Applications to Social Work Programmes in England: Students as Consumers?

One of the most resounding impacts of the introduction of the new social work degree in England in 2003 has been an increase in the number of applications to social work courses. However, the processes used by applicants to reach decisions about where to study social work are little understood. This article reports data from six preparatory focus groups and four interviews (n = 38), 17 focus group interviews with first year students (n = 112) from nine social work programmes run in six universities, and 2,606 responses to three online surveys administered to first year students, which were collected as part of the national Evaluation of the New Social Work Degree in England funded by the Department of Health. They show that students use a range of sources to find out about social work education, with rising reliance on electronic media as an information resource. Although the majority cites convenience of location as the chief reason for selecting a particular university, academic reputation appears to be growing in importance. Observations from these data are discussed in the context of consumer behaviour in higher education and in social work education at a time when universities are developing marketing strategies to compete for students.     

Social Work Intellectuals in the Twenty‐First Century: Critical Social Theory,Critical Social Work and Public Engagement

Frequently, observation of social work students in ‘live’ work is absent or haphazard. An overview of the key literature examines the need for observation of students during training, explores the strengths and challenges of live supervision and describes a planned process for conducting live supervision. This approach incorporates four phases: collaborative preparation for a session of direct practice; observation of the student's work by a field educator; debriefing and feedback; and the development of a plan for further learning steps. Brief vignettes are used to illustrate the process. The article is enriched by the inclusion of student comments from the evaluations undertaken after live supervision activities.     

Placement Educators’ Experiences and Perspectives of Supervising International Social Work Students in Australia

International social work students in Australia have reported difficulties in finding quality placement opportunities and dealing with issues such as language and cultural barriers. While placement issues have been mostly investigated from a student perspective, this study explores the experiences and perspectives of placement educators towards supervising international social work students. It draws on an online survey of 83 placement educators working for an Australian university. The majority of placement educators reported that they supervised international students differently to domestic students. These differences were negatively framed as challenges involving students’ language competence, their understanding of cultural norms, and knowledge of Australian welfare systems. This framing implies that cultural and linguistic differences between international students and placement educators are viewed in terms of student deficiency rather than as a positive opportunity for mutual learning and professional development.     

Social Work Educators in a Changing Higher Education Context: Looking Back and Looking Forward 1982–2005

Abstract

The present paper is based on initial findings from an online survey of Australian social work educators conducted as part of the Australian Research Council Linkage Project “Social Work in the Enterprise University: A national survey of social work educators 1982–2005”.1 1. The chief investigators in the project are Associate Professor Elizabeth Ozanne and Professor Craig McInnis, from The University of Melbourne, and Associate Professor Wendy Weeks, who sadly passed away in July 2004. The Australian Association of Social Work and Welfare Education is the industry partner in the project and the researcher is Kylie Agbim (nee Brown), PhD scholar, School of Social Work, The University of Melbourne. The article contributes to empirical data on the Australian social work education workforce and draws attention to the need for greater exploration of the challenges and opportunities confronting social work educators. It is argued that the characteristics of Australian social work academics and their visions for contemporary and future social work education are of increasing importance in a more competitive and global higher education market and in an era when the nature of welfare practice is being radically transformed. Initial findings from the 2005 national survey are compared with findings from the only previous national survey of social work educators and contemporary studies of other academic populations. The data highlight possible implications for contemporary and future social work education in universities.     

At the Eve of Convergence? Transformations of Social Service Provision in Denmark, Germany, and the United States

Increasing societal heterogeneity, changing demographics, and increasing public debt and fiscal constraints have recently challenged traditional “regime” approaches to welfare state development. Some scholars argue, against this background, that welfare states might plausibly move out of their “regime container” by opting in favor of similar solutions and responses. This potential trend toward “convergence” might, furthermore, be facilitated by the widespread use of new public management ideas and techniques for “reinventing government” by adopting market solutions to public problems. This article investigates whether such trends of convergence can be identified by comparing three different countries each traditionally looked upon as belonging to different welfare state regimes: Denmark, Germany, and the United States. More specifically the article looks at one important segment of welfare state activity, namely social services and related health care. To further focus the analysis, special attention is devoted to the changing role played by the third sector in delivering services. The research design, thus, differs from most comparative welfare state research. Instead of analyzing a broad set of quantitative indicators in a large number of countries, it is scrutinized how some of the same problem pressures and policy ideas are being interpreted and implemented in a small number of countries within one policy area. The analysis reveals that trends of convergence—conceptualized along four dimensions: ideas, regulation, mix of providers, and revenue mix—can be identified across the three cases, though this does not mean that the market share of nonprofit providers becomes the same. The study also reveals that fundamental aspects of state–nonprofit relations persist despite trends of convergence.     

