Competencies in European gerontological higher education. An explorative study on core elements

ABSTRACT

This study explores whether there is a common core of competencies in European gerontology education programs by doing a cross-comparison of five undergraduate-level programs. Content analysis of competency profile documents at the five European educational programs were studied using thematic analysis. Study results document that there indeed is a common core of elements in gerontological educational programs. Three clusters which included a total of 15 categories were identified. The clusters were labeled professional attitude, communication skills, and service provision. Clusters and categories varied across the five programs. One program in particular included fewer clusters and categories. This may reflect a difference in focus in the program but could also reflect a less elaborately formulated competency profile document. The results of this study show that, at least at the level of formulating competencies, there is a strong agreement on the major components that are important for a gerontologist at the undergraduate level.

KEYWORDS:

• Content analysis
• Europe
• gerontological competencies

Notes

1. To graduate, European students earn credits. These credits are called ECTS, which refers to the European Credit Transfer System. Each ECTS represents 28 hours of study.