The Experience of Higher Education from the Perspective of Disabled Students

This article describes the findings and examines the issues arising from a small-scale investigation into the experience of higher education from the perspective of disabled students at a university in the United Kingdom, and makes recommendations for policy and practice. Methodology involved semi-structured interviews with participants to reveal individual experience and analysis of relevant documentation from the university to examine the rhetoric underlying their experience. Factors that create a positive experience for disabled students, and those which effect discriminatory practice and marginalisation are identified. The implications of the findings for policy and practice are discussed, and conclusions drawn including: the need for a central policy which supports the philosophy of an accessible learning environment for all students; central co-ordination to implement the policy with practical guidelines to departments; ongoing monitoring and evaluation procedures which involve disabled students; staff training and awareness; student advocacy.     

Student Debates in Policy Courses

This article examines the use of student debates to promote substantive knowledge and policy practice skills. The authors present a pedagogical rationale for student debates, describe the incorporation of debates into a child welfare policy course, and report the results of an evaluation. Students demonstrated significantly greater increases in self-reported knowledge of course topics when they participated in debates than when they observed debates or learned through standard forms of instruction. The majority of students reported satisfaction with the debates, reported that participation improved their policy skills and knowledge, and rated the educational value of debates higher than traditional assignments.     

COLLEGE CHOICE AS A COLLECTIVE DECISION

Although the choice between colleges can be thought of as being made collectively by a family, models of educational choice almost universally portray the decision as made by the student alone. Using a novel experimental method for identifying collective decision functions, I find that students have more influence than parents over the decision, but not exclusive control. Students care more than parents about classroom experience and future earnings. Ignoring the dual‐agent nature of the decision can weaken predictions and lead to poorly targeted policy designs. (JEL I21, J24, D13)     

Editorial

This paper questions whether it is possible that current policy and guidelines could ever effect a significant shift in education of social work students. There are several issues which need to be appreciated if social work education is to become anything more than an induction to a technical craft. These issues include debate on the nature of theory and reflective practice and on pedagogy and curriculum. Rather than understand theory and reflective practice in the applied technicist sense what is required is an understanding and appreciation of moral practical deliberation—what scholars of the virtues refer to as phronesis. Debate on pedagogy has stopped short of tackling important issues which find succour in technicist and managerialist accounts of practice. As such, any idea that practice experience will improve the practice of student social workers is questionable.     

Student involvement in the UK sex industry: motivations and experiences

The Student Sex Work Project was set up in 2012 in the United Kingdom (UK) to locate students who are involved in the sex industry, to discover their motivations and needs, and in doing so provide an evidence base to consider the development of policy and practice within Higher Education. As part of this initiative, a large survey was undertaken comprising students from throughout the UK. Reporting on the findings from this survey, the article sheds some light on what occupations students take up in the sex industry, what motivates their participation and how they experience the work. The study also offers a much‐needed empirical input to the ongoing academic debates on the nature of sex work. The results suggest that there can be little doubt of a student presence within the sex industry in the UK. The motivations and experiences of student sex workers cover elements of agency and choice as well as of force and exploitation and it is suggested that student sex work is best understood from a polymorphous framework which leaves room for a wide variety of experiences and challenges.     

Preparing social work students for policy practice: an Australian example

This paper presents an innovative approach to the teaching of policy skills across the two years of an Australian Social Work degree programme. It argues that placing policy back into practice and teaching the skills involved provides social work practitioners with a better capacity to effect change. Australian Catholic University, School of Social Work is located in Australia's capital city. The policy units have a clear framework within which to understand policy development and provide students with real hands‐on policy experience combining an experiential based learning approach with traditional teaching methods. The second year subject is structured around a number of policy workshops. Each workshop deals with a current policy problem and examines a different stage of policy development. It has as a consultant to the process a social worker who works as a policy practitioner providing a role model of practice in a policy area. Feedback from students has been extremely positive reporting increased confidence in policy skills and a recognition of the importance of these skills in social work. This teaching experience reinforces the need to focus on the educational considerations in teaching a subject where conceptual, theoretical and skill components are equally important if policy practice is to effect change.     

The Debate as a Pedagogic Tool in Social Policy for Social Work Students

Social work education under the Diploma in Social Work has been shaped by a competency led training model. The danger in this approach is that the critical thinking required of the reflective practitioner becomes lost. This paper argues that the teaching of social policy requires a complex interplay of knowledge, skills and values if students are to be equipped to participate effectively in the policy process. The authors, as teachers of social policy to social work students, have developed the use of the debate as a tool for learning and assessment. This approach is evaluated using structured student feedback and is discussed in the context of experiential and reflective learning and the application of social policy as ‘policy practice’. Over three cohorts, students reported increased knowledge and understanding and improved confidence in argumentation skills. Observation showed them utilising a range of policy practice skills. Recent evidence from the USA and Australia begins to confirm the value of this learning tool.     