Social Justice as Concept and Practice in Australian Social Work: An Analysis of Norma Parker Addresses, 1969–2008

Abstract

Social justice is central to Australian social work. Principles of social justice underpin the definition of social work as a profession, its code of ethics, and its standards of practice and education. However, there is a dearth of empirical research regarding what social justice has meant to social work over time and how it has been enacted in practice, topical as social inequalities continue to escalate. As a first-stage study, this paper examines how social justice was represented within 19 Norma Parker Addresses delivered by Presidents of the Australian Association of Social Workers at national conferences between 1969 and 2008. Two key themes were evident: social justice as a concept and social justice as social work practice. Social justice was represented conceptually throughout the Addresses as an enduring guiding principle and moral responsibility for social work. How social justice was enacted in practice included themes of: standpoint; practices and strategies; educating social workers; and contested and constrained practice. The meanings and practices of social justice were embedded within the changing contexts within which the Addresses were delivered. Further historical studies can inform social work knowledge, practice, and critical reflection as the profession continues to evolve and confront persistent social justice challenges.     

The Cost of a Calling? Clergywomen and Work in the Church of England

This article explores the work of clergywomen in the Church of England within an analysis of the Church as a gendered organization. We highlight the sex discrimination they often face, at the same time as satisfaction with their work and the need to follow their calling regardless of the difficulties. This is explained through an analysis of the significance of religious calling and the requirement for ‘sacrifice’ on their ability to endure their work and to challenge discriminatory treatment.     

Social Work Supervision of Staff: A Primer and Scoping Review (2013–2017)

Supervision of staff has a rich history within the social work profession, and is widely valued internationally for the support, knowledge, and skill it is perceived to provide. Moreover, quality supervision is championed for ensuring good client care. However, supervisors practicing within the social work profession have not typically had access to best practice information, nor accessed the parallel research related to the supervision of staff. A supervision primer provides an orientation to the supervision literature, including definitions and disciplinary perspectives. This sets the stage for a scoping review of social work supervision articles for the purpose of supporting supervisors in keeping current, locating, understanding, and applying literature to their practice. Seventy-nine conceptual and empirical articles first-authored by social workers were published in 36 journals between 2013 and 2017. The volume, location, context and nature of these articles are presented, pointing to an increased social work presence in the literature. Implications for supervisory practice, scholarship, and research are discussed.     

Social Impact Investing in Germany: Current Impediments from Investors’ and Social Entrepreneurs’ Perspectives

The paper provides empirical evidence on impediments of the emerging social impact investment field in Germany. The study is based on 19 in-depth interviews with social impact investing funds, investment advisors, and social entrepreneurs as investees. It takes an explorative approach because of the nascent stage of research on the subject. By systematically relating the perspectives of the actors involved, the study gives a broad empirical picture on the major challenges for social impact investing in Germany. Results reveal nine critical problem areas we have arranged along three dimensions: financial returns, social returns, and relationships and infrastructure. They comprise investors’ and social entrepreneurs’ practices, institutional settings which are still heavily influenced by peculiarities of the German welfare systems, as well as undeveloped framework conditions in the social investment market. By interpreting the results through a lens of conflicting institutional logics, we further contribute to this research stream by showcasing social impact investing as a core area of friction between the logics of the market and civil society.     

Comparing Social Work Students’ Perceptions of Risk Using Online Discussion Fora: Lessons Learned from a European Pilot Project

Comparisons of international child welfare systems have identified two basic orientations to practice; a ‘child protection’ orientation and a ‘child welfare’ orientation, which are founded upon fundamentally different values and assumptions regarding the family, the origins of childcare problems, and the proper role of the state in relation to the family. This paper describes a project which sought to compare how undergraduate social work students from three European Universities perceive risk in referrals about the welfare of children and to explore the impact of different cultural, ideological and educational contexts on the way in which risk is constructed by students. Students from Northern Ireland, Germany and Poland examined three vignettes via 10 online discussion fora each of which provided a narrative summary of their discussion. The paper presents some findings from the analysis of the qualitative data emerging from the student discussions and draws out the lessons learned in terms of how the project was designed and implemented using online discussion fora.     

Evaluating a Measure of ‘Social Orientation’ of Chinese Students in Social Work: Developing its Reliability and Validity

This study examines the reliability and validity of a measure of ‘social orientation’ indigenously developed from Chinese students of social work in Hong Kong. By administering two tests with Chinese social work students (n = 293 and n = 304) at associate degree level, the measure achieves strong internal consistency with r>0.75 and test–retest consistency with r>0.63. The instrument also has strong validity by attempting factor analysis of items generated from qualitative data in in‐depth interviews. The development of this indigenous measure of ‘social orientation’ will contribute to an understanding of the authoritarian, relationship and ‘other’ orientation of Chinese social work students. The authors propose that this will be a crucial factor in influencing the response of Chinese students towards different teaching and learning approaches in social work education.     

Development,Implementation, and Evaluation of a Comprehensive Course on Suicide in a Master’s of Social Work Program

ABSTRACT

Most master of social work (MSW) programs provide minimal education or training on suicide prevention, intervention, and postvention despite that the majority of social workers encounter suicidal clients during their professional careers. This study describes the development, implementation, and evaluation of a course on suicide in an MSW program. Changes in student suicide-related knowledge, confidence, and preparedness were evaluated using a pre/post design. We found statistically significant increases in knowledge (t [df = 21] = 4.79; p < .001), confidence (t [df = 17] = 8.55; p < .001), and preparedness (t [df = 20] = 7.28; p < .001) from pretest to posttest. Knowledge, confidence, and preparedness were significantly positively correlated, indicating that confidence and preparedness did not increase without a corresponding increase in knowledge. Given the prevalence of suicide and the frequency with which social workers serve populations affected by suicide, it is critical that MSW programs provide effective training on understanding suicide.     

