Social Work Degree Programme Research Articles

An Evaluation of the Effectiveness of an FE/HE Partnership in the Delivery of a Preparation for Practice Module within an Undergraduate Social Work Degree Programme

The Preparation for Practice module at the University of Ulster is delivered to 170 first year students via a collaborative arrangement between higher and further education institutions. In each of the five sites, students receive large group and small group teaching facilitated by social work training agency workers and academic tutor dyads. An evaluation of the module sought the perceptions of the agency and academic facilitators regarding the overall collaborative arrangement and the model of co-teaching involving social work academics and agency partners. Respondents were asked to complete a semi-structured questionnaire, which generated data from a Likert scale and also invited qualitative commentary. The Likert scale data were analysed via SPSS and the qualitative information was scrutinised using a manual thematic analysis technique. Findings indicated that continuous communication, consistency in programme content and the acknowledgement of the differences in organisation resources were key to a successful collaborative arrangement. It was also noted that a co-teaching model should be viewed as a positive vehicle for achieving module objectives in a safe learning environment.

Instilling the Soul of Group Work in Social Work Education

This article addresses the process of developing an educational model for teaching social work with groups in an undergraduate social work degree program in Israel. The model was developed against a backdrop of decreasing status of social group work within the profession and the consequent loss of its unique identity and power in the social work field. The model's aims are to provide the students with the basic principles of social group work, to ensure its place in their professional identity, and to awaken curiosity regarding its use in their future practice as social workers.

Involving Experts by Experience in Assessing Students' Readiness to Practise: The Value of Experiential Learning in Student Reflection and Preparation for Practice

This article reviews the development of an experiential learning exercise at Kingston University, designed to involve service users and carers in assessing students' readiness to practise. The new social work degree places increased emphasis on practice learning and equipping social workers with the knowledge, skills and tools for the job. This article draws out some of the strengths and advantages of involving ‘experts by experience’ in helping students to develop awareness of self, their impact on others and effective communication skills, ultimately promoting an understanding of reflective practice early in their training. It also acknowledges some of the problems and dilemmas in providing an equitable experience for all students. The students are provided with this learning/assessment experience as part of a module in the first year of the undergraduate social work degree programme and have to pass this element of the module, in addition to the academic component, in order to progress to level two. The terms ‘service users’ and ‘carers’ and ‘experts by experience’ are used interchangeably in this article. The Steering Group at Kingston University, involved in the development of the exercise discussed, are aware of the power and impact of language and have expressed preference to being referred to as ‘experts by experience’.

Using Vignettes to Evaluate the Outcomes of Student Learning: Data From the Evaluation of the New Social Work Degree in England

This paper reports the use of vignettes as a methodology to analyse the extent to which the new social work degree programmes enabled students to develop their analytical and reflective capabilities. Two vignettes, which focused on children and families and adult social care respectively, were developed for the study. Students were asked to respond in writing, from the perspective of a social worker, to a standard set of questions at the beginning (T1) and end of their degree programme (T2). Considering the responses to all questions across the two vignettes, a series of scales was developed to measure the key themes which had been identified by qualitative analysis. These included ‘Attention to process of relationships’ and ‘Social/structural/political awareness’. Responses were also rated as ‘descriptive’, ‘analytic’ or ‘reflective’. Students from six universities in England participated. From an original sample of 222 students, it was possible to match 79 T1 and T2 responses. Analysis of variance demonstrated statistically significant increases in nine of the 11 themes and increases in ratings for analysis and reflection. In conclusion, vignettes can be used to produce both qualitative and quantitative data in respect of changes in students' acquisition of knowledge and skills over time.

Helping others or a rewarding career? Investigating student motivations to train as social workers in England

• Summary: Understanding why people want to be social workers is important both for developing social work education and for the profession as a whole. This article presents evidence about the motivations of students enrolled on social work degree programmes in England and draws on data from 3000 responses of three successive intakes of students responding to six online surveys and 26 focus group interviews involving 168 students from nine different social work programmes in six case study sites. The article locates these data in the context of earlier studies of social workers’ motivations, the changing policy context and the changes introduced by the new degree. • Findings: Similar to previous studies, the current analysis shows that altruistic motivations dominated, but students were also influenced by career issues and the day-to-day aspects of social work. The data highlight continuities with the former qualification in social work in the UK (the DipSW) and provide evidence that the introduction of the social work degree has not dramatically changed the underlying motivations of social work students. • Applications: Understanding student motivations is important in terms of recruitment to social work qualifying programmes and subsequent retention within the profession. Social work educators and employers need to pay attention to the consequences of mismatches between motivations and expectations about what professional practice involves.

