Abstract
University/child welfare collaborations funded by Title IV-E have flourished since the 1990s. This article explores a case study of one such collaboration with success in moving master's in social work (MSW) graduates into leadership positions in the public child welfare agency, allowing them the opportunity to advocate for changes within the system. Qualitative data was collected from key informants to provide a history and context for the collaboration. Focus group data collected from the student-employees was analyzed to gain information about their contributions as administrators. Transformational leadership theory was determined to be a contributing factor in understanding the potential impact that MSW graduates may have in internally advocating for positive change in the public child welfare system.
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