Students’ perspectives on studying social work online in Spain

Gender Differences in Income

This article aims to characterize the Institute Per Lo Svilupo Organizzativo (ISVOR), an important Corporate University (UC) of the automotive sector, based on the critical factors considered by Eboli (2014) and check its performance in the development of professional competencies. For this, a case study was carried out in a network of concessionaires of a truck factory linked to a group with a strong worldwide presence, with emphasis on the development of the Master's skills, a professional who is specialized in diagnostics and plays a relevant role in the assistance After-sales service. The data were collected through semi-structured interviews, questionnaires and document analysis - qualitative data were analyzed by content analysis and quantitative data using descriptive statistics. They surveyed 27 research subjects, including professional Isvor and dealers. It was found that the architecture adopted by Isvor contemplates the critical factors indicated by Eboli (2014), there is room for improvement. By stimulating the development of Master professional competencies, Isvor favors the competitiveness of the dealer network units.This article aims to characterize the Institute Per Lo Svilupo Organizzativo (ISVOR), an important Corporate University (UC) of the automotive sector, based on the critical factors considered by Eboli (2014) and check its performance in the development of professional competencies. For this, a case study was carried out in a network of concessionaires of a truck factory linked to a group with a strong worldwide presence, with emphasis on the development of the Master's skills, a professional who is specialized in diagnostics and plays a relevant role in the assistance After-sales service. The data were collected through semi-structured interviews, questionnaires and document analysis - qualitative data were analyzed by content analysis and quantitative data using descriptive statistics. They surveyed 27 research subjects, including professional Isvor and dealers. It was found that the architecture adopted by Isvor contemplates the critical factors indicated by Eboli (2014), there is room for improvement. By stimulating the development of Master professional competencies, Isvor favors the competitiveness of the dealer network units.

This study examined Human Resource Management (HRM) practices, professional development, and work-life balance among employees at Local Universities and Colleges (LUCs) in Aklan, Philippines, during the academic year 2024–2025. Using a descriptive-correlational research design, responses from 206 employees across five LUCs-Altavas College, Batan Integrated College of Technology, Balete Community College, Libacao College of Science and Technology, and Malay College were analyzed through purposive sampling. Data were collected via a validated survey instrument and analyzed using SPSS. Findings revealed a highly educated workforce with a diverse mix of permanent, contractual, and job-hire employees. HRM practices were well-implemented, ensuring fair evaluations and inclusivity, though on boarding and performance recognition required improvement. Professional development initiatives were rated positively, but resource allocation needed enhancement. Employees reported a very high work-life balance, effectively managing professional and personal commitments, though short breaks during workdays remained a concern. While HRM practices and work-life balance showed no significant differences across demographic groups, employment status shaped professional development, with job-hire employees reporting the highest engagement. Correlation analysis revealed weak and non-significant relationships among HRM practices, professional development, and work-life balance, indicating that these factors functioned independently rather than as an integrated framework for employee well-being. These findings offer valuable insights for LUC administrators, HR managers, and policymakers in refining workplace strategies to foster sustainable workforce development.

The Phenomenon of Conscience in Social Work

The implementation of competency-based medical education (CBME) focuses on learners’ competency outcomes and performance during their training. Competencies should meet the local demands of the healthcare system and achieve the desired patient-centered outcomes. Continuous professional education for all physicians also emphasizes competency-based training to provide high-quality patient care. In the CBME assessment, trainees are evaluated on applying their knowledge and skills to unpredictable clinical situations. A priority of the training program is essential in building competency development. However, no research has focused on exploring strategies for physician competency development. In this study, we investigate the professional competency state, determine the driving force, and provide emergency physicians’ competency development strategies. We use the Decision Making Trial and Evaluation Laboratory (DEMATEL) method to identify the professional competency state and investigate the relationship among the aspects and criteria. Furthermore, the study uses the PCA (principal component analysis) method to reduce the number of components and then identify the weights of the aspects and components using the ANP (analytic network process) approach. Therefore, we can establish the prioritization of competency development of emergency physicians (EPs) with the VIKOR (Vlse kriterijumska Optimizacija I Kompromisno Resenje) approach. Our research demonstrates the priority of competency development of EPs is PL (professional literacy), CS (care services), PK (personal knowledge), and PS (professional skills). The dominant aspect is PL, and the aspect being dominated is PS. The PL affects CS, PK, and PS. Then, the CS affects PK and PS. Ultimately, the PK affects the PS. In conclusion, the strategies to improve the professional competency development of EPs should begin with the improvement from the aspect of PL. After PL, the following aspects that should be improved are CS, PK, and PS. Therefore, this study can help establish competency development strategies for different stakeholders and redefine emergency physicians’ competency to reach the desired CBME outcomes by improving advantages and disadvantages.

Towards Better Engagement: Barriers and Solutions for Active Learning in an Online Postgraduate Program.