Asian student migration to Australia

"This paper presents an overview of Asian student migration to Australia, together with an analysis of political and educational aspects of the overseas student programme. It focuses on some significant consequences of this flow for Australia. The characteristics of key student groups are contrasted to provide some perspective of the diversity of historical and cultural backgrounds, with the source countries of Malaysia, Indonesia and PRC [China] selected as case studies. Since the issue of PRC students in Australia has attracted considerable public attention and policy consideration, particular focus is placed on their experience." (SUMMARY IN FRE AND SPA)     

Social Work Education and the Neo-Liberal Challenge: The US Response to Increasing Global Inequality

During the past several decades, a ‘perfect storm’, resulting from the political–economic changes accompanying globalization, dramatic demographic and cultural transformations in US society and rapid technological advances, has created unprecedented challenges for the social work profession and social work education. These challenges include the widening gap in income and wealth both within the US and between the Global North and South; growing racial and class disparities in health and mental health care, education, employment and housing; a shift within policymaking circles towards fiscal austerity and policies that emphasize market-oriented and individually-focused solutions; and the changing nature of universities, student populations and the educational process itself. Although the formal documents of major social work organizations continue to emphasize social justice themes, the actual practice of social work and the preparation of students for practice, teaching and research have diverged considerably from this rhetorical mission. This is reflected in a variety of ways including, but not limited to, the uncritical adoption of ‘evidence-based practice’ as a cornerstone of social work education and research; the growing stratification of social work faculty; the increased reliance on untested online methods of education; and the emphasis on quantitative ‘outcomes’ as indicators of educational success. At the same time, social work education in the US has been unable to respond effectively to the implications of demographic and cultural diversity, despite the demands of its accrediting body, the Council on Social Work Education. This article will provide an overview of the changing environment of social work and social work education during the past several decades. This will be followed by a discussion of the impact of these changes on social work education and a critique of the response—to date—of social work educators. Finally, it will suggest some potential educational responses to these challenges.     

An Exploratory Examination of Students' Family Policy Beliefs

Abstract

Family policy is coming to be recognized as an important component of programs focusing on family issues. As political leaders continue to engage in debates about family issues and family service professionals report spending more time on policy issues within their professional practice, attention to policy issues has become more important in the education of students in family courses. Because of the increasing presence of public policy study within the family studies curricula, it is important to consider students' policy perceptions and experiences as they enter family policy classes. Argued here is that students are more likely to become engaged with family policy topics that are timely and meaningful to them. This research examines student perceptions of various policy topics and issues in an attempt to better design courses with family policy content.     

Making Social Policy “Sexy”: Evaluating a Teaching Innovation

Abstract

How to stimulate student interest in social policy, while reinforcing its professional significance for social work, remains an understudied topic. This paper reports an evaluation of a teaching intervention that sought to enhance student interest in social policy by: more explicitly connecting social policy with professional social work practice; introducing an assessment exercise that involved visiting Parliament House; and undertaking weekly “hot policy topic” small group discussions. Social work students were found to be quite aware of the importance of social policy to professional practice. The intervention did not measurably increase interest in social policy, but heightened student awareness of their capacity to contribute to policy processes.     

Youth,Mobility, and the Emotional Burdens of youxue (Travel and Study): A Case Study of Chinese Students in Italy

Based on fieldwork in China and Italy, this article examines the affective dimension of middle-class Chinese students’ youxue (travel and study) practices in Italy. With the liberalization of state policy in China’s self-funded study abroad market and the proliferation of educational intermediaries, youxue has become a special type of educational consumption that caters to the middle-class Chinese family’s desire for transnational mobility and cosmopolitan life styles. The blurring of the line between travel and study points to the open-ended and multi-linear nature of transnational student mobility. However, due to the limitations and pitfalls in international education policies in both the sending and the receiving countries, Chinese students’ youxue experiences in Italy are marked by notable contradictions between mobility and immobility, hopes and frustrations, self-appreciation and self-reproach.     

Barriers to Training for Disabled Social Work Students

Disabled people wishing to enter Higher Education are confronted with a number of barriers, yet relatively little research has been carried out to identify the level and nature of such obstacles. The short study reported here was designed to examine policy and practice within a number of social work training institutions in Scotland. Interviews were held with disabled students and ex-students, course tutors and practice teachers. Barriers to training are identified in five main areas: first, the disabling physical environment; secondly, problems of typification (whereby global assumptions of impairment are made about individuals); thirdly, failure of equal opportunities policies; fourthly, the practice of treating all students in the same way, resulting in discrimination against a few; and, finally, self-censorship on the part of students. It is argued that the reluctance of some students to 'declare' an impairment is a rational response to the disabling policies pursued, albeit inadvertently, by institutions. The implications of these findings for policy and practice are discussed.     

