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Survey of Master’s Gerontology Students Spanning Over 40 Years a
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Victor Molinari & Michelle L. Ellis a
School of Aging Studies, University of South Florida, Tampa, Florida, USA Accepted author version posted online: 24 Sep 2013.Published online: 22 Nov 2013.
Click for updates To cite this article: Victor Molinari & Michelle L. Ellis (2014) Survey of Master’s Gerontology Students Spanning Over 40 Years, Gerontology & Geriatrics Education, 35:3, 264-276, DOI: 10.1080/02701960.2013.844694 To link to this article: http://dx.doi.org/10.1080/02701960.2013.844694
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Gerontology & Geriatrics Education, 35:264–276, 2014 Copyright © Taylor & Francis Group, LLC ISSN: 0270-1960 print/1545-3847 online DOI: 10.1080/02701960.2013.844694
Survey of Master’s Gerontology Students Spanning Over 40 Years VICTOR MOLINARI and MICHELLE L. ELLIS
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School of Aging Studies, University of South Florida, Tampa, Florida, USA
The University of South Florida’s master’s degree in gerontology is a long-established program that focuses on a multidisciplinary approach to population aging. This study identifies graduate students’ needs in preparation for a professional career in gerontology. An online survey was distributed to graduates and those currently enrolled ( N = 56) in order to better understand expectations for the program, identify outcomes of graduation, and obtain program recommendations for future students. The program’s 40 year history was well represented with participants ranging from the first graduating class to current students. Results indicated high satisfaction in students’ expectations of the program, educational experience, and assessment of faculty. Further, 68% of graduates reported success in gaining age-related employment shortly after graduation. However, students echoed well– known barriers in gerontology, reporting tough competition for jobs versus those with licensure, and challenges in promoting their nonclinical gerontology degree to employers. Respondents recommended more applied coursework and assistance with career planning to enhance employment opportunities upon graduation. Implications of these findings are discussed in further detail. KEYWORDS gerontology degree program evaluation, survey
programs,
MA
programs,
Over the last 40 years, there has been dramatic growth in the number of schools offering degrees in gerontology. The Association for Gerontology in Higher Education’s (AGHE) 2009 educational program directory lists Address correspondence to Victor Molinari, School of Aging Studies, University of South Florida, 13301 Bruce B. Downs Boulevard, MHC 1320, Tampa, FL 33612, USA. E-mail: [email protected] 264
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20 associate, 147 bachelor’s, 130 aging-relevant master’s (MA or MS), and 57 aging-relevant doctorate gerontology programs in the United States (Baker, 2009). Of those aging-relevant master’s programs, 42 offer a MA or MS specifically in gerontology. The growth of MA/MS gerontology programs from two programs in 1967 (the University of South Florida and the University of North Texas) to 42 in 2009 reflects significant gains in the number of degree programs focused on aging over the last 40 years. The expansion of graduate gerontology programs is due in part to an increase in the older adult population and in part to the societal need to train a sufficient number of professionals to promote optimal aging (Anderson, 1999; Schneider, Henke, & Renold, 2000). The 2010 U.S. Census found that 40.3 million adults were age 65 and older, the highest number ever recorded for this age group and a 9.7% increase from the 2000 U.S. Census (Werner, 2011). Current U.S. population distributions suggest this number will continue to grow as those age 45 to 65 mature into late age. An emphasis on health promotion and successful aging in gerontology education provides a positive context for understanding aging issues and highlights the variability and diversity in aging. The training of gerontologists is comprehensive and includes aging knowledge and research that could be used in applied settings, and many of those with education in gerontology are employed in geriatric human service settings. Leaders in the aging field have highlighted the need for more geriatricians, geriatric mental health professionals, geriatric social workers, nurses, and nursing assistants (Bartels, 2003; Institute of Medicine, 2008; Qualls, Segal, Norman, Niederehe, & Gallagher-Thompson, 2002). Training a workforce that is adept at meeting the societal needs of a large, complex, and heterogeneous population is paramount. Graduate gerontology education prepares a workforce that is sensitive to the complexity of aging and promotes independence and autonomy in the midst of this unprecedented demographic shift. The focus of this article is on master’s training in gerontology. The study of gerontology exclusively focuses on aging and all of its parameters, unlike clinical specialist degrees that focus on core disciplinary education before supplementing gero-training in later stages of professional development. Normal human aging is emphasized in gerontology as an enriching and dynamic process balanced between gains and losses, distinctive from clinical disciplines where pathology is the primary objective of study. Gerontology education provides a unique biopsychsocial life-span developmental perspective grounded in knowledge of cohort and historical context. Students learn the interconnectedness of theory derived from multiple disciplines and train in research methods distinct to gerontology such as longitudinal, cohort, and cross-sectional designs (Alkema & Alley, 2006; Pelham, Schafer, Abbot, & Estes, 2012). Knowledge of basic aging processes helps students conceptualize an older adult’s strengths and limitations, within the context of their personal biography, culture, and environment for a better
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understanding of what may help them achieve optimal aging. Internships, field placements, and service-learning commonly offered within gerontology coursework expose students to macrosystems outside of academia and promote transfer of knowledge to practice. From a broad view, gerontology education assists in the development and administration of aging programs, in the advancement of legislative advocacy, and in the promotion of healthy aging and wellness programs. In addition to the 42 MA/MS gerontology programs listed in AGHE’s educational index, there are 58 nongerontological master’s programs offering specializations in gerontology, and 54 offering master’s-level gerontological certificate programs (Baker, 2009). Multiple universities offer a gerontology specialization or certificate and a MA or MS degree. Demand for gerontological professionals is reflected by the large increase in specializations and certificates incorporating aging curriculum. Social work, nursing, human development, public policy, business, and education are now common degrees paired with gerontological concentrations and certificate programs. Service providers often find that their clinical training alone is inadequate in addressing the needs of older adults and seek specialized gerontological training as a complement to their clinical skills to better serve the rising number of older adults in diverse service milieus (Anderson, 1999; Schneider et al., 2000). Previous research has found that knowledge of aging as well as interaction with older adults prepares health and social service workers by reducing negative attitudes about aging and the aging population (Gutheil, Chernesky, & Sherratt, 2006; Snyder, 2006). Students entering the field must master a body of aging-related knowledge that at diverse levels is integrated with administrative or practice-oriented skills to respond to societal changes due to world-wide aging (Haley, Ferraro, & Montgomery, 2012; Weaver, 1999). Gerontology students integrate theories of aging, become versed in the latest geriatric research, and view the complex needs older adults though multiple perspectives (School of Aging Studies [SAS], 2010). The benefit of graduate gerontology education is wide reaching and ultimately improves care for older adults by promoting a biopsychsocial foundation that underlines diversity in aging (Haley & Zelinski, 2007). Graduate students in gerontology traditionally report satisfaction with their education and work in aging (Haley & Zelinski, 2007; Masunaga, Peterson, & Seymour, 1998; Roberto, Usita, Weeks, & Wacker, 1997), and the field is growing in popularity for students and employed professionals (Schneider et al., 2000).
