Pathway to Public Health: Investigating Reasons
Behind the University of Sunderland Students Pursuit of Postgraduate Studies
Stephanie Nehita Oiboh and Madhini
Sivasubramanian*
The University of Sunderland,
London, UK
*Corresponding author: madhini.sivasubramanian@sunderland.ac.uk
Submitted: 15.03.2024 Accepted : 13.07.2024 Published: 01.08.2024
Keywords: Postgraduate education, Career
advancement, Higher Education, Public health, Motivations
Introduction
Postgraduate
studies represent a deliberate effort to deepen knowledge in a specific field,
with public health standing out as crucial in addressing global healthcare
challenges. This choice reflects a purposeful decision to enhance expertise and
contribute to community well-being (Keim, 2008).
The
University of Sunderland is well-known for its dedication to achieving high
standards in both education and research (the University of Sunderland, 2023)
and has established itself as a prominent institution of higher education
located in the vibrant and multicultural heart of a globally dynamic city
(Clout, et al., 2023). In its dynamic academic environment, a diverse group of
students is on the transformative voyage of pursuing postgraduate studies in
public health. However, the motivations and fundamental influences guiding
these students toward this path have become a source of curiosity and
investigation.
This
study, titled "Pathway to Public Health," delves into the intricate
factors driving University of Sunderland students to pursue postgraduate
studies in public health. It aims to dissect the diverse influences, including
personal and external factors, shaping their educational decisions. Public
health, a holistic field, blends science and art to prevent diseases and
improve well-being through organized societal efforts. It considers factors
such as biology, social dynamics, environment, and behaviour (Faculty of Public
Health, 2023).
In
the UK, public health degrees aim to improve community health through various
strategies. Students at the University of Sunderland can pursue bachelor's,
master's (MPH), or advanced degrees (DrPH or Ph.D.) in public health. The
curriculum covers epidemiology, healthcare policy, environmental health, and
more, equipping students with skills in data analysis and policymaking
(University of Sunderland, 2023).
The
duration of time needed to complete a public health degree program varies
depending on the level of the degree. A bachelor's typically spans three to
four years, while a master’s program like the MPH typically lasts one year for
full-time students. On the other hand, doctoral programs may extend over
several years to finish (studyinfocentre.com., 2023). Admission criteria for
public health programs differ among universities. Typically, for undergraduate
programs, applicants are expected to have completed A-levels or attained
equivalent qualifications. Master's programs usually necessitate a relevant
bachelor’s degree, while doctoral programs often mandate a master’s degree in a
related discipline. International students may also be required to satisfy English
language proficiency criteria.
Individuals
who complete public health programs in the UK can embark on careers across
diverse sectors, encompassing public and private entities, non-profit
organizations, and academic institutions. These career options comprise
positions such as epidemiologists, health policy analysts, health educators,
and environmental health officers NHS (2017).
Students
should opt for programs that have received accreditation from respected bodies
such as the Association of Schools of Public Health in the European Region
(ASPHER) or other pertinent accrediting organisations (ASPHER, 2023). This
accreditation assures that the programs adhere to and fulfil well-defined
quality standards, offering students a reputable and high-quality educational
experience in public health.
Method
This
cross-sectional quantitative study was conducted at the University of
Sunderland's main campus and London campus, situated in the United Kingdom. The
focus is on the public health postgraduate programs offered by the university.
The research tool used in this study was the researcher's structured
questionnaire, which consisted of closed-ended questions, allowing participants
to choose from predetermined response options. This research adopted the
purposive sampling technique, which goal is to gain in-depth insights into
specific characteristics or experiences within a targeted group.
Data
analysis involved utilizing a coding guide for the responses obtained from the
questionnaire. Data entry and analysis were conducted using Statistical
Processing for Social Sciences (SPSS) software, specifically version 28.0.
Descriptive statistics, such as frequency tables, percentages, and standard
deviation means, were employed for the data analysis process.
Results
One
hundred and two respondents filled out the Microsoft Forms however eight of
them were not currently enrolled on postgraduate study in public health. Data
analysis was based on 94 respondents who met the eligibility criteria. The
response rate was 92.2%. Above a third (35.1%) of the respondents had enrolled
in the University of Sunderland postgraduate public health program. The mean
age of the respondents was 31.5±6.5 years and more than half (51%) were within
22-30 years. Most (61.8%) of the
respondents were females. The
respondents were mostly (58.5%) from the African continent, and more than half
(52.1%) of the respondents had clinical experience (See, table 1). Less than a
quarter (23.4%) of the respondents had nursing as their previous academic
experience.