Using student subjects in experimental research: a challenge to the practice of using students as a proxy for taxpayers

The tax discipline has accepted the practice adopted in the economics and psychology disciplines of using student subjects for experimental research purposes. However, in other social science disciplines (e.g. accounting, management or consumer research), experimental research that uses students as a substitute for another group has been widely criticised as having little external validity. In this research, data are compiled from journal articles over a 20?year period to investigate the extent to which tax experiments use student subjects and the potential implications from this practice. Three research questions are addressed. First, do tax studies using student subjects justify or explain the use of student subjects? Second, are policy recommendations or other extrapolations to the tax-paying population made from the student subject results? Third, is any acknowledgement made of the potential limitations of using student subjects? The findings indicate that approximately half of the tax experiments investigated used student subjects. Of these, approximately 80% provided no justification for their chosen subject sample. A similar proportion did not acknowledge any limitations from the use of a student sample. Around half of the papers using student subjects extrapolated their findings to the general tax-paying population or provided tax policy recommendations. In addition, the research indicates that the tax discipline has not had the same level of robust debate on the use of student subjects in experimental research as that seen in other disciplines. This potentially limits the external validity and utility of many of the tax research experiments undertaken to date.     

Mexican immigration and the port-of-entry school

The results of an immigrant student census in a California port-of-entry school district are used to describe the educational backgrounds of Mexican immigrant students and to distinguish types of Mexican immigrant students by school entry patterns. Interviews with recently arrived Mexican immigrant parents reveal the educational and occupational expectations they hold for their children in the US. The study findings are used as a basis for raising policy questions and generating research issues. The most notable observation from the study is that the children of Mexican immigrants in La Entrada do not migrate once they are in school. Parents may be migrating back and forth between the US and Mexico, but children once in La Entrada do not leave the school to return to school in Mexico. The study suggests that the parents of immigrant students do not know how the US educational system works but they are interested in helping teachers educate their children.     

‘Don't you think you're missing out,living at home?’ Student experiences and residential transitions

Recent policy shifts in higher education impact on the diversity of student experiences, one such trend is an increase in the number of students staying in their parental home for the duration of their studies. This has implications for students’ experiences of university life, particularly non‐academic aspects. Drawing on Bourdieu's theory of practice and habitus, this papers explores how young people go about fitting in to ‘being a student’, and how predispositions to university life influence these practices. Residential status emerges as a key demarcating factor in how successfully students feel they adapt to being at university. Though related to class, this cannot be explained solely by the socio‐economic background of students living at home, but rather reflects both practical problems faced by these students as well as difficulties in incorporating a student habitus while living at home.     

Comparison of the educational deficiencies of delinquent and nondelinquent students

This article assesses the differences in educational deficiencies between a statewide sample of delinquent students and a matched sample of nondelinquent students. Employing a research design that controls for a series of relevant individual and school variables, the study's findings document that delinquent students are characterized by a series of disproportionate educational deficiencies as compared to their nondelinquent student counterparts. Delinquent students were found to attain lower grade point averages, have poorer school attendance records, be retained more often in the same grade, and receive more school disciplinary actions. The article concludes that these documented educational deficiencies may play an integral role in the process of delinquency and, therefore, pose a number of public policy implications in relation to the prevention and treatment of delinquency.     

College Student Psychological Distress: Relationship to Self‐Esteem and Career Decision Self‐Efficacy Beliefs

College students experience a number of stressors, such as adjustment to a new environment, postgraduation planning, and the balancing of changing roles and responsibilities. These stressors may contribute to increased rates of psychological distress that have implications for their educational and career development. The purpose of this study was to extend understanding of the nature of the relationships among psychological distress, self‐esteem, and career decision self‐efficacy (CDSE) beliefs. Results from 292 undergraduate students demonstrated support for the proposed hypotheses. Psychological distress negatively related to self‐esteem and to CDSE. Self‐esteem was positively related to, yet distinct from, CDSE, and both self‐esteem and psychological distress contributed unique variance to the prediction of CDSE. Results highlight the importance of attending to student psychological distress in the provision of career counseling services. Future research that centralizes mental health is needed to better understand relationships among career development processes over time and within diverse student populations.     

Solving Current Social Challenges: Engaging Undergraduates in Policy Practice

This article explores an innovation in teaching policy practice at the undergraduate level. It analyzes an experiential learning model that uses current social challenges as a compelling way to generate student learning about policy practice. Over the course of the semester, students examine antecedents, current issues, and potential solutions to a contemporary social issue through a series of assignments that build knowledge and skills and link the topic to larger social policy concerns. Using quantitative and qualitative evidence from seven semesters, the article explores benefits and challenges of this approach to teaching, and derives lessons for social work education.     

Meeting the Challenge of Preparing Social Workers for Integrated Health Practice: Evidence From Two MSW Cohorts

ABSTRACT

Changes in health care policy have led to an expansion of integrated care models that rely on collaboration among interprofessional health teams. Recent federal funding has encouraged the development of innovative training models to prepare social workers for integrated health practice. This article presents evidence from the first two MSW cohorts of the Integrated Mental and Behavioral Health Training Program funded by the Health Resources and Services Administration. Twelve students completing the program in 2014 (n = 5) and 2015 (n = 7) participated in evaluation activities at the time of program completion and at 1-year postgraduation. Findings highlight key components of the training program instrumental in student attainment of program goals and competencies. Implications for MSW education and training for practice in integrated care environments are discussed.