Current Issues in Gerontology Graduate Programs Alkema and Alley (2006) present a conceptual framework of gerontology as a discipline that highlights the biopsychsocial aspects of “individual, family, societal, and population-level behavior” (p. 579); the cultural, economic,
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environmental, historical, and political contextual elements of gerontological development of knowledge and its applications; and interrelationships among whole concepts to clarify the aging process. Such unique training foci may provide advantages for gerontologists in terms of their preparation to conduct aging research, their ability to teach about aging in a broad context, and their competence to intervene with older adults in clinical settings. However, compared with traditional programs, gerontology lacks accreditation as a field and lacks licensure for individual gerontologists, thereby placing the gerontologist at a disadvantage when competing with graduates of traditional programs in the job market. The absence of accreditation and state licensure allowing independent practice continues to challenge gerontology graduates, spawning an ongoing debate in the field about the best way to create thriving training programs with viable employment options after graduation (Bradley & Fitzgerald, 2012; Haley et al., 2012; Maiden, Knight, Howe, & Kim, 2012; Pelham et al., 2012; Van Dussen, Applebaum, & Sterns, 2012). Accreditation may be a mechanism to increase student interest, academic accountability, resources, and prestige, giving the movement traction among stakeholders. However, attaining accreditation requires national consensus for academic integrity and quality and has been cited as a long and costly process to coordinate among invested parties (Bradley & Fitzgerald, 2012; Maiden et al., 2012). Although the broad definition of gerontology may complicate the possibility of accreditation (Haley et al., 2012), some contend the accreditation process might result in a solidified, common identity among gerontologists (Pelham et al., 2012; Van Dussen et al., 2012). Indeed, many believe the benefits of accreditation outweigh the potential perils, and gaining students’ perspectives on the value of their gerontological education and outcomes on the job market provides more information for this discussion and allows institutions the opportunity to respond to challenges and concerns. Master’s programs that develop instrumental skills and prepare students for employment in the aging field are beneficial not only for students but also for older adults and their families, the community, and for the sustainability of graduate institutions. Although gerontology programs have become increasingly prominent in higher education, recruitment of new students is necessary and essential for the livelihood of graduate programs in gerontology (Reynolds, Haley, & Hyer, 2007). Unfortunately, tension exists between the demand for aging professionals and limited resources to support gerontology programs. Understanding students’ perspectives is paramount for assessing the appeal of a program and providing quality education (Masunaga et al., 1998; Nesheim, Guentzel, Gansemer-Topf, Ross, & Turrentine, 2006), and also for quality improvement by remedying the weak programmatic components and showcasing the strong ones. Historically, assessments of graduate student outcomes have focused on attrition, programmatic interventions, and socialization, with few studies asking
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students about their experience and overall needs while in graduate education (Nesheim et al., 2006). The purpose of this study was to assess how past and present students of our MA program in gerontology rate their degree, their ability to find work after graduation, and overall experience in our program.
METHOD
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Study Site The University of South Florida’s (USF) master of arts in gerontology is an established program that has graduated 201 students over the last 40 years. Originating in 1967 as an inaugural gerontology program supported by the Administration on Aging in the College of Arts and Sciences, the program is now under the auspices of the School of Aging Studies in the newly formed College of Behavioral & Community Sciences, and offers degrees at the undergraduate, master’s, and doctoral level (SAS, 2010). The multidisciplinary nature of the MA program is reflected by faculty with expertise in gerontology, social work, psychology, public policy, sociology, mental health, human development, economics, and political science (SAS, 2010). Students become equipped to view the process of human aging from various perspectives and therefore can serve the aging population with a diverse and dynamic skill set. Starting in 2008 USF’s master’s program transitioned some coursework to an online format. The transition resulted in a certificate program that could be completed for persons living outside the University’s region. Out of the 33 courses offered for the MA program, nine now are offered exclusively online to accommodate this group of students. However, despite an increasing number of students who prefer this modality of learning, online courses may also potentially deter future students from participating in a degree program. Schneider and colleagues (2000) found when implementing an online MA program at University of Southern California that some prospective students were hesitant to start an online degree due to unfamiliarity with computers and or lack of access to the Internet. Of course distance learning also has strengths, including increased accessibility of materials for research, greater freedom for students to engage in discussion at their leisure (Cotter, Welleford, & Drain, 2008), and perhaps opportunities for more creative presentation of course content. Starting in 2013, the MA gerontology program began to transition a version of the gerontology degree to an online format. The transition, however, will not eliminate the traditional classroom experience. The graduate population at USF has been mixed between full-time and part-time students. In the 2011 to 2012 academic year we had n = 10 (43%) students registered as full-time and n = 13 (57%) as part-time.
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Students are categorized as full-time if they are taking nine or more credit hours per semester, and part-time if taking fewer than nine credit hours per semester. Historically, part-time students are employed outside of graduate school while completing our degree program. For the 2000 to 2001 academic year our master’s students were 88% female, 88% White, 4% Black, and 8% Hispanic. In the 2011 to 2012 academic year student demographics shifted to 95% female, 80 % White, 17% Black, and 3% Hispanic.
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Survey and Data Collection This was the first official survey in our program’s 40-year history evaluating graduate student needs either while they were completing the program or upon graduation. A message was distributed to a list comprising 200 e-mail addresses of former and current master’s in gerontology students obtained from the graduate school. They were asked to follow a link to take an online survey via SurveyMonkey to learn about their experience as students, and to offer them the opportunity to voice recommendations to improve the master’s program. Eighteen e-mail addresses were immediately “kicked back” and 56 of the remaining 182 graduates/students (31%) completed the survey. Participants were solicited twice by e-mail to take part in the survey. Respondents were not compensated financially or otherwise. This survey was developed and distributed to past and present MA gerontology students for the purpose of this study alone. Originally conceived as a program evaluation, clicking the online link to complete the measure was viewed as tacit informed consent. No personal identifiers or contact information was collected during the course of this study. Consultation from our university’s internal review board (IRB) Human Research Protection Program determined that our program evaluation study did not require IRB approval.