Driving
Forces Compelling Students at the University of Sunderland to Pursue
Postgraduate Studies in Public Health
The
following topped the respondent’s most significant driving force for pursuing a
postgraduate study in public health at the University of Sunderland; Career
advancement opportunities (66%); interest in improving community health (60.6%)
and desire to work in the healthcare policy (44.7%) (See, Table 2).
Respondents’
Motivations based on Cultural background, and Academic History
The
respondents reported various motivations for pursuing public health at the
University of Sunderland and they had varied responses. Those from Africa were
motivated mostly based on a desire to work in health policy (61.9%); career
advancement (59.7%); influence of current global health challenges (58.1%);
passion for disease prevention (55.6%) and interest to improve community health
(54.4%). Respondents from Asia were motivated mostly based on career
advancement (32.3%); passion for disease prevention (30.6%); influence of
current global health challenges (29%); interest in improving community health
(28.4%) and desire to work in healthcare policy (28.6%). Furthermore,
respondents from Europe reported that they were motivated based on an interest
in improving community health (12.3%), a desire to work in healthcare policy
(9.4%) and a passion for disease prevention (8.3%). Respondents from America were mostly
motivated by the influence of current global health challenges (6.5%) and
interest in improving community health (3.5%). Also, those from Australia were
mostly motivated by the influence of current global health challenges (3.2%)
and passion for disease prevention (2.8%) (See, Table 3).
Table 1. Socio-demographic Characteristics of the
Respondents
|
Variable |
Frequency |
Percentage
(%) |
|
Currently Enrolled on Postgraduate study |
94 |
100 |
|
Length of time spent in the postgraduate study |
||
|
≤ 3month |
32 |
34 |
|
4-6 month |
33 |
35.1 |
|
7-9 month |
7 |
7.5 |
|
10-12 month |
22 |
23.4 |
|
Age (in years) x̄±SD = 31.5 (SD)
6.5 |
||
|
22-30 |
48 |
51 |
|
31-39 |
37 |
39.4 |
|
40-48 |
6 |
6.4 |
|
49-57 |
3 |
3.2 |
|
Gender |
||
|
Female |
58 |
61.7 |
|
Male |
35 |
37.2 |
|
Non-binary |
1 |
1.1 |
|
Continent of Origin |
||
|
Africa |
55 |
58.5 |
|
Asia |
27 |
28.7 |
|
Europe |
9 |
9.6 |
|
America |
2 |
2.1 |
|
Australia |
1 |
1.1 |
|
Sector worked before Postgraduate studies |
||
|
Clinical |
49 |
52.1 |
|
Health Administration |
22 |
23.4 |
|
Public Health |
13 |
13.8 |
|
Others |
10 |
10.6 |
In
addition, a chi-square test was conducted to examine the relationship between
respondents' cultural background and motivation to pursue postgraduate study in
public health based on improving community health (χ2= 3.8, p= 0.87); desire to
work in healthcare policy (χ2= 4.9, p= 0.76) passion for disease prevention
(χ2= 5.8, p= 0.67 and career advancement (χ2 = 9.9, p= 0.27) showed no
significant relationship. However, there was a significant relationship between
cultural background and motivation based on the influence of current global
health challenges (χ2 = 15.9, p= 0.04) (See table 3).
Table 2: Motivation of the Respondents to Pursue a
Postgraduate Study in Public Health
|
Motivation to
consider pursuing a Postgraduate degree in Public Health |
Least significant |
Fairly significant |
Moderately
significant |
Significant |
Most significant |
|
Interest in improving
community health |
7 (7.4) |
4 (4.4) |
8 (8.5) |
18 (19.1) |
57 (60.6) |
|
Desire to work in the
healthcare policy |
8 (8.5) |
6 (6.4) |
11 (11.7) |
27 (28.7) |
42 (44.7) |
|
Passion for disease
prevention |
4 (4.3) |
5 (5.3) |
14 (14.9) |
35 (37.2) |
36 (38.3) |
|
Influence of current
global health challenges |
4 (4.3) |
5 (5.3) |
26 (27.7) |
28 (29.8) |
31 (33) |
|
Career advancement
opportunities |
5 (5.3) |
1 (1.1) |
10 (10.6) |
16 (17) |
62 (66) |
Examining
the respondents’ previous academic experience and their motivation to pursue
postgraduate study in public health at the University of Sunderland, the
respondents had varied motivations. Respondents who
study nursing previously reported that they were motivated mostly by a desire
to work in health care policy (35.7%); passion for disease prevention (30.6%);
interest in improving community health (29.8%) and influence of current global
health challenges. Likewise, respondents who studied pharmacy previously
reported that they were mostly motivated by a passion for disease prevention
(22.2%); career advancement (19.4%) and an interest in improving community
health. Respondents who studied environmental health previously reported that
they were mostly motivated by the influence of current global health challenges
(13%); career advancement (9.7%) and desire to work in healthcare policy
(9.5%). Also, respondents who studied public health previously reported that
they were motivated mostly by the influence of current global health challenges
(14.8%); interest in improving community health (14%); career advancement
(12.9%) and passion for disease prevention (11.1%) (See, table 3).
