Survey based needs assessment: a paradigm for planning the decentralization of continuing health professional education

This paper describes the efforts of the SEARCH/AHEC Program of the University of Colorado Health Sciences Center to base the conduct of administration of its most important program component largely on results of a comprehensive survey of potential recipients of its services. Three major evaluation problems were encountered. Two of these were primarily political in nature, the other was analytical. They involved the entire range of functions associated with the survey, from collection of the data, to its analysis, dissemination and use. Management of these problems required compromise. Useful product was attained through the application of somewhat unconventional techniques, and the success of this exercise bears witness to the wisdom of employing these measures. Future annual resurvey is expected to leave its mark on all aspects of management of the program and to underlie its planning to an even greater extent than that here described.     

Partnership for continuing professional development: The impact of the Post Qualifying Award for Social Workers (PQSW) on social work practice

This article is based on a small-scale inquiry to evaluate the impact of the Post Qualifying Award for Social Workers (PQSW) on social work practice. The author sought the views of key stakeholders in one of the regional UK Post Qualifying Consortia, although practical constraints prevented the direct inclusion of service users' views. A post-hoc questionnaire and semi-structured interviews explored the impact of the PQSW awards on individual social work candidates and their employing agencies. The findings contribute to current debates around how training can be used to ensure delivery of the modernised social services required by the Government. While this is a small, locally based inquiry, its findings are relevant to ongoing national developments across the continuum of social work training and education. The findings suggest that the awards in general have a positive impact on practice for both individuals and organisations. Factors which increase or impede that impact were multi-faceted and complex, involving individuals, organisational cultures and wider contextual influences. The key to success, it is suggested, is partnership - proactive and committed working together between employers, individual workers and those prescribing/providing the training and education.     

Community-building principles: implications for professional development

This article reviews a Think Tank meeting among child welfare practitioners at the 2003 Building Communities for 21st-Century Child Welfare Symposium. The Child Welfare League of America's focus on community building is recognition of the vital importance of promoting and fostering collaboration with community members to enhance the well-being of children, families, and communities. The Think Tank participants responded to four questions concerning the knowledge, policies, and strategies that are needed for the development of strategies for community building and child welfare. This article highlights several of the findings of the preconference, which addressed the challenges and opportunities inherent in community-building practices and discusses the key principles that emerged from the Think Tank. The article emphasizes implications for professional education and cites selected examples of innovative community-building initiatives with families.     

Interculturalising the curriculum: faculty professional development

Abstract

This paper describes faculty perceptions of the impacts of a professional development (PD) programme for faculty called Interculturalising the curriculum. Over 70 faculty members have participated since 2008. Participants in the study represented four cohorts from 2008, 2011, 2012, 2013, from a broad range of academic disciplines. We begin with a review of the literature relevant to the rationale for, and challenges of, intercultural faculty development. We describe the theoretical frameworks and design of the programme. Next we present the results of a survey and one-on-one interviews with 20 past participants. The findings of the study combined with real changes in pedagogy and curriculum provide evidence that well-planned, theoretically grounded, intercultural PD for faculty can promote long-lasting impacts for both the educators and their students.     

American foundations and the development of international knowledge networks

This article examines the role and influence of three American foundations – Rockefeller, Carnegie, and Ford – in developing international knowledge networks that significantly impacted upon the Third World, helping to consolidate US hegemony after 1945, fostering pro‐US values, methods and research institutions. The international networks were modelled on prior domestic initiatives resulting in the effective intellectual hegemony of ‘liberal internationalism’, of empirical scientific research methods, and of policy‐oriented studies. Such domestic hegemony constructed a key basis of America’s rise to globalism, which after 1945 required a continuing and enhanced foundation role, especially with the onset of the Cold War. The article, which examines the role of the US foundations in relation to intellectual hegemony construction in Latin America, Indonesia, and Africa, concludes that the evidence is best explained by Gramscian theory, and calls for further empirical research in this vital area.     

Micro-structural foundations of network inequality: Evidence from a field experiment in professional networking

Sociological accounts of network inequality typically rely on the logic of preferential attachment, holding that individuals in a social network prefer to form ties with central rather than peripheral actors. We develop an alternative explanation for the growth of network inequality that does not require actors to have knowledge about the social position of others or to hold explicit preferences for partners based on such knowledge. Instead, we theorize that central actors benefit from being exposed to more opportunities for triadic closure, which confounds a quality- or popularity-based signal that their greater connectedness might also send. We test this prediction an observational study and a field experiment across multiple professional conferences. In the field experiment, we test whether network centrality is predictive of tie formation if the benefits that central actors receive through their disproportional exposure to second-order network neighbors are randomly suppressed. The findings demonstrate that for the same level of exposure to opportunities for triadic closure, central actors and less central actors are equally likely to be selected as network partners. We discuss how the proposed mechanism may be used to rectify social capital disadvantages among disadvantaged groups.     

Preparation for practice: embedding the development of professional identity within social work curriculum

Newly qualified social workers often enter challenging interdisciplinary settings where they need to be able to clearly articulate a distinctive professional identity. To prepare for these realities, this paper discusses how the development of professional identity has become increasingly central to qualifying social work curriculum at an Australian university. Preparation for social work practice has long been the focus of research in a number of countries, with a significant emphasis on knowledge and skill acquisition, rather than on the development of an overarching professional identity that is also underpinned by shared values and sense of professional purpose and expectations. Against this backdrop, the paper describes initial changes that have been made within core social work courses to progressively embed the development of professional identity more consciously across their studies, to be better prepared for contemporary challenges in the workplace. It is concluded that further changes are needed to fully transform the curriculum, and that the impacts of these changes be systematically evaluated in relation to preparedness for practice.     