Measures A mixed methodology approach to evaluate past and current graduate students was utilized. The structure of the 24 question survey included quantitative and open-ended qualitative questions that permitted a comprehensive assessment of student experiences and outcomes. To better understand expectations for our program, two “yes/no” questions, “Would you recommend this program to a friend” and “Did the program give you what you were expecting” were presented with the option to leave additional comments. To explore outcomes upon program completion, a “yes/no” query was made regarding employment status after graduation with an opportunity to elaborate further, and a 5-point Likert-type scale ranging from 1 (poor) to 5 (excellent) questioned how prepared graduates were for their current job. To solicit programmatic recommendations, respondents were asked
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open-ended questions regarding about what could have improved the program and how beneficial suggested concentrations were in their experience. Graduates were also surveyed with multiple-answer questions regarding their preferences in course formats and times (i.e., morning, afternoon, evening). The survey further included open-ended items requesting information on respondents’ year of graduation, undergraduate major, whether they obtained additional education after completion of the master’s program, current job position, how long they were employed in their current job, and which of their goals were most advanced by the program (i.e., educational/research, administrative, clinical, or case management). Additionally, participants were asked to rate their training experience and assessment on faculty of a 5-point Likert-type scale from poor to excellent and multiple “yes/no” questions asked if they had followed a selected “track” when completing the gerontology program. The survey ended with the opportunity for participants to leave additional comments in regard to their program experience.
Analysis Frequency responses for all questions were tabulated. Responses were reviewed by the primary investigator and subsequent theme categories were evaluated for content and appropriateness by a second reviewer. Openended questions were analyzed for common themes and the presentation of results focused on overarching findings.
RESULTS Sample The years of entry and graduation from the program ranged widely, from a few respondents who were in the first graduating class to five who are currently in the program. By cohort of graduation, one participant graduated in the 1960s, 18 graduated in the 1970s, 11 in the 1980s, 4 in the 1990s, and 21 in the 2000s. Just over one third of the respondents (36%) had attended our University as undergraduates with majors largely in the social sciences (tops were psychology, gerontology, sociology), but also in business administration and biomedical sciences. As to be expected by the limited number of available gerontology PhD programs, most of the students’ highest degree was a master’s, but seven had a PhD, four had two master’s degrees, one had completed all but a dissertation, and a few who were currently enrolled had not completed their master’s degree. The list of current job positions and titles was impressive with many holding high administrative positions, including three CEOs, two executive directors, director of an area agency of aging, director of social services,
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director of eLearning, director of academic advisement, assisted living facility administrator/coordinator, community service director, research administrator, information and referral specialist, associate professor of gerontology, professor of nursing, and a retired department chair. Employment in their current positions ranged widely from 1 year to 50 years. Unfortunately we were unable to analyze job title by graduation cohort.
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Satisfaction With Program Just over 80% rated their master’s in gerontology experience as at least above average (with 41% rating it as excellent) and only one person rated it as below average (see Table 1). Eighty-eight percent rated the faculty as at least above average (with 46% rating the faculty as excellent) and only two as below average. Eighty-six percent agreed with the statement that the program gave them what they expected based on the descriptions of the program that they read. Of our participants, 96% indicated that they would recommend our program to “a friend who was interested in a career in gerontology.” Sixtyeight percent of the graduates were immediately able to secure employment, however immediately was not explicitly defined to participants. One half of the respondents indicated that the program prepared them at least above average for their current job, whereas 6% said not well at all. Related to preferences for types of courses, no clear pattern emerged with significant portions of students wanting more or less online, day, or evening courses. However, it should be noted that there was a significant split between students (n = 21) who wanted more (43%) versus fewer (48%) online courses (see Table 2). It is likely the response rate for questions regarding online courses reflects the number of students enrolled during the 2000s (n = 22) when online courses were first implemented at USF. Only 15% of the respondents indicated that the combination of online courses, courses taught on campus in the evenings, and courses taught on campus TABLE 1 Self-Reported Program Evaluation 1
2 Poor n (%)
3
4 Average
n (%)
n (%)
5 Excellent
Question
n (%)
n (%)
How well did this program prepare you for your current job? How would you rate your master’s in gerontology experience? What is your overall rating of the faculty?
3(5.77) 5 (9.62) 18 (34.62) 14 (26.93) 12 (23.08)
Response total 52
0
1 (1.79) 10 (17.86) 22 (39.29) 23 (41.07)
56
0
2 (3.85)
52
4 (7.69) 22 (42.31) 24 (46.15)
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TABLE 2 Preferences in Course Formats Ratings
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Want more About right Want less Response total
Online n (%)
On campus day n (%)
On campus evening n (%)
9 (42.86) 2 (9.52) 10 (47.62) 21
6 (30) 10 (50) 4 (20) 20
15 (37.5) 22 (55) 3 (7.5) 40
during the day did not fit their needs. However, three respondents specifically commented that the most important thing that could be changed in the master’s program was to offer more night courses. Just under one half (47%) of the graduates/students followed a particular track. USF appears to do a better job of advancing educational/research and administrative goals than clinical services and case management goals based upon open-ended responses from questions “Would a different ‘concentration’ have improved the program for you,” and “What courses or other education experiences would have made the program better.” Multiple students answered these questions with short responses such as “joint MSW,” “more clinical experience,” “clinical supervision during internship,” and “a licensed mental health counselor or equivalent.” Many students echoed their educational experience could have been enhanced by providing more coordinated, supervised opportunities for applied training either from an internship or additional clinical training. One respondent desired, “‘concentration’ that would have prepared me for licensing as a masters level mental health profession, able to bill for services.” Another stated, “Knowing what I know now, I would have sought a degree in social work, psychology, or business admin with a concentration in gerontology, due to most of the jobs tailor made for a gerontologist requiring a license.” Interestingly, 61% responded that a different concentration within gerontology would not have improved the program.
