A Descriptive Study of Selected Student Characteristics: Twenty Years of Gerontological Education

Folts, W. Edward; Martin, C.; Friedsam, Hiram J.

doi:10.1080/0360127910170306

Cited by 7 publications

(3 citation statements)

References 3 publications

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“…In 2002, Australia established the Building Ageing Research Capacity project, a joint initiative between the Commonwealth Department of Health and Ageing and the Australian Institute of Health and Welfare, to develop and encourage collaboration and coordination between Australian researchers on ageing issues. While the importance of building ageing research capacity is now widely recognised, a greater understanding of the motivations, challenges and issues that surround career development in ageing research is necessary for these initiatives to be effective [3].…”

Section: Introductionmentioning

confidence: 99%

Building capacity in ageing research: Implications from a survey of emerging researchers in Australia

2007

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Objective: The National Emerging Researchers in Ageing Study (NERAS) set out to inform capacity‐building efforts in ageing research. Its purpose was to identify the interest, attitudes and motives of PhD students to enter the field and factors influencing intention to remain. Method: A web‐based survey was sent to 267 PhD students in ageing. It assessed attitudes towards older people and the importance of a variety of factors influencing students’ interest and decision to engage in ageing research. Results: The response rate was 60% (n = 161). Positive attitudes, interest in ageing issues and concern for older people were key motivating factors to work or study in the field. Supervisors in ageing and initial interest in the field were key predictors of intention to remain in the field. Conclusions: NERAS is the first national study of emerging researchers in ageing and it provides important new knowledge with implications for capacity‐building efforts.

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Section: Introductionmentioning

confidence: 99%

Building capacity in ageing research: Implications from a survey of emerging researchers in Australia

2007

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“…To address this need, many schools have offered an array of programs, courses, and workshops geared toward preparing students to work with older adults (Peterson, Wendt, & Douglass, 1994). In fact, the number of universities and colleges offering gerontological education increased by almost 2000% in the past three decades (Folts, Martin, & Friedsam, 1991). In the light of the burgeoning need for personnel to serve older adults, identifying and encouraging students with an interest in aging takes on particular import.…”

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confidence: 99%

Undergraduate Interest in Aging: Is It Affected by Contact With Older Adults?

Gorelik¹

2000

Educational Gerontology

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“…Previous research, collectively, has reported that graduates have found full-or part-time work in aging related jobs (59%-92%), experienced high job satisfaction (66%), perceived their academic gerontology programs to be useful (64%-95%), would recommend them to others (94%), and would reenroll in retrospect (75%-88%) (Euster & Reaves, 1995;Folts, Martin, & Friedsam, 1991;Fruit, 1985;Hartford, 1980;Hays, 1982;Ketron, 1981;Kim & Peterson, 1999;Mangum & Rich, 1980;Masunaga, Peterson, & Seymour, 1998;Peterson, 1985;Peterson, 1987;Roberto, Usita, Weeks, & Wacker, 1997). In addition, graduates who had completed the GGA master's degree (Mangum & Kosberg, 1983;Masunaga et al, 1998) were more likely to find work.…”

Section: Introductionmentioning

confidence: 99%

Gerontology Required Core Courses and Gerontology Academic Program Success

Gilford

Gibson²,

Newton³

2005

Gerontology & Geriatrics Education

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Gerontology, geriatrics, and aging studies (GGA) academic programs are charged to produce competent graduates to work in the field of aging. The Association for Gerontology in Higher Education recommends core courses that are required in GGA academic programs throughout the United States. This article reports findings on the role of the core courses in promoting GGA program success, as defined by graduates' employment status. Objective and subjective measures of the core courses were collected by mail questionnaire from 230 graduates of GGA programs in the largest U.S. public higher education system. Program success was apparent in graduates' timely attainment of employment, employment in aging-related jobs, and job satisfaction. Core courses were evaluated highly by graduates; they were related to program success directly, and indirectly through graduates' subjective evaluations.

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A Descriptive Study of Selected Student Characteristics: Twenty Years of Gerontological Education

Cited by 7 publications

References 3 publications

Building capacity in ageing research: Implications from a survey of emerging researchers in Australia

Building capacity in ageing research: Implications from a survey of emerging researchers in Australia

Undergraduate Interest in Aging: Is It Affected by Contact With Older Adults?

Gerontology Required Core Courses and Gerontology Academic Program Success

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