An Agenda for the Future: Student Portfolios in Social Work Education

Portfolios have been used in a variety of academic settings for outcomes measures and to present students' best work. This article introduces the idea of electronic portfolios to be used with social work majors both in the graduate and undergraduate curriculums. The literature around portfolios, an explanation of our process and the points to consider regarding pursuing an electronic portfolios process are addressed.     

Achieve Boston: a citywide innovation in professional development

Achieve Boston is a broad-based collaborative effort to improve the overall quality of programs for children and youth by establishing a professional development infrastructure that supports those who work with young people during the out-of-school-time hours.     

Competencies of disabled entrepreneurs in Iran: implications for learning and development

This qualitative research set out to explore competencies of disabled entrepreneurs by presenting their lived experiences in developing their capabilities to create and manage their own business. The research also aimed to identify the dimensions and components of entrepreneurial competencies of disabled entrepreneurs. The participants were 16 entrepreneurs with physical and mobility disabilities, four educational managers of disabled vocational education and rehabilitation centers, and four entrepreneurship academics. Our findings suggested that the disabled entrepreneurs possess specific personal and functional entrepreneurial competencies. Personal competencies include attitudinal competencies, entrepreneurial self-efficacy and entrepreneurship learning self-efficacy. Functional competencies encompass entrepreneurial competencies, commitment and social competencies.     

The student-run public relations firm in an undergraduate program: Reaching learning and professional development goals through ‘real world’ experience

A student-run public relations firm can offer a variety of benefits for an undergraduate program in which there are limited resources for professional involvement by students. The article is a case study that profiles a student-run firm launched in conjunction with a capstone course in a journalism department. Specific learning and professional development goals were established for students, the department, and for clients served by the firm. The article presents a brief summary of successes, along with a discussion of opportunities and challenges. General recommendations are offered for establishing a student-run public relations firm.     

Demand for gambling: development and assessment of a gambling purchase task

Self-report purchase tasks are a novel approach examining the reinforcing value of addictive behaviour relative to increasing monetary costs required to access the addictive behaviour (i.e. demand). These measures reveal a positive relationship between the indices of demand and addiction problem severity and can elucidate factors associated with motivation for substance use. Gambling is an addictive behaviour that has not been examined using this paradigm. This study seeks to adapt and examine the purchase task for gambling behaviour. A gambling purchase task was devised that asked individuals how often per month they would gamble at various cover charges. Participants were 73 adults from the community with either gambling disorder (n = 28) or alcohol use disorder (n = 24) or were a healthy control (n = 21). Both the alcohol and gambling purchase tasks were administered. Results demonstrate discriminant validity of the gambling purchase task, as individuals with gambling disorder have significantly greater demand for accessing gambling than other groups. The alcohol purchase task also evidenced discriminant validity in that individuals with alcohol use disorder have significantly greater demand for alcohol than other groups. These findings support the use of the gambling purchase task to assess the demand for gambling.     

Use of standardized assessment instruments in couple therapy: the role of attitudes and professional factors

The study examined therapeutic approach, professional affiliation, training, seniority, and work setting as predictors of attitudes toward standardized instruments and their use in couple therapy. Data were gathered from 163 certified marriage and family therapists in Israel. Results showed that 27.6% of marital therapists used standardized instruments for assessment. More positive attitudes toward standardized instruments were associated with the extent of training in their use and with a structural-strategic approach. Logistic regression analysis indicated that positive attitudes, training, and work setting best predict the application of standardized assessment instruments. Reasons for the relative lack of use of standardized assessment instruments are discussed. It is recommended that more training in assessment instruments be included in marriage and family therapy training.     

The intermediary role in youth worker professional development: successes and challenges

This chapter examines the role of a national network of local and regional intermediary organizations in initiating and sustaining community-based youth worker professional development systems. This approach is instructive for other intermediaries in establishing training standards, assessing impact, providing organizational supports for youth development workers, and going to scale.     

Intervention sociology: history and foundations

Our intention is to state the main characteristics of intervention sociology, from its origins, the beginnings of which can be situated in Frédéric Le Play's monographic work carried out 150 years ago, to its present forms. Rather seldom mentioned in sociological literature or if so in the course of a paragraph or in methodological appendixes, intervention sociology, although widely practised outside the academic field, today still lacks legibility and institutional recognition. By proposing a thorough reading of the main theories and conceptions developed during the past two centuries, our article aims at explaining, through the sociological prism, the fundamental concepts of intervention sociology.     

An assessment of work-integrated learning for public relations in an open distance learning context

Education institutions are increasingly required to ensure the employability of their students through quality and relevant educational programmes. Organisational change, in response to current global challenges, is not a new occurrence and impacts on all levels and functions of the organisation. This is of particular relevance to the field of public relations as an organisational function and it is therefore essential to match theoretical learning with practice, to ensure that the function operates effectively in the broader organisational context. It, moreover, re-establishes the need for the continuous assessment of educational programmes to ensure competent and employable public relations students.