Ways to Improve the Program When asked “What courses or educational experiences would have made the program better?” there were a variety of responses with a few suggesting a need for more applied research and teaching experience. However, more graduates/students emphasized the need to gain clinical experience with older adults via field placements or internships. For example, when asked “What is the single most important thing that could be changed in the master’s program to better serve student needs” there were sporadic concerns regarding need for more courses in a diverse number of areas (economics, biomedical, physical, mental health) and the need for improved teaching and mentoring. However, the two most common themes were the need for
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more clinical/applied experiences, and more assistance with career planning in gerontology. For example, participants stated, “More help finding employment in the field. It is very difficult and is mostly based on networking” and “more direction could be given regarding outcomes.” Within the overall context of positive experiences with the program and faculty, a common thread in some of the additional comments was that the outside world does not understand what a master’s in gerontology brings to the table, that a graduate of the program has to be “self-driven” and that those with more applied degrees trump the master’s in gerontology degree in the job market. One person recommended more social work/mental health classes and “a combination of dual master’s in gerontology and social work or MHC (i.e., mental health counseling).”
DISCUSSION The findings of this survey of 56 graduate students spanning 45 years of classes in one of the first master’s in gerontology programs in the country suggest that a master’s in gerontology program can maintain quality standards over many years and achieve consistently high ratings with a staff that is well-regarded. Advanced education in gerontology appears to be intrinsically rewarding for students in terms of satisfaction with the program, and extrinsically rewarding in terms of employability of its graduates, many of whom progress to high level positions in aging service organizations. However, an overarching theme that emerged was the need for assistance in preparing students for the job market. Such a concern is not unusual for students in a variety of disciplines but may be particularly salient for those who are matriculating in master’s in gerontology programs that do not yield a degree which prepares one for a licensable profession, unlike programs such as a master’s in social work. Although 68% of the respondents were immediately able to secure employment, qualitative comments suggest that graduates had to be aggressive in marketing themselves to a public that is unsure what unique skills an applicant with a master’s in gerontology possesses. It appears that knowledge of content areas in life-span development and research methodology are a necessary but not sufficient condition for easy employability. Students seemed to suggest that such coursework should be complemented by experiences at geriatric service sites that would allow employers in the health services field to view them as job ready either as providers of clinical services with older adults and/or as administrators of aging programs. To address these concerns, more gerontological classes with applied content yoked with practice-oriented externship slots, lectures on job preparedness skills, broad dissemination of age-related job postings, and
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proseminar content relevant to employment opportunities need to be considered. Recently, experiential learning was shown to increase applied skills, enhance professional networks, and contribute positively to a professional gerontological identity in students from 16 different AGHE-member graduate university programs (Gendron, Myers, Pelco, & Welleford, 2013). Integrating applied coursework with traditional academic courses may enhance student confidence, skills, and opportunities for work in an aging-related field. It may also accentuate to potential employers the advantages of a strong background in normal aging undergirding practice, training, research, and management activities in geriatric settings. On a broader level, accreditation of gerontological programs may be the first step toward acceptance of the unique didactic, research, and applied skill set of gerontologist that paves the way for more easy employability of graduates of gerontological programs. This research has some limitations that should be noted. It is a survey of only one school’s master’s in gerontology program, and the findings may not necessarily generalize to other programs. The 31% response rate is comparable to other surveys of this kind but may reflect a positive bias whereby those who were favorably disposed towards this program were more likely to respond. Indeed, we only surveyed graduates of the program, and nonresponders of the survey and noncompleters of the program may have more negative attitudes. We were unable to compare the responders to nonresponders for potential sample bias due to a lack of records for students previous to the 2000 to 2001 academic year. Given the length of time that had ensued between some of the respondents’ education and completion of the survey, memories may be distorted and retrospectively biased by their longterm employment and experiences in the gerontological field. This might have especially biased some questions where terminology was self-defined, for example, “securing immediate employment.” Further, significant changes have been made to the gerontology program over these years, but cohort effects were not specifically addressed in the analysis because our online survey only provided results at the aggregate level. Open-ended responses were listed without reference to the particular participant, which prevented further analysis on specific cohort effects. Finally, no formal inter-rater reliability ratings were conducted for the thematic analyses. Nonetheless, one of the first master’s programs in gerontology continues to show vitality, with high levels of satisfaction with their education and the faculty. Flexibility in form and content appear to be key, given the varied interests and career paths of our graduates. Given the lack of pattern of findings regarding course offerings, there is the need to be flexible in the formats and times of classes to accommodate the diverse needs of a student body. Many students are more or less savvy with computers, work as well as attend school, and have schedules that only permit attention to scholarly pursuits in late evenings or weekends when they are freed from work and/or childrearing demands. In terms of content, gerontology programs
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need to offer courses in research methodology for those interested in an academic career, administration/managerial instruction for those wanting to work in aging administration, and in applied aging via internship experiences for those seeking employment in direct care to prepare graduates for the diverse settings where they will be employed. Indeed, program evaluations should be done consistently to assure that the program is meeting the desires of its students by attending both to the ever-changing general and unique needs of its student body. The challenges preparing students for jobs in the aging field will continue, and debates over licensure and accreditation in gerontology hopefully will focus the field’s energies on the competencies needed for graduates to serve older adults in the applied, teaching, research, and administrative arenas.