BackgroundMedical residents may experience burnout during their training, and a lack of social support. This can impact their overall wellbeing and ability to master key professional competencies. We explored, in this study, the extent to which peer mentorship promotes psychosocial wellbeing and the development of professional competencies in medical residency education.MethodsWe searched six databases (MEDLINE, EMBASE, PsycINFO, Academic Research Complete, ERIC, Education Research Complete) for studies on peer mentoring relationships in medical residency. We selected any study where authors reported on outcomes associated with peer mentoring relationships among medical residents. We applied no date, language, or study design limits to this review.ResultsWe included nine studies in this systematic review. We found that medical residents received essential psychosocial supports from peers, and motivation to develop academic and career competencies. Medical residents in peer-mentoring relationships also reported increased overall satisfaction with their residency training programs.ConclusionsPeer-mentoring relationships can enhance the development of key professional competencies and coping mechanisms in medical residency education. Further rigorous research is needed to examine the comparative benefits of informal and formal peer mentoring, and identify best practices with respect to effective design of peer-mentorship programs.

This study examines an innovative approach to the training of foreign language teachers using 360-degree video technology. The current method is a unique combination of existing techniques, combining immersive learning and the development of professional competencies. The investigation highlights the novelty of the problem, which lies in the lack of development of approaches that integrate immersive technologies into the professional education of teachers. The research conducted among students of the Eurasian National University who completed a course on integrating 360-degree video into the educational process. The focus is on analyzing the impact of 360-degree video technology on the development of key professional competencies: pedagogical adaptability, cultural awareness, classroom management skills, reflective practices, technology proficiency, and student engagement strategies. The model presented in the study demonstrates the interrelationship of these competencies, suggesting a new research paradigm for teacher education. The results showed a significant improvement in all competencies after using technology, especially in the areas of creative thinking (+7 points) and technological competence (+7 points). There was also an increase in student motivation due to the use of new teaching methods.

This article reports on an evaluation of the University of Pennsylvania’s doctorate in social work (DSW), the first of the newly emerging practice doctorates. The study sample was current students and program alumni. Data were from program records and from an online survey of DSW alumni with an 81.6% response rate. Overall, the program is achieving its explicit and implicit goals. Current students and alumni are being hired part-time and full-time to teach in BSW and MSW programs. Moreover, graduates have found that the degree enhanced their recognition and respect by colleagues and professionals from other disciplines and resulted in greater confidence from clients.

Studies based upon surveys in different countries demonstrate that work-life balance (WLB) is one of important factors of job satisfaction (JS). The present article tries to reveal WLB as a factor of JS in social care services in Lithuania. This sector is interesting due to the fact that personal social services as a separate area of welfare, as well as the profession of social work, was established in Lithuania only after 1990 and, therefore, is little researched. The research findings showed that, if to build upon the overall evaluation approach, WLB is an important factor of JS in social care services in Lithuania. In other words, employees satisfied with WLB in their organisation are more likely to be satisfied with job in general. On the other hand, if to use the components approach, whereby WLB consists of multiple aspects that define the balance and give specific meaning to it, not all WLB factors identified in the research have been found significant for both overall assessment of WLB and JS. Therefore, the overall assessment of WLB does not provide basis to formulate recommendations for improving social policy. This requires creating a framework of WLB that is as detailed and systematic as possible, while restricted list of factors may produce incomplete WLB “picture” within the organisation.

The Australian general practitioner (GP) workforce, especially younger generation GPs and female GPs, increasingly prioritises work-life balance (WLB). Good WLB is associated with decreased interest of medical students in general practice as a speciality choice as well as good health and wellbeing, and decisions of GPs to retire early. Therefore, understanding the role played by different factors in achieving WLB is crucial to ensure a sufficient GP workforce necessary to meet the rising demands of health care. There is a dearth of empirical, quantitative, large, population-based studies assessing the level of WLB in the Australian GP population as well as contributing and consequent factors. Our study fills this identified gap in the current literature. This study aimed to investigate the extent, determinants and possible consequences of WLB of Australian GPs. Data for this study come from the baseline cohort of the Medicine in Australia: Balancing Employment and Life (MABEL) longitudinal, population-level survey. Questionnaires tailored specifically for GPs and GP registrars were sent to all clinically active GPs registered in the Australian Medical Publishing Co. (AMPCo) database (n=22137), with a choice of completing either a paper or online version. Data were collected between June and December 2008. STATA (10.0) was used for conducting weighted data analyses. Regression methods were applied for assessing the associations between dependent and independent variables. Of the 3906 GPs (17.6%) who responded, 53% reported that the balance between their personal and professional commitments was about right. Generation X GPs and females reported a better WLB than baby boomers and males respectively. However, those reporting good WLB also worked significantly fewer hours than those reporting poor WLB. GPs who reported good opportunities for leisure activities and perceived that they have good health also reported better WLB. Contrastingly, those reporting difficulty in taking time off when wanted, working unpredictable and longer hours reported poor WLB. Importantly, poor WLB was associated with increased intention to reduce total hours worked by GPs. Several factors relating to family and social circumstances were not significantly associated with WLB of GPs in this study. Only half of the GP workforce reported good WLB. Flexibility of work hours, opportunities for leisure activities and good health of GPs have the potential to enhance the WLB and hence promote greater GP participation in the workforce.

