The Influencing Factors and Processes of Becoming and Remaining an Age-Friendly University Population ageing and urbanisation are twin global trends shaping the 21st century. The rise of older populations in expanding cities underscores their value as assets for families, communities, and economies in fostering supportive living environments. The World Health Organization (WHO) defines active ageing as a lifelong process influenced by various factors that promote health, participation, and security in older adult life. In 2006, the WHO initiated the Age-Friendly Cities Programme, delineating eight domains to foster healthy and active ageing as both the physical and social environments within our cities and communities significantly shape the experiences and opportunities of older people. Universities contribute to fostering an age-friendly society through their roles in education, research, wellness initiatives, and providing cultural and social opportunities.In 2012, Dublin City University (DCU) launched the Ten Principles of an Age-Friendly University. This initiative influenced the development of a global network of over 100 higher education institutions committed to implementing these principles. A substantial and expanding body of literature delineates age-friendliness across various domains such as cities, businesses, housing, healthcare, transportation, and communities, fostering collaborative efforts to define best practices. However, the concept of an Age-Friendly University is relatively new. Scant literature exists on the process of AFU members towards joining the global network or the factors influencing their decisions. The interpretation and implementation of AFU principles vary globally, warranting research due to the network's rapid growth. This study addresses this gap by investigating the influencing factors and processes involved in becoming and maintaining AFU status. It will delve into the decision-making considerations, analyse the interpretation and implementation of the Ten Principles, and identify their broader impact on higher education. The pioneering study employed a mixed-methods approach, integrating a quantitative survey, two case studies (McMaster University, Canada and the University of Masaryk, Czech Republic), and document analysis. Key findings reveal that prioritised principles such as intergenerational learning, promoting longevity dividends, and integrating older people into core university activities are of prime importance to members of the AgeFriendly University Global Network and are influenced by critical factors including societal needs, fostering age inclusivity, and promoting intergenerational engagement.