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Institute of Medicine. 2008. Retooling for an Aging America. Washington, DC: National Academies Press. Maiden, R., Knight, B. G., Howe, J. L., & Kim, S. (2012). Accreditation in the profession of psychology: A cautionary tale. Gerontology & Geriatrics Education, 33, 55–74. doi:10.1080/02701960.2012.640728 Masunaga, H., Peterson, D. A., & Seymour, R. (1998). Effect of gerontology education: A 21 year report. Educational Gerontology, 24(1), 79–89. doi:10.1080/0360127980240106 Nesheim, B. E., Guentzel, M. J., Gansemer-Topf, A. M., Ross, L. E., & Turrentine, C. G. (2006). If you want to know, ask: Assessing the needs and experiences of graduate students. New Directions for Student Services, 115, 5–17. doi:10.1002/ss.212 Pelham, A., Schafer, D., Abbot, P., & Estes, C. (2012). Professional gerontology: Why AGHE must accredit gerontology programs. Gerontology & Geriatrics Education, 33(1), 6–19. doi:10.1080/02701960.2012.638348. Qualls, S. H., Segal. D. L., Norman, S., Niederehe, G., & Gallagher-Thompson, D. (2002). Psychologists in practice with older adults: Current patterns, sources of training, and need for continuing education. Professional Psychology: Research and Practice, 33, 435–442. Reynolds, S. L., Haley, W. E., & Hyer, K. (2007). Expanding gerontology enrollments. Gerontology & Geriatrics Education, 28(1), 37–49. doi:10.1300/J021v28n01_03 Roberto, K. A., Usita, P. M., Weeks, L. E., & Wacker, R. R. (1997). Comparison of bachelor’s and master’s degree gerontology programs. Gerontology & Geriatrics Education, 18(1), 77–89. doi:10.1300/J021v18n01_08 Schneider, E., Henke, M., & Renold, C. (2000). Targeting working professionals: A master’s of arts in gerontology. Information, Communication & Society, 3, 622–626. doi:10.1080/136911800750058907 School of Aging Studies. (2010). Student handbook for graduate programs in gerontology. Retrieved from http://agingstudies.cbcs.usf.edu/pdf_files/ GRAD_STUDENT_GEY_MANUAL.pdf Snyder, J. R. (2006). The influence of instruction on college students’ attitudes toward older adults. Gerontology & Geriatrics Education, 26(2), 69–79. doi:10.1300/J021v26n02_05 Van Dussen, D. J., Applebaum, R., & Sterns, H. (2012). Accreditation of gerontology programs: A look from inside. Gerontology & Geriatrics Education, 33(1), 87–94. doi:10.1080/02701960.2012.639102 Weaver, J. W. (1999). A new paradigm for the 21st century. Educational Gerontology. 25, 479–490. doi:10.1080/036012799267567 Werner, C. (2011). The older population: 2010 (Report No. C201OBR-09). Retrieved from http://www.census.gov/prod/cen2010/briefs/c2010br-09.pdf
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Survey of Master’s Gerontology Students Spanning Over 40 Years VICTOR MOLINARI and MICHELLE L. ELLIS
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School of Aging Studies, University of South Florida, Tampa, Florida, USA
The University of South Florida’s master’s degree in gerontology is a long-established program that focuses on a multidisciplinary approach to population aging. This study identifies graduate students’ needs in preparation for a professional career in gerontology. An online survey was distributed to graduates and those currently enrolled ( N = 56) in order to better understand expectations for the program, identify outcomes of graduation, and obtain program recommendations for future students. The program’s 40 year history was well represented with participants ranging from the first graduating class to current students. Results indicated high satisfaction in students’ expectations of the program, educational experience, and assessment of faculty. Further, 68% of graduates reported success in gaining age-related employment shortly after graduation. However, students echoed well– known barriers in gerontology, reporting tough competition for jobs versus those with licensure, and challenges in promoting their nonclinical gerontology degree to employers. Respondents recommended more applied coursework and assistance with career planning to enhance employment opportunities upon graduation. Implications of these findings are discussed in further detail. KEYWORDS gerontology degree program evaluation, survey
programs,
MA
programs,
Over the last 40 years, there has been dramatic growth in the number of schools offering degrees in gerontology. The Association for Gerontology in Higher Education’s (AGHE) 2009 educational program directory lists Address correspondence to Victor Molinari, School of Aging Studies, University of South Florida, 13301 Bruce B. Downs Boulevard, MHC 1320, Tampa, FL 33612, USA. E-mail: [email protected] 264
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20 associate, 147 bachelor’s, 130 aging-relevant master’s (MA or MS), and 57 aging-relevant doctorate gerontology programs in the United States (Baker, 2009). Of those aging-relevant master’s programs, 42 offer a MA or MS specifically in gerontology. The growth of MA/MS gerontology programs from two programs in 1967 (the University of South Florida and the University of North Texas) to 42 in 2009 reflects significant gains in the number of degree programs focused on aging over the last 40 years. The expansion of graduate gerontology programs is due in part to an increase in the older adult population and in part to the societal need to train a sufficient number of professionals to promote optimal aging (Anderson, 1999; Schneider, Henke, & Renold, 2000). The 2010 U.S. Census found that 40.3 million adults were age 65 and older, the highest number ever recorded for this age group and a 9.7% increase from the 2000 U.S. Census (Werner, 2011). Current U.S. population distributions suggest this number will continue to grow as those age 45 to 65 mature into late age. An emphasis on health promotion and successful aging in gerontology education provides a positive context for understanding aging issues and highlights the variability and diversity in aging. The training of gerontologists is comprehensive and includes aging knowledge and research that could be used in applied settings, and many of those with education in gerontology are employed in geriatric human service settings. Leaders in the aging field have highlighted the need for more geriatricians, geriatric mental health professionals, geriatric social workers, nurses, and nursing assistants (Bartels, 2003; Institute of Medicine, 2008; Qualls, Segal, Norman, Niederehe, & Gallagher-Thompson, 2002). Training a workforce that is adept at meeting the societal needs of a large, complex, and heterogeneous population is paramount. Graduate gerontology education prepares a workforce that is sensitive to the complexity of aging and promotes independence and autonomy in the midst of this unprecedented demographic shift. The focus of this article is on master’s training in gerontology. The study of gerontology exclusively focuses on aging and all of its parameters, unlike clinical specialist degrees that focus on core disciplinary education before supplementing gero-training in later stages of professional development. Normal human aging is emphasized in gerontology as an enriching and dynamic process balanced between gains and losses, distinctive from clinical disciplines where pathology is the primary objective of study. Gerontology education provides a unique biopsychsocial life-span developmental perspective grounded in knowledge of cohort and historical context. Students learn the interconnectedness of theory derived from multiple disciplines and train in research methods distinct to gerontology such as longitudinal, cohort, and cross-sectional designs (Alkema & Alley, 2006; Pelham, Schafer, Abbot, & Estes, 2012). Knowledge of basic aging processes helps students conceptualize an older adult’s strengths and limitations, within the context of their personal biography, culture, and environment for a better
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understanding of what may help them achieve optimal aging. Internships, field placements, and service-learning commonly offered within gerontology coursework expose students to macrosystems outside of academia and promote transfer of knowledge to practice. From a broad view, gerontology education assists in the development and administration of aging programs, in the advancement of legislative advocacy, and in the promotion of healthy aging and wellness programs. In addition to the 42 MA/MS gerontology programs listed in AGHE’s educational index, there are 58 nongerontological master’s programs offering specializations in gerontology, and 54 offering master’s-level gerontological certificate programs (Baker, 2009). Multiple universities offer a gerontology specialization or certificate and a MA or MS degree. Demand for gerontological professionals is reflected by the large increase in specializations and certificates incorporating aging curriculum. Social work, nursing, human development, public policy, business, and education are now common degrees paired with gerontological concentrations and certificate programs. Service providers often find that their clinical training alone is inadequate in addressing the needs of older adults and seek specialized gerontological training as a complement to their clinical skills to better serve the rising number of older adults in diverse service milieus (Anderson, 1999; Schneider et al., 2000). Previous research has found that knowledge of aging as well as interaction with older adults prepares health and social service workers by reducing negative attitudes about aging and the aging population (Gutheil, Chernesky, & Sherratt, 2006; Snyder, 2006). Students entering the field must master a body of aging-related knowledge that at diverse levels is integrated with administrative or practice-oriented skills to respond to societal changes due to world-wide aging (Haley, Ferraro, & Montgomery, 2012; Weaver, 1999). Gerontology students integrate theories of aging, become versed in the latest geriatric research, and view the complex needs older adults though multiple perspectives (School of Aging Studies [SAS], 2010). The benefit of graduate gerontology education is wide reaching and ultimately improves care for older adults by promoting a biopsychsocial foundation that underlines diversity in aging (Haley & Zelinski, 2007). Graduate students in gerontology traditionally report satisfaction with their education and work in aging (Haley & Zelinski, 2007; Masunaga, Peterson, & Seymour, 1998; Roberto, Usita, Weeks, & Wacker, 1997), and the field is growing in popularity for students and employed professionals (Schneider et al., 2000).