Student Views on Good Practice in Social Work Education

This article focuses on the delivery of a social work degree programme in England, one of the constituent jurisdictions of the United Kingdom, and explores student perceptions of their learning experience and what constitutes effective teaching. The data are drawn from a larger research project which is ongoing and focuses upon the specific ways in which the BSc Hons Social Work degree at a university in the East Midlands prepares students to meet the demands of employers. Linked to the national evaluation of the new social work degree, social work academics at the university worked with final year social work degree students as co-researchers to evaluate student views on the quality of teaching practices across the teaching team.

A Drama Project about Older People's Intimacy and Sexuality

This paper describes an intergenerational project developed in partnership between a social work degree program and an Older People's Theatre group. Bringing together a small group of students, older actors, and film makers, methods from drama and the arts were utilised to explore the topic of intimacy and sexuality in later life. The project produced digital stimulus learning materials. Formal evaluation identified beneficial outcomes for participants highlighting the advantages of older people's leadership in social work education and the transformative potential of the dramatic learning methods used. Such pedagogical approaches are essential to achieve genuine quality personalized outcomes for older people in contact with care services.

Blending differing teaching methods to support student learning

Summary: This paper discusses the philosophy, principles, design and evolving evaluation of the Learning for Practice 1 module which forms part of the new social work degree programme. Attention focuses upon the academic component of the module, in effect the theories and methods teaching. The blended approach will be outlined describing the main methods of delivery which combined traditional and elearning approaches. The three main styles of delivery; traditional lectures, online activity and group sessions are measured against a backdrop of established educational literature: The student voice is presented via a review undertaken at the end of the fourth year of the course life.

Gathering and analysis of social work workforce intelligence

AbstractBy drawing together existing data on local authority social worker recruitment and retention with data on students qualifying from social work diploma (DipSW) and degree programmes, this paper presents findings from a case study designed to evaluate social work workforce intelligence within a sub-region of the West Midlands. Qualitative and quantitative methods included key informant interviews, a DipSW graduate questionnaire survey (followed by semi-structured interviews), social work degree student profiles and existing data and document analysis. Key findings show that practice placements influence employment choices, a good learning culture supports recruitment and retention, and workforce and practice learning opportunity data could be drawn together. The paper concludes with clear implications and recommendations for policy and practice for recruitment and retention of social workers. A model planning tool to match recruitment needs (demand) with numbers of students on qualifying social work...

Using Students' Written Feedback on 'Race' Issues to Enhance Self-Regulated Learning

Encouraging students to self-regulate their learning in relation to 'race' issues would appear to be pertinent to a profession that promotes life-long learning and holds values of self-determination and respect for the individual at its core. This study examined the written feedback students received in relation to key assignments in years two and three of a social work degree programme. The findings suggest that feedback is seldom used in a way that might enhance students understanding of 'race' issues. If students are developing an understanding of racism and anti-racist practice, then it does not appear to be a result of the written feedback from tutors and practice teachers. Given the importance of feedback in helping students to self-regulate and develop their learning, it may be useful to adopt a more principled approach.

Training in ‘Social’ Work: Exploring Issues of Involving Users in Teaching on Social Work Degree Programmes

Notions of user involvement may be clearly embedded in relevant social care legislation and plans for the new social work degree. However, it is less clear how social workers are trained to do this, or how they integrate theoretical frameworks within their direct work with users, a body of interactive, relational and process skills referred to as ‘social’ work in this paper. A brief rationale for involving users in training and review of the research on involvement in social work qualifying training is given. Findings from this research review are then integrated with theoretical perspectives on notions of ‘good practice’ in working with users to develop a framework for setting suitable learning outcomes and evaluative criteria. The ways and means of involving users in teaching will be dependent on the sensitivity of issues and the size of the training group. We consider two very different case studies of training initiatives requiring different approaches—child protection and adult assessment. Evaluation suggested that learning together in such ways advances transferable skills in developing participation, inclusiveness, respect for users' point of view and trust, and that these were positive steps toward user managed participation in training. In conclusion, the current implications of this work for stakeholders putting plans together for the new social work degree, which will replace the Diploma in Social Work (DipSW), are drawn out.