Table 3 Respondents’ Motivations based on Cultural
background, and Academic History
University of Sunderland Public Health program Aspect
that Appeal to the Respondents
Faculty expertise (31.9%), research opportunities
(31.9%) and course curriculum topped the respondents’ reasons for choosing to
study at the University of Sunderland postgraduate public health program. Also, half (50%) of the respondents reported that time
management was the most significant challenge they faced as a student. While
few (8.5%) of the respondents reported that the course content was most
challenging for them
Respondent’s Perceived Advantages Linked to
Postgraduate Education in Public Health at the University of Sunderland
Table 4
Perceived Advantages of Pursuing Postgraduate Education in Public Health at the
University of Sunderland
|
Variable |
Yes |
No |
Maybe |
|
F (%) |
F (%) |
F (%) |
|
|
The
course is organized to increase your chances of a career |
71(75.5) |
10(10.6) |
13(13.8) |
|
A public health course helps you
improve your career prospects |
68(72.3) |
15(16.0) |
11(11.7) |
|
Public
health course helps you to improve employability |
60(63.8) |
17(18.1) |
17(18.1) |
|
The course helped to secure graduate
employability |
24(25.5) |
55(58.5) |
15(16) |
|
Attended
career-focused seminar |
37(39.4) |
50(53.2) |
7(7.4) |
Improvement of Public Health Course at the University
of Sunderland
Interaction with peers (51.1%); research opportunities
(26.6%) and course content (13.8%) were the things respondents reported they
enjoyed most about taking public health courses at the university. The
respondents reported that the following should be included to enhance the
employability prospects of graduates; internship opportunities (73.4%);
networking events (12.8%) and soft skill training (7.4%). The respondents
defined accreditation as; a standardized evaluation process (47.9%); a formal
recognition of program quality (39.4%); and a type of certification. Most
(68.1%) of the respondents reported that accreditation of the program
influenced their choice of the course (See, Table 5).
Discussion
There is a growing recognition of the vital role of
postgraduate education in addressing global public health challenges.
Understanding why students choose to pursue postgraduate studies in public
health is essential for designing relevant and effective educational pathways;
this can lead to more relevant and effective educational experiences. This
study investigated the underlying factors driving students' choices to pursue
postgraduate education in public health at Sunderland University.
More than half of the respondents were within 22-30
years which is the expected age of students pursuing postgraduate study (Mouton
et al, 2015). This age category is lower than the age range reported by Hansraj
and Rampersad (2022) in South Africa. The age category observed revealed that
many young people are pursuing postgraduate studies, which may be because of
more interest in public health or because they are still deciding on their
career paths, while older respondents may be more established in their
professional careers. This finding corroborates the results of Hoffman and
Julie (2012) and Sebothoma et al. (2021) in South Africa that young graduates
were more likely to pursue postgraduate studies. This study finding revealed that most of the
participants had nursing previous academic experience. The previous academic
experience observed implies that nurses are increasingly moving from their
career path to public health, probably due to their clinical experience of the
need to prevent disease rather than treatment. This finding is like the report
of Havenga and Sengane (2018) that an increased
number of professional nurses enrolled for postgraduate studies in public
health.