Current Issues in Gerontology Graduate Programs Alkema and Alley (2006) present a conceptual framework of gerontology as a discipline that highlights the biopsychsocial aspects of “individual, family, societal, and population-level behavior” (p. 579); the cultural, economic,
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environmental, historical, and political contextual elements of gerontological development of knowledge and its applications; and interrelationships among whole concepts to clarify the aging process. Such unique training foci may provide advantages for gerontologists in terms of their preparation to conduct aging research, their ability to teach about aging in a broad context, and their competence to intervene with older adults in clinical settings. However, compared with traditional programs, gerontology lacks accreditation as a field and lacks licensure for individual gerontologists, thereby placing the gerontologist at a disadvantage when competing with graduates of traditional programs in the job market. The absence of accreditation and state licensure allowing independent practice continues to challenge gerontology graduates, spawning an ongoing debate in the field about the best way to create thriving training programs with viable employment options after graduation (Bradley & Fitzgerald, 2012; Haley et al., 2012; Maiden, Knight, Howe, & Kim, 2012; Pelham et al., 2012; Van Dussen, Applebaum, & Sterns, 2012). Accreditation may be a mechanism to increase student interest, academic accountability, resources, and prestige, giving the movement traction among stakeholders. However, attaining accreditation requires national consensus for academic integrity and quality and has been cited as a long and costly process to coordinate among invested parties (Bradley & Fitzgerald, 2012; Maiden et al., 2012). Although the broad definition of gerontology may complicate the possibility of accreditation (Haley et al., 2012), some contend the accreditation process might result in a solidified, common identity among gerontologists (Pelham et al., 2012; Van Dussen et al., 2012). Indeed, many believe the benefits of accreditation outweigh the potential perils, and gaining students’ perspectives on the value of their gerontological education and outcomes on the job market provides more information for this discussion and allows institutions the opportunity to respond to challenges and concerns. Master’s programs that develop instrumental skills and prepare students for employment in the aging field are beneficial not only for students but also for older adults and their families, the community, and for the sustainability of graduate institutions. Although gerontology programs have become increasingly prominent in higher education, recruitment of new students is necessary and essential for the livelihood of graduate programs in gerontology (Reynolds, Haley, & Hyer, 2007). Unfortunately, tension exists between the demand for aging professionals and limited resources to support gerontology programs. Understanding students’ perspectives is paramount for assessing the appeal of a program and providing quality education (Masunaga et al., 1998; Nesheim, Guentzel, Gansemer-Topf, Ross, & Turrentine, 2006), and also for quality improvement by remedying the weak programmatic components and showcasing the strong ones. Historically, assessments of graduate student outcomes have focused on attrition, programmatic interventions, and socialization, with few studies asking
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students about their experience and overall needs while in graduate education (Nesheim et al., 2006). The purpose of this study was to assess how past and present students of our MA program in gerontology rate their degree, their ability to find work after graduation, and overall experience in our program.
METHOD
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Study Site The University of South Florida’s (USF) master of arts in gerontology is an established program that has graduated 201 students over the last 40 years. Originating in 1967 as an inaugural gerontology program supported by the Administration on Aging in the College of Arts and Sciences, the program is now under the auspices of the School of Aging Studies in the newly formed College of Behavioral & Community Sciences, and offers degrees at the undergraduate, master’s, and doctoral level (SAS, 2010). The multidisciplinary nature of the MA program is reflected by faculty with expertise in gerontology, social work, psychology, public policy, sociology, mental health, human development, economics, and political science (SAS, 2010). Students become equipped to view the process of human aging from various perspectives and therefore can serve the aging population with a diverse and dynamic skill set. Starting in 2008 USF’s master’s program transitioned some coursework to an online format. The transition resulted in a certificate program that could be completed for persons living outside the University’s region. Out of the 33 courses offered for the MA program, nine now are offered exclusively online to accommodate this group of students. However, despite an increasing number of students who prefer this modality of learning, online courses may also potentially deter future students from participating in a degree program. Schneider and colleagues (2000) found when implementing an online MA program at University of Southern California that some prospective students were hesitant to start an online degree due to unfamiliarity with computers and or lack of access to the Internet. Of course distance learning also has strengths, including increased accessibility of materials for research, greater freedom for students to engage in discussion at their leisure (Cotter, Welleford, & Drain, 2008), and perhaps opportunities for more creative presentation of course content. Starting in 2013, the MA gerontology program began to transition a version of the gerontology degree to an online format. The transition, however, will not eliminate the traditional classroom experience. The graduate population at USF has been mixed between full-time and part-time students. In the 2011 to 2012 academic year we had n = 10 (43%) students registered as full-time and n = 13 (57%) as part-time.
