Globalization of Gerontology Education: Current Practices and Perceptions for Graduate Gerontology Education in the United States

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dc.contributor.advisorEwen, H.H.
dc.contributor.advisorManning, L.K.
dc.contributor.advisorKunkel, S.R.
dc.contributor.authorMwangi, S.M.
dc.contributor.authorYamashita, T.
dc.date.accessioned2013-12-02T13:21:15Z
dc.date.available2013-12-02T13:21:15Z
dc.date.issued2012
dc.description.abstractThe purpose of this study is to document current practices and understandings about globalization of gerontology education in the United States. Better understanding of aging requires international perspectives in global communities. However, little is known about how globalization of gerontology education is practiced in U.S. graduate-level degree programs. The authors conducted qualitative interviews with representatives of the Association for Gerontology in Higher Education, the major national organization supporting higher education in gerontology, graduate program directors, and students. Although all respondents expressed their interest in globalizing gerontology education, actual practices are diverse. The authors discuss suggested conceptualization and strategies for globalizing gerontology education.en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/7739
dc.language.isoenen_US
dc.publisherGerontology & geriatrics educationen_US
dc.subjectglobalizationen_US
dc.subjectgerontology educationen_US
dc.subjectgrounded theoryen_US
dc.titleGlobalization of Gerontology Education: Current Practices and Perceptions for Graduate Gerontology Education in the United Statesen_US
dc.typeArticleen_US
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