Conclusion

The first national symposium on Social Work and Divinity Dual Degree Programs was designed to examine the current state of these interdisciplinary joint degree programs from both pedagogical and practical perspectives. The underlying assumption was that a more holistic approach is needed to advance our understanding of human nature, including the dimension of spirituality and the complexity of social issues. The rationale, issues, and promise for a strong commitment on the part of participating institutions toward educating the dual degree students are reflected in the context of the symposium's theme: Building Compassionate Communities: An Integration of Theology and Social Work in Professional Education and Practice. By examining the current state of social work and divinity dual degree program at Loyola University as a case example, this paper highlights the salient ideas and reflective discussions that were emerged from the symposium.

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.

Persisting Gender Differences in Social Workers' Incomes: Does the Profession Really Care?

A recent study conducted by the authors found that male alumni of a master of social work (MSW) degree program in the Midwest received about $8,000 more in annual income than female alumnae. So what's new? Not much, as evidenced by the history of this phenomenon. Williams, Ho, and Fielder (1974) found that men with master of science in social work (MSSW) degrees had salaries more than $5,000 a year higher than those of women, even when controlling for job tenure, marital obligations, and part-time employment. Knapman (1977) found that women in 200 family agencies in Michigan tended to work in lower level positions and were paid significantly less than men even when length of employment was controlled. Also, Belon and Gould (1977) found that male members of the National Association of Social Workers (NASW) were paid more than female members, even when the effects of education, present position, prior experience, type of agency, and number of hours worked per week were controlled. Kravetz and Jones (1982) reported that women did not even expect to earn as much as men. The 1980s did not see a decline in the discrepancy. Sutton (1982) selected two groups of MSWs from surveys returned by members of the Pennsylvania chapter of NASW: those employed full-time for 10 years and those employed full-time for two to four years. In both groups, women's median incomes were less than men's at all levels of responsibility, even when education, type of employment, auspice, and job responsibilities were controlled. Sutton (1982) called for a move from research and global recommendations to more action. Although Sutton suggested four concrete approaches, appears that the profession has not taken her advice. Not only did the 1980s bring no improvement in sex discrimination in social work salaries, the late 1980s may have brought deterioration. York, Henley, and Gamble (1987) controlled for job position, experience, and education in a random sample of social workers in North Carolina and reported that men received average of $5,645 a year more than women. Income Inequality in Other Professions Social work is not the only profession in which women are paid less than men. Solomon (1978), reporting on salaries earned by employees with PhDs, observed, Overall, being a woman means $1,555 lower salary, whereas in psychology women earn $2,607 less! (p. 998). Solomon also quoted Becker's (1971) assertion that an increase in the numerical importance of a minority group increases the prejudice against them, since the majority begins to fear their growing power (p. 16). Hence, Solomon noted, it is possible that discrimination against women is more pervasive in psychology than in other fields because there are more women psychologists (p. 996). Could the same be said of social work? And lest those in academia think they are good income-parity models for future social workers, they must think again. Men who are full professors are paid 13 percent more than women, male associate professors are paid 8 percent more than female colleagues at that level, and male assistant professors are paid 9 percent more than their female counterparts (American Association of University Professors, 1991). It appears that nothing has changed since Gottlieb (1987) plainly identified the problem: Sex inequality is based essentially on the belief that a woman's is a family role (p. 562). Family roles are ignored in this society's monetary evaluation of roles. Do our nonactions against the gender income gap suggest that the profession actually believes that women belong in family roles and are not, therefore, entitled to be paid as much as men in professional roles? Perhaps social workers care rhetorically but not enough to take action, as the history of the profession suggests. York et al. (1987) noted that the profession has been documenting sexual discrimination in social work and other fields for over 20 years, with most studies finding gender to be a better predictor of salary than any other variable. …

Student Graduate Survey — University of Western Australia 1982-1986

In order to establish a firm knowledge base on which to plan a revised curriculum for the Bachelor of Social Work degree course at the University of Western Australia, graduates over a five year period who had completed the existing course were surveyed. The study focuses mainly on employment experiences subsequent to graduation, but also provides some information regarding characteristics (age, sex, previous qualifications) of persons accepted into the social work degree programme during the specified five years.