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Students are categorized as full-time if they are taking nine or more credit hours per semester, and part-time if taking fewer than nine credit hours per semester. Historically, part-time students are employed outside of graduate school while completing our degree program. For the 2000 to 2001 academic year our master’s students were 88% female, 88% White, 4% Black, and 8% Hispanic. In the 2011 to 2012 academic year student demographics shifted to 95% female, 80 % White, 17% Black, and 3% Hispanic.
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Survey and Data Collection This was the first official survey in our program’s 40-year history evaluating graduate student needs either while they were completing the program or upon graduation. A message was distributed to a list comprising 200 e-mail addresses of former and current master’s in gerontology students obtained from the graduate school. They were asked to follow a link to take an online survey via SurveyMonkey to learn about their experience as students, and to offer them the opportunity to voice recommendations to improve the master’s program. Eighteen e-mail addresses were immediately “kicked back” and 56 of the remaining 182 graduates/students (31%) completed the survey. Participants were solicited twice by e-mail to take part in the survey. Respondents were not compensated financially or otherwise. This survey was developed and distributed to past and present MA gerontology students for the purpose of this study alone. Originally conceived as a program evaluation, clicking the online link to complete the measure was viewed as tacit informed consent. No personal identifiers or contact information was collected during the course of this study. Consultation from our university’s internal review board (IRB) Human Research Protection Program determined that our program evaluation study did not require IRB approval.
Measures A mixed methodology approach to evaluate past and current graduate students was utilized. The structure of the 24 question survey included quantitative and open-ended qualitative questions that permitted a comprehensive assessment of student experiences and outcomes. To better understand expectations for our program, two “yes/no” questions, “Would you recommend this program to a friend” and “Did the program give you what you were expecting” were presented with the option to leave additional comments. To explore outcomes upon program completion, a “yes/no” query was made regarding employment status after graduation with an opportunity to elaborate further, and a 5-point Likert-type scale ranging from 1 (poor) to 5 (excellent) questioned how prepared graduates were for their current job. To solicit programmatic recommendations, respondents were asked
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open-ended questions regarding about what could have improved the program and how beneficial suggested concentrations were in their experience. Graduates were also surveyed with multiple-answer questions regarding their preferences in course formats and times (i.e., morning, afternoon, evening). The survey further included open-ended items requesting information on respondents’ year of graduation, undergraduate major, whether they obtained additional education after completion of the master’s program, current job position, how long they were employed in their current job, and which of their goals were most advanced by the program (i.e., educational/research, administrative, clinical, or case management). Additionally, participants were asked to rate their training experience and assessment on faculty of a 5-point Likert-type scale from poor to excellent and multiple “yes/no” questions asked if they had followed a selected “track” when completing the gerontology program. The survey ended with the opportunity for participants to leave additional comments in regard to their program experience.
Analysis Frequency responses for all questions were tabulated. Responses were reviewed by the primary investigator and subsequent theme categories were evaluated for content and appropriateness by a second reviewer. Openended questions were analyzed for common themes and the presentation of results focused on overarching findings.
RESULTS Sample The years of entry and graduation from the program ranged widely, from a few respondents who were in the first graduating class to five who are currently in the program. By cohort of graduation, one participant graduated in the 1960s, 18 graduated in the 1970s, 11 in the 1980s, 4 in the 1990s, and 21 in the 2000s. Just over one third of the respondents (36%) had attended our University as undergraduates with majors largely in the social sciences (tops were psychology, gerontology, sociology), but also in business administration and biomedical sciences. As to be expected by the limited number of available gerontology PhD programs, most of the students’ highest degree was a master’s, but seven had a PhD, four had two master’s degrees, one had completed all but a dissertation, and a few who were currently enrolled had not completed their master’s degree. The list of current job positions and titles was impressive with many holding high administrative positions, including three CEOs, two executive directors, director of an area agency of aging, director of social services,
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director of eLearning, director of academic advisement, assisted living facility administrator/coordinator, community service director, research administrator, information and referral specialist, associate professor of gerontology, professor of nursing, and a retired department chair. Employment in their current positions ranged widely from 1 year to 50 years. Unfortunately we were unable to analyze job title by graduation cohort.
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Satisfaction With Program Just over 80% rated their master’s in gerontology experience as at least above average (with 41% rating it as excellent) and only one person rated it as below average (see Table 1). Eighty-eight percent rated the faculty as at least above average (with 46% rating the faculty as excellent) and only two as below average. Eighty-six percent agreed with the statement that the program gave them what they expected based on the descriptions of the program that they read. Of our participants, 96% indicated that they would recommend our program to “a friend who was interested in a career in gerontology.” Sixtyeight percent of the graduates were immediately able to secure employment, however immediately was not explicitly defined to participants. One half of the respondents indicated that the program prepared them at least above average for their current job, whereas 6% said not well at all. Related to preferences for types of courses, no clear pattern emerged with significant portions of students wanting more or less online, day, or evening courses. However, it should be noted that there was a significant split between students (n = 21) who wanted more (43%) versus fewer (48%) online courses (see Table 2). It is likely the response rate for questions regarding online courses reflects the number of students enrolled during the 2000s (n = 22) when online courses were first implemented at USF. Only 15% of the respondents indicated that the combination of online courses, courses taught on campus in the evenings, and courses taught on campus TABLE 1 Self-Reported Program Evaluation 1
2 Poor n (%)
3
4 Average
n (%)
n (%)
5 Excellent
Question
n (%)
n (%)
How well did this program prepare you for your current job? How would you rate your master’s in gerontology experience? What is your overall rating of the faculty?
