Doctoral Social Work Education

2017 ◽  
Vol 28 (3) ◽  
pp. 224-233 ◽  
Author(s):  
Ram A. Cnaan ◽  
Toorjo Ghose
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Open System ◽  
Social Work Education ◽  
Doctoral Education ◽  
Environmental Changes ◽  
Future Studies ◽  
Societal Changes ◽  
Potential Impact ◽  
Work Education

This article is intended to forecast major environmental changes that may impact social work doctoral education and assess what should be done in anticipation of these changes. We apply an open system and future studies perspective to guide our work. We present a set of predicted societal changes that will impact social work as a profession and doctoral education in particular. We then present and discuss major expected changes in higher education and further assess some of their potential impact on social work doctoral education. We conclude with a synthesis of how these pending changes may impact social work doctoral education and what can be done in anticipation of these changes.

Social Work Education: Doctoral

2013 ◽  
Author(s):  
James E. Lubben
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Financial Support ◽  
Doctoral Education ◽  
Doctoral Degrees ◽  
Initial Growth ◽  
Employment Opportunities ◽  
Emerging Trends ◽  
Work Education ◽  
The U.S

Social work doctoral education in the U.S. commenced almost 100 years ago. Although initial growth was slow, the number of universities offering doctoral degrees in social work has rapidly grown over the last 25 years. During this time, the Group to Advance Doctoral Education (GADE) in social work has fostered excellence. There is considerable variation in program emphasis. Financial support for doctoral education in social work appears to be growing along with employment opportunities for graduates. Emerging trends and issues will pose major challenges for doctoral education in social work.

Human Capital and the Case for Undergraduate Social Work Education

2020 ◽  
Vol 25 (1) ◽  
pp. 105-128
Author(s):  
Mary R. Weeden ◽  
Frederick W. Siegel
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Social Work ◽  
Social Work Education ◽  
Academic Programs ◽  
University Administrators ◽  
Prospective Students ◽  
The Social ◽  
The Cost ◽  
Work Education

Higher education, from an economic perspective, functions as an investment in human capital. It requires time, effort, and money by the student as an investment with the resulting benefits of acquiring skills, knowledge, and values that promise a stream of future tangible and intangible benefits by earning a living in a chosen field or profession. Education viewed through this lens assists educators to articulate the case for their academic programs to stakeholders, including prospective students and their parents, university administrators, government regulators, benefactors, alumni, and the general public. This perspective has previously not been discussed in the social work education literature and provides new insights into several issues affecting social work education. These include the cost of higher education, the multidimensional benefits of education for the student and society at large, the role of the Council on Social Work Education, and the current challenges to the profession.

Technology: Technology in Social Work Education

2013 ◽  
Author(s):  
Jo Ann R. Coe Regan
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Learning Environments ◽  
Social Work Education ◽  
New Technologies ◽  
Rapid Change ◽  
Software Systems ◽  
Technology Enhanced Learning ◽  
Technology Applications ◽  
Work Education

Higher education continues to undergo a period of rapid change with the rise of new technologies and learning modalities. The increased use of technology applications, computers, the Internet, and course management software systems has resulted in the development and widespread implementation of technology-supported learning environments in social work education throughout the world. New terms and abbreviations, such as online learning, web-based learning, blended learning, e-learning, learning management systems), computer-aided instruction, computer-supported instruction, technology-enhanced learning, internet-based training, and virtual learning environments are impacting the delivery of higher education for both distance and on-campus modes of instruction. The massive open online course (MOOC) movement and use of data analytics about students has pushed more faculty to experiment with technology and new pedagogical approaches. The article provides an overview of current technology applications and how they are being used in social work education. Implications of using technology in social work education include educational quality issues, pedagogical, and philosophical concerns, and future trends and challenges will also be discussed.

scholarly journals Are MOOCs the next trend in social work?: Implications for practice education

2015 ◽  
Vol 16 (1) ◽  
pp. 184-201 ◽  
Author(s):  
Trevor Gates ◽  
Alice Walters
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Social Work Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Emergent Technologies ◽  
Technological Advances ◽  
Important Trend ◽  
Historical Controversy ◽  
Work Education

Higher education continues to evolve responding to technological advances and growing economic challenges. Social work education has been slower to embrace emergent technologies than other fields in higher education. Contributing to this cautious approach may be historical controversy surrounding social work professionalization and practice. Massive Open Online Courses (MOOCs) are an important trend gathering recent attention in higher education. The contribution of MOOCs to social work education remains undetermined. This essay explores historical influences impacting current social work education, factors surrounding MOOC utilization, and the relevance of MOOCs for the future of social work education. We provide recommendations for embracing MOOC development in social work education through a deliberative strategy.

