International social work field education placements pose considerable challenges for students, educators, universities and host communities. Students may face conceptual challenges as international placements often occur in developing countries that rely upon collective rather than individual models of practice. contextual differences require staff and students to consider their new context and appropriate ways to interact and learn. This chapter draws upon the experiences of the authors in adopting different models with students over the years and concludes that the preferred approach is the partnership model where there is close collaboration between the ‘home' and ‘host' universities. We consider educational, organisational, personal and professional factors that students face while on international placements. This is followed by identification of different exchange models, and teaching and learning issues arising from culture, language, pedagogy, critical reflection and assessment. We argue that a Relational/Equitable Model is best suited to international social work field education placements.
A National Survey of Australian Social Work Field Education Programs: Innovation with Limited Capacity