Table 5
Improvement of Public Health Course at the University of Sunderland
|
Items |
Frequency
(N) |
Percentage
(%) |
|
|||
|
One thing Enjoyed most about taking the public
health course |
|
|||||
|
Interaction with peers |
48 |
51.1 |
|||
|
Course content |
13 |
13.8 |
|||
|
Practical experience |
8 |
8.5 |
|||
|
Research
opportunities |
25 |
26.6 |
|||
|
Enhance employability prospects |
|
|||||
|
Internship
opportunities |
69 |
73.4 |
|||
|
Industry-specific
certification |
6 |
6.4 |
|||
|
Soft skill training |
7 |
7.4 |
|||
|
Networking events |
12 |
12.8 |
|||
|
Accreditation definition |
|
|||||
|
Formal recognition of
program quality |
37 |
39.4 |
|||
|
A type of
certification |
8 |
8.5 |
|||
|
A standardized process |
45 |
47.9 |
|||
|
I do not know |
4 |
4.2 |
|||
|
Accreditation influences the decision on the choice
of course |
|
|||||
|
Yes |
64 |
68.1 |
|||
|
No |
16 |
17 |
|||
|
Maybe |
14 |
14.9 |
|||
|
||||||
This study finding revealed various factors such as
career advancement opportunities; interest in improving community health,
desire to work in the healthcare policy, passion for disease prevention and
influence of current global health challenges as the driving forces compelling
the students at the University of Sunderland to pursue public health courses.
The various motivations compelling the participants had varied degrees
depending on their cultural background, and academic history. This report was dissimilar
from the main motivators for the pursuit of postgraduate programs reported in
other health disciplines where the accomplishment of personal goals, and
expansion of the knowledge in that field were the major reasons reported
(Cobbing et al. 2017 and Sebothoma et al. 2021).
Similarly, this finding is at variance with the
results of Gyamera and Asare, (2023) in Ghana where
they reported that international student’s decision to pursue higher education
was because of cultural and social relationships, language, physical proximity,
historical legacies, perceptions of study destinations, and challenges related
to inadequate physical and educational resources. Similarly, Roga et al. (2015)
reported that factors encompass the desire to learn either the Latvian or
Russian language, the exploration of unfamiliar territories, adherence to
traditions, the presence and quality of specific study programs, international
acclaim, credit recognition, availability of scholarships, affordable tuition
fees, post-graduation job prospects, the environment, the option to commence
studies in the winter semester, familial connections, and the presence of
relatives or friends in the chosen country, along with academic quality where
the factors compelling international students to pursue post-graduate studies. Fajcikova and Urbancova (2019)
reported several factors motivating students to pursue postgraduate studies
such as the quality of instructional personnel, the aspiration to enhance
social status and cultivate a continuous career path, the drive to develop
competencies and seamlessly apply them in practical settings, an emphasis on
the quality of the education process concerning future employment prospects,
the assessment of the institution's advantages, the pursuit of extended student
life by undecided students, and the fulfilment of community expectations.
This study finding revealed that participants who were
previously nurses were motivated mostly by a desire to work in health care
policy; passion for disease prevention; interest in improving community health
and influence of current global health challenges. This finding is at variance
with the result of Havenga and Sengane (2018) that
most professional nurses who enrolled for postgraduate studies were motivated
to increase their chances of employment, salary and progression prospects.
Furthermore, Hu, et al. (2022) reported that in China
decision to pursue a postgraduate program has various dimensions such as home
countries' push factors, and China's pull factors, including economic growth,
potential, bilateral trade relations, and advancements in science, technology,
and education. University attractiveness factors, spanning reputation,
educational quality, campus environment, faculty-student ratio, educational
expenditure per student, and universities' GDP per capita. In addition, personal
choice factors, reflecting individual subjective norms and personal values,
exert influence on students' decisions to study abroad. This difference in
motivation to pursue a postgraduate reported in this study and others may be
because this study focused on public health programs alone as opposed to other
studies that had a broader scope.
This study finding revealed a significant relationship
between cultural background and participants’ motivation to pursue public
health based on the influence of current global health challenges. This implies
that the health issue faced by the participants in their home country propelled
their choice to study public health to acquire skills and knowledge to solve
the problem. This is evident as some were compelled to study public health to
improve community health. Also, this
study finding revealed a significant relationship between respondent’s academic
history and their motivation based on interest in improving community health
and passion for disease prevention. This is because most of the participants
already had clinical experience and were willing to work with the community to
improve their health and prevent disease. However, their previous academic
history does not influence their motivation to pursue public health based on
the need to work in healthcare policy, the influence of current global challenges
and career advancement opportunities. This may be because they are already
working in the health sector and are used to the system. Also, they have career
advancement opportunities in their previous academic experience which is not
only available in public health.