Social workers in the Arab sector in Israel have a unique set of commitments, in which alongside their organisational and professional commitments, they also have political commitment to mayors that is influenced by their cultural values. The political commitment tends to be characterised by political pressures, which could undermine social workers’ ability to fulfil their roles, and could lead to a conflict between professional and cultural values. The current research was conducted in order to examine this phenomenon, and was based upon 178 social workers employed in various social services in the Arab sector in Israel. Findings revealed negative correlation between social workers’ political and professional commitment. We also found positive correlation between social workers’ professional commitment and mayors’ transformational leadership style in which mayors are seen as effective leaders that allow social workers to feel obligated to shared goals. Two variables that systematically contributed to professional commitment were scope of employment and affective organisational commitment. Decision makers should acknowledge the unique dilemmas faced by social workers in social services in the Arab sector. They should also be aware to the positive impact of mayors’ transformational leadership on social workers’ professional commitment, since it could improve work performances.

Relevance. The relevance of the research problem is conditioned upon the need for the development of professional competency and the identification of the content and principles of an interdisciplinary approach to its development. The paper is devoted to the problem of the development of future music teachers' professional competency as a factor of unification of their status in the field of educational services.Purpose. The purpose of the paper is to develop and test a set of pedagogical conditions that contribute to the development of future music teacher's professional competency based on an interdisciplinary approach.Methodology. The leading method of studying this problem is a modelling method based on the principle of transformation of synergetic knowledge. The paper presents the scientific perspective of relationships, the main positions of interdisciplinary, cultural, and competency-based approaches to the development of professional competency.Results. The essence and key tasks of this approach in the field of higher pedagogical education were analysed; the features of the organisation of student youth development in the field of musical art were highlighted. It was proved that the introduction of the ideas of the competency-based approach into the educational process of higher pedagogical educational institutions will contribute to the development of future music teachers' professional literacy.Conclusions. The paper can be useful for both students and teachers of higher professional educational institutions since it can improve the learning process of future music teachers.

The purpose of this study was to determine the impact of three factors, leadhersip role modeling, work-life balance, and a spirit of collaboration on lecturers' professional commitment. To achieve this objective, a descriptive survey was conducted, using Cresswell's (2018) descriptive survey theory. Data were collected through a questionnaire, and the results are presented as percentages to provide a clear and straightforward depiction of the findings. This approach allowed for a systematic understanding of the factors influencing professional commitment within the context of higher education. The study was conducted with a sample of 15 permanent lecturers, representing six faculties at Pancasila University. The research was carried out during January 2024, providing a snapshot of the current perceptions of faculty members. These subjects were selected to provide insight into the specific dynamics at Pancasila University, which may reflect broader trends in academic institutions. By focusing on a relatively small sample, this study aimed to provide in-depth, detailed insights into the personal and professional factors influencing lecturers’ commitment to their work. The data analysis began by determining the ideal score for each variable and measuring the level of lecturers' perceptions using a percentage formula. This method helped to quantify the perceived impact of leadership, work-life balance, and collaboration on lecturers' professional commitment. The results indicated that exemplary leadership and a collaborative environment had the most significant influence on lecturers' motivation, job satisfaction, and commitment to the institution. Work-life balance was also found to positively affect professional commitment, but to a lesser extent compared to leadership and collaboration. In conclusion, this study emphasizes the importance of leadership, work-life balance, and a spirit of togetherness in strengthening lecturers' professional commitment. The findings suggest that universities should invest in leadership development, foster a collaborative academic environment, and support work-life balance initiatives to enhance faculty engagement and retention. Future research could expand the sample size and examine additional factors that may contribute to professional commitment in higher education settings.

Drawing on the debates of ‘work–life balance’ (WLB), subjective well-being (SWB) and life satisfaction (LS), this article seeks to reflect on the issue of social work practitioner well-being in the social work education curriculum. The authors argue that, to enable the elusive ‘work–life balance’ for social work practitioners, we need conversations about the life domains that define balance for each individual. Discussions about life satisfaction or dissatisfaction in social work education can be a crucial starting point for ongoing assessment of aspects of balance for the individual as part of the future workforce. We propose that awareness of, and dialogue about, core domains of life satisfaction during training will also eventually enable more effective management of stress and burnout and quality of service delivery in practice, as well as provide a framework for professional development and career progression of practitioners. We adopt a three-fold discussion: first, we explore the meaning of work–life balance and sketch the implications thereof within social work; second, we trace the relationship between work–life balance, subjective well-being and life satisfaction; and finally, we outline issues for social work education and suggest practices that can enhance practitioner well-being in the longer term and promote safe habits within social work education.