Community Engagement in Social Work Education: Building Pedagogical Pathways

2018 ◽  
Vol 29 (3) ◽  
Author(s):  
Raisuyah Bhagwan
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Community Engagement ◽  
Social Work Education ◽  
Community Based ◽  
Teaching And Research ◽  
Production Of Knowledge ◽  
Teaching Research ◽  
Higher Education Teaching ◽  
Work Education

Momentum is growing steadily around community engagement, both locally and abroad, as an equal partner to the initial two missions in higher education: teaching and research. As attention grows towards community engagement, academics will have to consider how to advance this mission within their teaching and research functions. It is within this context that it becomes crucial to provide clarity on the terms “engagement” and “co-production of knowledge”, more especially, how social work education can enable community engagement. This article provides a conceptual review of these terms and builds a rationale for engagement. It also reflects the natural synergy social work education has with engagement and highlights three important pedagogical pathways, namely community-based teaching, research, and outreach as a means to advancing engagement in social work education.

scholarly journals The ‘not yet competent’ student

2013 ◽  
Vol 11 (3) ◽  
pp. 118-134
Author(s):  
Graeme Simpson ◽  
Ani Murr
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Social Work Education ◽  
Education Assessment ◽  
The Social ◽  
Or Practice ◽  
Work Education ◽  
Practice Assessment ◽  
Practice Education

The Social Work Reform Board emphasises the need for robust assessment processes and qualified practice educators. Following our analysis of ‘failing – or ‘not yet competent’ students’ - we argue that most students ‘failed’ for reasons other than incompetent practice, which we outline.We conclude by arguing for a robust construction of practice education/assessment, which emphasises doing ‘practice’ in the agency; a return to the notion of a portfolio as a vehicle for assessment, as opposed to the portfolio becoming the assessment; and a greater emphasis upon the practice educator to assess ‘practice, as opposed to shifting the assessment decision to portfolio reading or practice assessment panels Our discussion will contribute to preparations for assessing capability within the new social work degree, and poses challenges to Higher Education Institutes (HEIs) and all involved in social work education.

scholarly journals The 2001 Educational Policy and Accreditation Standards: The Value of Research Revisited

10.18060/12 ◽  
2001 ◽  
Vol 2 (2) ◽  
pp. 119-127 ◽  
Author(s):  
Barry R. Cournoyer ◽  
Margaret E. Adamek
Keyword(s):  
Social Work ◽  
Educational Policy ◽  
Social Work Education ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Accreditation Standards ◽  
Work Education

Although doctoral programs in social work are not accredited by the Council on Social Work Education nor subject to the Educational Policy and Accreditation Standards (EPAS, 2001), DSW and Ph.D. programs are affected by the nature and quality of baccalaureate and masters’ socia lwork education. In this article, the authors discuss the implications of the 2001 EPAS as they relate to BSW and MSW graduates’ motivation and preparation for doctoral education.

scholarly journals Technology for social work education

2011 ◽  
Vol 4 (2) ◽  
Author(s):  
Tom Hopkins ◽  
David Colombi
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Social Work Education ◽  
Professional Education ◽  
Work Practice ◽  
Social Work Practice ◽  
Subject Area ◽  
Academic Knowledge ◽  
Use Of Technology ◽  
Work Education

The development of technology in social-work education is set not only in the broader context of the use of technology in higher education generally, but also in the parallel context of the use of technology in social work practice. The latter is important for a subject area with two primary characteristics: the need to acquire not just academic knowledge but also professional expertise and understanding of the aims, methods and values of social work; a strong emphasis on practical preparation for work in social work agencies, which is expressed through the universal use of practice placements within agencies as a major component of social-work professional education and training.DOI:10.1080/0968776960040203

Sign in / Sign up

Export Citation Format

Share Document