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Incentivizing Students to Learn More About Gerontological Practice.

Kimberly M Cassie1, Christina R Miller1, Dina J Schupack1

  • 1Anne & Henry Zarrow School of Social Work, University of Oklahoma, Tulsa, Oklahoma.

Journal of Gerontological Social Work
|August 16, 2023
PubMed
Summary

Financial incentives and course credit are key motivators for students interested in aging careers. Understanding these external factors can help develop effective strategies to encourage gerontology education and practice.

Keywords:
Gerontological social work educationstudent attitudes

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Area of Science:

  • Gerontology
  • Higher Education
  • Career Development

Background:

  • Motivating students towards aging-related careers presents challenges.
  • While intrinsic and curriculum factors are known, external motivators are less understood.
  • Research is needed on effective external incentives for gerontological practice education.

Purpose of the Study:

  • To assess student likelihood of engaging with aging-related topics based on various incentives.
  • To identify effective external factors for motivating students in gerontology.
  • To inform program development and funding strategies in aging studies.

Main Methods:

  • Survey of 214 university students in the mid-west.
  • Assessed motivation by twelve potential incentives.
  • Included open-ended questions for additional student suggestions.

Main Results:

  • Course credit for fieldwork and financial incentives (stipends, scholarships, tuition waivers, raffles) were most popular.
  • Incentive preferences varied by race/ethnicity, age, and program of study.
  • Other suggestions included curriculum enhancements and employment incentives.

Conclusions:

  • External incentives, particularly financial and credit-based, can significantly motivate students towards aging studies.
  • Tailoring incentives based on student demographics may enhance effectiveness.
  • Findings support the development of targeted programs to boost interest in gerontology.