The participants reported that a postgraduate study in
public health will increase their career chances and
prospects, improve their employability and secure employment. This finding
is similar to the result of Kate (2013) that students
perceived the benefit of pursuing a postgraduate program because of multiple
employment chances. Also, Hout (2012) observed that students who completed
postgraduate degrees had better chances in the labour market and contributed to
improving the community's well-being. Wen and Sha (2014)reported that students enrolled
on postgraduate studies because of the employment opportunities. This shows the
relationship between the labour market and higher education. If there is a
pandemic or epidemic that will result in disease prevention and change in lifestyle
of the populace there will be a demand for skilled and specialized labour
increase, thus leading to the increase in the enrolment for postgraduate
studies in public health. This study finding is at variance with the result of Altbach et al. (2019) that some of the benefits derived
from pursuing a postgraduate program are seeking higher salaries.
The challenges reported by the participants in the
pursuit of their postgraduate program were time management, research
requirements, practical experience, and course content. This finding
corroborates the report of Matin et al. (2017) in a study in Bangladesh that
time constraints and work overload for the completion of thesis work were major
challenges among study participants. The time pressure and workload had the
highest scores indicating they were the most challenging factors. This finding
may be because some of the students may be employed and are married. Thus,
interfering with their study and posing as a challenge. Similarly, Yasmin et
al. (2018) reported that postgraduate students faced four categories of
challenges such as dispositional, situational, institutional, and academic. The
dispositional challenges were cognitive skills, pressure of assignments and
presentations on time, low grades in exams, rivalry and grouping and fear of
isolation and neglect. The situational challenges were financial, family and
time management challenges. The institutional challenges were
examination-related problems, resources, IT facilities and Infrastructure. The
academic challenges were the instructors ‘role, poor communication skills and
curriculum in the study. This finding is at variance with the result of
Barbeiro et al. (2015) that academic writing was one of the major challenges
faced by postgraduate students. Havenga and Sengane
(2018) reported that postgraduate students faced personal challenges such as
financial, employment, family, and accommodation challenges. Likewise, Roets
and Maritz (2013) reported that postgraduate students faced limited resources
challenges.
The respondents reported that to enhance the
employability prospects of Sunderland University graduates there should be
internship opportunities, networking events, industry-specific certification,
and soft skill training incorporated into the curriculum to give their students
an edge over others in the labour market. This is crucial for the university to
consider as one of the benefits the participants reported for pursuing a
postgraduate program was employability. Also, the participants reported that they
enjoyed the interaction they had with their peers, research opportunities,
practical experience and course content while taking public health courses at
the university. The fact that the school was accredited also influenced the
choice of the students to enrol in the school. This is important to as students
who are satisfied with the program at the university can recommend the school
to others which will help to increase the enrolment of the school.
Conclusion
The participants had various motivations for pursuing
postgraduate study such as career advancement opportunities; interest in
improving community health, desire to work in the healthcare policy, passion
for disease prevention and influence of current global health challenges. They
also had various benefits they derived from pursuing a postgraduate study in
public health such as increased career chances and prospects, improved
employability, and secure employment. Also, the participants faced various challenges
while pursuing a postgraduate program at Sunderland University such as time
management, research requirements, practical experience, and course content.
Based on these findings the following is thereby
recommended.
·
The school should
include more internship programs in the curriculum. This will enable students
to have more hands-on experience that will increase their employment prospects.
·
The school
administration should ensure that the program remains accredited because the
accreditation of the program attracts more students to enrol in the school.
·
The school
administration should create a research opportunity for students where they can
easily access grants and skills for conducting research.
·
The curriculum of
the school should be reviewed in such a way that the students can easily
understand the course content.
·
The school should
organize a seminar for students on how to manage their time and how to cope
with the demands of the study.
·
The school should
maintain a healthy environment where students can freely interact with one
another.
The study's focus on a specific university and its
public health programs may limit the broader applicability of the results to
different academic institutions or disciplines and the reliance on
self-reported data introduces the potential for response bias, as participants
may provide answers influenced by social expectations or subjective
interpretations.
Also, there was notable limitation of this study is
the challenge posed by a low response rate during the data collection phase.
Despite the meticulous design of the survey and efforts to engage participants,
the lower-than-anticipated response rate has affected the findings.
Another limitation of this study lies in the limited
availability of articles and comprehensive literature specifically addressing
the motivations and experiences of students pursuing postgraduate studies in
public health at the University of Sunderland. The scarcity of existing
research on this precise subject hinders the ability to contextualize findings
within a broader academic framework, limiting comparative analysis and
potentially affecting the generalizability of results. While the study contributes
original insights, the lack of extensive literature emphasizes the pioneering
nature of the investigation and points to opportunities for future research to
further explore this unique aspect of postgraduate education.
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