Student by day, tourist by night! I could not think of a better way to see Europe while gaining an MSc in Gerontology. What an opportunity – the prospect of studying in several European cities, being taught by specialists from various universities and meeting students from different countries was exciting and inspiring. The European Masters in Gerontology (EuMaG) was one way to accomplish this aspiration.

Supported by the European Commission and delivered by a network of more than 28 affiliated European universities, EuMaG is a 2 year programme, offered on a part-time modular basis, with a focus on both research and development. It offers a unique multidisciplinary perspective on ageing by bringing together a breadth of knowledge and experience from participants, both lecturers and students, throughout Europe. With an emphasis on a comparison and exchange of current European research and policies, EuMaG is well positioned as an innovative approach within the field of gerontological study.

By September 2007 I had started my journey. Due to the fact that I was travelling the furthest, from Canada, I was keen to make the most of my time both academically and socially. It did not take long to find other students who were willing to join our scheduled extra curricular activities and the cohort created a great ‘working relationship’. Very early on I inadvertently took on the dual role of student representative and tour guide for my cohort. This was an ideal situation for me as the main draw was the potential to combine a recognised degree in an area of study I am passionate about but with an European experience. In this respect, EuMaG did not disappoint. I was able to travel to, and study in, numerous gerontological institutions and research centres in Europe.

During my first year, I completed all five core modules, each focusing on a main discipline within gerontology and exploring the current debates occurring within Europe around policy and practice. (Core modules include – Introduction to Gerontology in Amsterdam; Psychogerontology in Heidelberg, Social Gerontology in Keele, Health Gerontology in Paris and a EuMaG Summer School in different locations each year).

One of the key benefits of this programme was its flexibility - the modules are organised with a ‘residential lecturing period’ of 8 consecutive days (5 working days plus two weekends) in a specific country. Taught in English, lecture weeks are intensive and include a significant amount of information as an introduction to the module's themes. However, all preparatory readings can be done at home beforehand and students are given an assignment at the end of the module that is to be completed at home with the help of email contact with fellow colleagues and associated professors.

Another crucial advantage of this programme are the participants: coming from varied backgrounds, the diversity in terms of age, culture, profession and education all added to the interesting debates and dialogue that occurred during and around lectures. A number of professionals within the field such as nurses, social workers and policy makers, as well as students from other disciplines, also joined us for individual modules. This was always well received as they brought a fresh perspective to the group. In these ways, professionals and students can upgrade their knowledge on specific areas in the field of gerontology, without following the entire programme.

What I welcomed and valued most about the EuMaG programme was the plethora of cultures and nationalities that made the course content and discussions a successful learning experience. Conversely, at times this unique situation also provided me, especially as appointed student representative, with some significant challenges as a range of issues arose that needed sincere understanding and tact. We often forget that how we teach, learn and interact with one another varies greatly within countries, communities, universities, and even within differing departments in the same institutions. I could provide you with numerous, mostly comical, anecdotes but one will have to suffice – the ‘culture of eating’ while in lectures. Have you ever tried eating an orange that needs peeling or biscuits tightly wrapped in foil while intently listening to a lecture? Well … some of my fellow students did. For some of my colleagues this is the norm. For me, as an overly polite Canadian, you only eat food items that will not make any noise while my Japanese colleague was simply horrified - you would never bring food into a lecture hall!

Our second year of study was meant to be devoted to a more in-depth focus in a ‘specialised’ area – in theory, this was supposed to be achieved by us choosing elective modules from a list of possible options. Unfortunately, this task proved rather difficult as we were left to establish our own links and investigate potential courses to take. Nevertheless, serendipity took over and I am delighted to report that overcoming this initial hurdle is what led me to return to Keele University, where I am now a doctoral student. This was not simply out of necessity, but because Keele’s MA in Gerontology offered additional modules which focused on specific research of particular interest to me - areas such as social inclusion and exclusion, inter-generational relationships, and the role of social policy in structuring the lives of older people.

To say I fell in love with Keele and the teaching environment would be an accurate description of events. Coming from a university (in Canada) where the majority of teaching staff were unapproachable, Keele was a refreshing and odd environment to be dropped into. On the first module I took, we had dinner at a local pub with the staff and, much to my bewilderment, I found myself sitting across from a number of well established researchers in the field: names whose work I had been studying for years. Not only were they present but asking us ‘mere’ students about our thoughts and experiences thus far!

The second year of EuMaG is concluded by writing a dissertation. Given my interest in Intergenerational Practice, I was afforded the opportunity to ask a prominent Professor at Keele to supervise me. Coincidentally, this relationship has proved to be a longer lasting one than initially envisaged and I am pleased to say that said Professor is now the lead supervisor on my PhD thesis. I am also happy to report that I regularly run into those individuals that were at the pub that night in the corridors everyday. As to what happens next …. perhaps I will discover the answer to that at the next BSG conference.

I suppose the point of this account of my journey into academia is not to be discouraged by what at first may seem difficulties or setbacks. There are a multitude of opportunities and routes into the field of gerontology. Even more encouraging is that if you are willing to pursue your aspirations and persevere, I can attest to the number of individuals already working in the area that are willing to lend a hand and facilitate such a transition.

If you want to know more about either of these programmes, visit www.eumag.org and www.keele.ac.uk/schools/pppp/courses/ma-gerontology.htm