3(5.77) 5 (9.62) 18 (34.62) 14 (26.93) 12 (23.08)
Response total 52
0
1 (1.79) 10 (17.86) 22 (39.29) 23 (41.07)
56
0
2 (3.85)
52
4 (7.69) 22 (42.31) 24 (46.15)
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TABLE 2 Preferences in Course Formats Ratings
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Want more About right Want less Response total
Online n (%)
On campus day n (%)
On campus evening n (%)
9 (42.86) 2 (9.52) 10 (47.62) 21
6 (30) 10 (50) 4 (20) 20
15 (37.5) 22 (55) 3 (7.5) 40
during the day did not fit their needs. However, three respondents specifically commented that the most important thing that could be changed in the master’s program was to offer more night courses. Just under one half (47%) of the graduates/students followed a particular track. USF appears to do a better job of advancing educational/research and administrative goals than clinical services and case management goals based upon open-ended responses from questions “Would a different ‘concentration’ have improved the program for you,” and “What courses or other education experiences would have made the program better.” Multiple students answered these questions with short responses such as “joint MSW,” “more clinical experience,” “clinical supervision during internship,” and “a licensed mental health counselor or equivalent.” Many students echoed their educational experience could have been enhanced by providing more coordinated, supervised opportunities for applied training either from an internship or additional clinical training. One respondent desired, “‘concentration’ that would have prepared me for licensing as a masters level mental health profession, able to bill for services.” Another stated, “Knowing what I know now, I would have sought a degree in social work, psychology, or business admin with a concentration in gerontology, due to most of the jobs tailor made for a gerontologist requiring a license.” Interestingly, 61% responded that a different concentration within gerontology would not have improved the program.
Ways to Improve the Program When asked “What courses or educational experiences would have made the program better?” there were a variety of responses with a few suggesting a need for more applied research and teaching experience. However, more graduates/students emphasized the need to gain clinical experience with older adults via field placements or internships. For example, when asked “What is the single most important thing that could be changed in the master’s program to better serve student needs” there were sporadic concerns regarding need for more courses in a diverse number of areas (economics, biomedical, physical, mental health) and the need for improved teaching and mentoring. However, the two most common themes were the need for
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more clinical/applied experiences, and more assistance with career planning in gerontology. For example, participants stated, “More help finding employment in the field. It is very difficult and is mostly based on networking” and “more direction could be given regarding outcomes.” Within the overall context of positive experiences with the program and faculty, a common thread in some of the additional comments was that the outside world does not understand what a master’s in gerontology brings to the table, that a graduate of the program has to be “self-driven” and that those with more applied degrees trump the master’s in gerontology degree in the job market. One person recommended more social work/mental health classes and “a combination of dual master’s in gerontology and social work or MHC (i.e., mental health counseling).”
DISCUSSION The findings of this survey of 56 graduate students spanning 45 years of classes in one of the first master’s in gerontology programs in the country suggest that a master’s in gerontology program can maintain quality standards over many years and achieve consistently high ratings with a staff that is well-regarded. Advanced education in gerontology appears to be intrinsically rewarding for students in terms of satisfaction with the program, and extrinsically rewarding in terms of employability of its graduates, many of whom progress to high level positions in aging service organizations. However, an overarching theme that emerged was the need for assistance in preparing students for the job market. Such a concern is not unusual for students in a variety of disciplines but may be particularly salient for those who are matriculating in master’s in gerontology programs that do not yield a degree which prepares one for a licensable profession, unlike programs such as a master’s in social work. Although 68% of the respondents were immediately able to secure employment, qualitative comments suggest that graduates had to be aggressive in marketing themselves to a public that is unsure what unique skills an applicant with a master’s in gerontology possesses. It appears that knowledge of content areas in life-span development and research methodology are a necessary but not sufficient condition for easy employability. Students seemed to suggest that such coursework should be complemented by experiences at geriatric service sites that would allow employers in the health services field to view them as job ready either as providers of clinical services with older adults and/or as administrators of aging programs. To address these concerns, more gerontological classes with applied content yoked with practice-oriented externship slots, lectures on job preparedness skills, broad dissemination of age-related job postings, and
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proseminar content relevant to employment opportunities need to be considered. Recently, experiential learning was shown to increase applied skills, enhance professional networks, and contribute positively to a professional gerontological identity in students from 16 different AGHE-member graduate university programs (Gendron, Myers, Pelco, & Welleford, 2013). Integrating applied coursework with traditional academic courses may enhance student confidence, skills, and opportunities for work in an aging-related field. It may also accentuate to potential employers the advantages of a strong background in normal aging undergirding practice, training, research, and management activities in geriatric settings. On a broader level, accreditation of gerontological programs may be the first step toward acceptance of the unique didactic, research, and applied skill set of gerontologist that paves the way for more easy employability of graduates of gerontological programs. This research has some limitations that should be noted. It is a survey of only one school’s master’s in gerontology program, and the findings may not necessarily generalize to other programs. The 31% response rate is comparable to other surveys of this kind but may reflect a positive bias whereby those who were favorably disposed towards this program were more likely to respond. Indeed, we only surveyed graduates of the program, and nonresponders of the survey and noncompleters of the program may have more negative attitudes. We were unable to compare the responders to nonresponders for potential sample bias due to a lack of records for students previous to the 2000 to 2001 academic year. Given the length of time that had ensued between some of the respondents’ education and completion of the survey, memories may be distorted and retrospectively biased by their longterm employment and experiences in the gerontological field. This might have especially biased some questions where terminology was self-defined, for example, “securing immediate employment.” Further, significant changes have been made to the gerontology program over these years, but cohort effects were not specifically addressed in the analysis because our online survey only provided results at the aggregate level. Open-ended responses were listed without reference to the particular participant, which prevented further analysis on specific cohort effects. Finally, no formal inter-rater reliability ratings were conducted for the thematic analyses. Nonetheless, one of the first master’s programs in gerontology continues to show vitality, with high levels of satisfaction with their education and the faculty. Flexibility in form and content appear to be key, given the varied interests and career paths of our graduates. Given the lack of pattern of findings regarding course offerings, there is the need to be flexible in the formats and times of classes to accommodate the diverse needs of a student body. Many students are more or less savvy with computers, work as well as attend school, and have schedules that only permit attention to scholarly pursuits in late evenings or weekends when they are freed from work and/or childrearing demands. In terms of content, gerontology programs
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need to offer courses in research methodology for those interested in an academic career, administration/managerial instruction for those wanting to work in aging administration, and in applied aging via internship experiences for those seeking employment in direct care to prepare graduates for the diverse settings where they will be employed. Indeed, program evaluations should be done consistently to assure that the program is meeting the desires of its students by attending both to the ever-changing general and unique needs of its student body. The challenges preparing students for jobs in the aging field will continue, and debates over licensure and accreditation in gerontology hopefully will focus the field’s energies on the competencies needed for graduates to serve older adults in the applied, teaching, research, and administrative arenas.
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