James Fagg admits that when his grandmother was diagnosed with dementia several years ago, he had little understanding of the disease, how to care for someone living with it, and how to support others providing that care.
This lack of knowledge affected the way he understood his grandmother’s diagnosis, and how he interacted with her during the final years of her life, especially as other family members took on the bulk of the caring duties.
“My grandmother was living with dementia for a while,” James said. “However, like many families, due to a lack of dementia literacy – and the care provided by my grandfather – it wasn't clear to us the impact the disease was having.
“A few years ago, they suffered a car accident where my grandfather died, and the trauma accelerated the disease in my grandmother significantly.
“She was placed into a care home where she remained until she passed some five years later. During this time, my father provided the majority of connection while I did not engage.”
Later, at the age of 40, James found himself at a crossroads familiar to many. With a bachelor's degree in commerce completed in 2006, a full-time job, a loving wife, and two children, life was comfortable, but something was missing.
The looming reality of his parents aging also nudged at the back of his mind. James wanted to be prepared, not just for himself, but to support his family through whatever the future might hold.
So, when he discovered the Diploma of Dementia Care offered online by the University of Tasmania's Wicking Dementia Research and Education Centre, it felt like the perfect opportunity.
“The fact that it's globally recognised for dementia research and education was a huge draw," he said. "And being able to study without tuition fees removed a significant barrier.”
Stepping back into study after so many years was both exciting and daunting for James, who hadn’t studied topics like human biology since school. But he said the introductory units provided a solid foundation, and the content was delivered by engaging, knowledgeable lecturers who understood the challenges for returning students.
“I was impressed by how accessible the learning materials were,” he said.
“The assessments were clearly identified and genuinely interesting, not just exams to stress over, but tasks that made the content come alive.”
This engaging and supportive environment reignited James's love for learning, and the flexible, online format ensures he can fit his studies into his busy schedule.
“It's never too late to learn something new. The University understands the challenges we face and provides the support needed to succeed.”
And the more James has learned about dementia, the more confident he has begun to feel about supporting his family as they age, if the need should arise. It has also helped him reflect on his experience with his grandmother.
“In hindsight, and with the learnings from the course, I've come to see that my reluctance to engage, and the advice that my grandmother 'wasn't the same person', came from a place of ignorance,” he said.
“Had we understood more about how the disease affects a person, expressions of unmet need, and concepts such as Kitwood's flower, it would have changed the way we spent time with her in those final years.”
His study journey has also sparked interest in other fields.
“I'm considering the Diploma of Sustainable Living next,” he said. “The online courses with tuition fee scholarships make continuing education accessible and manageable alongside work and family commitments.”
“Studying in Tasmania, even online, feels connected. There's a sense of place and community that's hard to describe but deeply felt.”
Inspired by James's journey? Learn more about studying Dementia Care.