The value of lifelong learning and alterations in course delivery modes and programme structures of graduate education to include evening and weekend coursework have increased the presence of multiple generations in educational settings (Sánchez & Kaplan, 2014). In a number of fields, such as business and public administration, age diversity in graduate education is common. Historically, for student affairs preparation programmes (SAPPs), however, age diversity was still not consistently seen across programmes. However, as age diversity increases in SAPPs as programmes restructure to appeal to students with a variety of life experiences, opportunities to embrace intergenerational learning become available. This qualitative study explored the experiences of 13 post-traditional master’s degree students in SAPPs across the U.S. to understand their experiences in a multigenerational academic programme and how they navigate generational difference. Three themes emerged: honouring lived experiences in the educational experience, generational differences in understanding diversity and social interactions across generations in a community of learners. Recommendations for SAPP faculty to negotiate generational differences in learning spaces are provided.

终身学习的价值以及课程交付模式和研究生教育课程结构的变化，包括晚上和周末的课业，已经增加了多代人在教育环境中的参与度（Sánchez＆Kaplan，2014）。在商业和公共管理等许多领域，研究生教育中的年龄差异是很普遍的。从历史上看，对于学生事务准备计划（SAPPs），各个计划之间的年龄多样性仍然不一致。但是，随着SAPP计划中年龄差异的增加，以及为适应具有各种生活经历的学生而对课程进行的调整，拥抱跨代学习的机会就变得越来越多。这项定性研究探索了全美国SAPP中13位传统后硕士学位学生的经历 了解他们在多代人学术计划中的经历以及他们如何克服代际差异。出现了三个主题：在教育经验中尊重生活经验，在理解多样性方面的代际差异和学习者社区中各代人之间的社会互动。提供了SAPP教员协商学习空间的代际差异的建议。