly or taught overnight. And yet, as management structures
change and newer supervisors step into leadership roles, the value of that experience can
sometimes feel overlooked—not intentionally, but consequentially.
For many aging women in the workplace, this shift is felt particularly acutely. Several women
described learning about decisions affecting their work after the fact, rather than being
consulted as they had been in the past. Research has long noted that age and gender together
can shape how employees are perceived, often in subtle ways. Older women may find their
expertise questioned more readily, their adaptability underestimated, or their professional
judgment second-guessed, even when their performance and commitment remain strong. These
experiences are rarely dramatic or overt; more often, they surface in tone, communication style, or
patterns of exclusion that gradually erode a sense of professional respect.
It is important to recognize that these challenges are not necessarily the result of poor intent.
Rather, they point to gaps in leadership preparation. Many supervisors are trained extensively in
policies, procedures, and compliance, but receive far less guidance in managing across generations
or supporting an aging workforce. Without that framework, even well-meaning managers may rely
on rigid approaches that fail to account for the needs, strengths, and perspectives of long-serving
employees.
These observations are offered not as criticism of individuals, but as an invitation to reflect on how
leadership practices evolve alongside a changing workforce.
Flexibility and adaptive management are sometimes misunderstood as special treatment. In reality,
they are core elements of effective leadership. Respectful communication, openness to dialogue,
and an awareness of age-related considerations benefit not only older employees, but workplace
culture. When experience is acknowledged rather than minimized, organizations tend to see
stronger engagement, better morale, and greater continuity.
As a public research university, URI has an opportunity to model what inclusive leadership looks
like across the full span of a career. Valuing experience should not stop at a certain age, nor should
professional respect diminish with years of service. If universities truly prize knowledge, they must
also value the people who have spent decades building, sustaining, and sharing it.
Experience should not be something employees age out of. Instead, it should be recognized as one
of the institution’s most enduring strengths.