An Examination of College Students' Perceptions of Transformative and Culturally Competent Educators: Are Social Work Students Unique?

The purpose of this study was to examine college students' perceptions of transformative and culturally competent educators. Using data collected from a cross-section of 194 undergraduate (associate and bachelor level students) and graduate students in social work and other majors from four colleges or universities in the Midwest region of the USA, the findings indicate that transformative and culturally competent educators are important to college students. Using the Students' Perceptions of Transformative Educators Scale (SPTES), the data revealed that the overall mean for the SPTES was high, with a score of 198.24. The range was 131–233. The standard deviation [SD] was 21.55. This mean suggests that students place a high level of importance on attributes of transformative educators. When examining the culturally competent subscale of the SPTES, the data also revealed that students want educators who personify culturally competent attributes. The data illustrated a mean for cultural competence of 63.27. The range was 36–70. The standard deviation was 7.89. This mean suggests that students also place a high level of importance on this attribute in educators. ANOVA results indicate that respondents do not significantly differ along the lines of age or race on the SPTES. Student rank (associate, bachelor and graduate), however, did reveal significant differences on the cultural competence [F(2, 174) = 3.280, p < 0.040] and socialization [F(2, 187) = 4.172, p < 0.017] subscales of the SPTES. Social work students also demonstrated statistically significant differences in their slightly higher scores related to the perceptions of the overall SPTES (mean = 202.17, SD: 22.88, p < 0.01); the cultural competence subscale (mean = 65.03, SD: 6.64, p < 0.00) of the SPTES; and the socialization subscale (mean = 26.21, SD: 3.06, p < 0.02) of the SPTES.     

Do the Characteristics of Seconded or Sponsored Social Work Students in England Differ from Those of Other Social Work Students?—A Quantitative Analysis Using National Data

Amongst initiatives by social work employers in the United Kingdom (UK) to resolve recruitment difficulties is the use of secondment and sponsorship to attract entrants to the profession; commonly known as Grow Your Own schemes. This paper reports on part of a mixed-method research study that asked ‘What works in Grow Your Own (GYO) schemes?’ in England. One important research question for this study was whether the characteristics of seconded or sponsored social work students differ from those of other social work students. To explore this, the researchers analysed around 41,000 students' anonymous data records supplied by the General Social Care Council covering enrolments on social work programmes from 1998 to 2007. The findings indicate that GYO schemes have facilitated the participation of men, Asian groups and older applicants in social work qualifying programmes when compared to the general population of social work students. However, students from Black ethnic backgrounds and those with disabilities have been more likely to be under-represented in such schemes. The findings are discussed within the wider study remits and messages for educationalists and social work employers are drawn out.     

Searching for Appropriateness in Social Work Education in Botswana: The Process of Developing a Master in Social Work (MSW) Programme in a ‘Developing’ Country

Developing a tertiary academic programme in Botswana is not only an intellectual activity but also an institutional process that must be balanced to satisfy different stakeholders and contending claims. This paper focuses on the intellectual and institutional processes of developing a Master in Social Work (MSW) programme at the University of Botswana. It discusses the intricacies of identifying the need for a MSW and the consultative process of designing the programme and course objectives, titles, and course content. The paper takes the view that institutional and intellectual issues are significant factors of the exercise of searching for appropriateness in social work education in an African context.     

Moving away from globalization and the “flattening” of Social Work: Preserving Context in International Efforts

Contextual awareness has been a professional trademark and has differentiated social work intervention from other professions. Context in social work has traditionally included tangible and intangible factors such as an intimate understanding of the cultural milieu, familiarity with local history, languages, traditions, and sensibilities. The current concern is that given the forces of globalization and managerialism, social work practice and education in many countries have distanced themselves from addressing context in curriculum building and have become mechanistic in program design and delivery. This paper contrasts the concepts of internationalization and globalization. The authors concur with the perspective that the movement to globalize society was the result of economic forces and unfortunately spread into culturally embedded fields such as social work. They propose that globalization in social work has changed the direction of former efforts at internationalization, which were designed primarily to develop cross-national perspectives on human experiences. After a review of current trends in globalization, the authors offer cautionary words about well-intended efforts that can easily become educational frameworks imposed from the outside, with the power of disrupting cultures.     

‘Messages from the Research’: Social Services Departments and Irish Children and Families in England and Wales

Social work education and social work theory and practice have tended to pay insufficient attention to the specificity of Irish people in Britain. The chief focus of this article is on the responses of Directors of Social Services Departments, in England and Wales, to a questionnaire that tried to ascertain their operational responses to Irish children and families. It is maintained that some authorities are working hard to ensure that there is an Irish dimension to their work. However, more still needs to be done to ensure that these departments are meeting the requirements of the Children Act 1989.