scholarly journals The Internationalization of Doctoral Social Work Education: Learning from a Partnership in Ethiopia

10.18060/201 ◽  
2007 ◽  
Vol 8 (2) ◽  
pp. 237-251 ◽  
Author(s):  
Alice K. Johnson Butterfield
Keyword(s):  
Social Work ◽  
Doctoral Students ◽  
Social Work Education ◽  
Doctoral Education ◽  
Doctoral Program ◽  
The United States ◽  
Educational Process ◽  
First Semester ◽  
International Perspectives ◽  
Work Education

What does it mean to internationalize doctoral education by working abroad? What does it mean to internationalize doctoral education in one’s home country? This article offers a perspective based on the Social Work Education in Ethiopia Partnership, which established Ethiopia’s first-ever master’s degree in social work in 2004. To ensure sustainability of the MSW program, a doctoral program in Social Work and Social Development was launched in 2006. This article describes the development and research base of the doctoral program. Beginning in the first semester, teams of doctoral students join with poor communities in action research.Overall, these efforts lead to an emerging model of university-based development. Through engaged action research, faculty and students use human capital resources and the educational process to function as “development actors.” Some ideas for internationalizing doctoral education are offered. Deans and directors in the United States and Canada are challenged to expand doctoral education within a developing country and to prepare doctoral students to include international perspectives in their teaching and research.

Social work doctoral education: Are doctoral students being prepared to teach?

2016 ◽  
Vol 17 (1) ◽  
pp. 91-114 ◽  
Author(s):  
Brandy R Maynard ◽  
Elizabeth M Labuzienski ◽  
Kristina S Lind ◽  
Andrew H Berglund ◽  
David L Albright
Keyword(s):  
Social Work ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
The United States ◽  
Social Work Practice ◽  
Assessment Methods ◽  
Course Content ◽  
Social Work Practitioners

Summary Longstanding tensions exist around the purpose of social work doctoral programs, particularly around the extent to which doctoral program should prepare their students to teach. Indeed, social work programs in the United States have been criticized for failing to prepare graduates for teaching; however, it has been a number of years since doctoral curricula have been reviewed. The purpose of this study was to examine the extent to which US social work doctoral programs are training their students to teach by assessing the extent to which pedagogical training is explicitly integrated into doctoral curricula and examining the scope and content of required doctoral courses on teaching. Content analysis of social work doctoral program curricula ( n = 72) and teaching and learning related course syllabi ( n = 24) was conducted by two coders. Syllabi were coded and analyzed to produce a profile of course objectives, readings, teaching strategies, assessment methods, and course content. Findings Of the 72 PhD programs, 90% included a goal related to the preparation of their students for teaching; however, only 37 (51%) required a course on teaching. Course content, teaching, and assessment methods were found to vary across courses. Applications Training the next generation of social work practitioners to engage in effective social work practice is critical to the profession; however, the preparation of doctoral students to provide quality education to future social work practitioners seems to be largely neglected. Implications for doctoral education are discussed.

scholarly journals Disruptions, distractions, and discoveries: Doctoral students’ reflections on a pandemic

2020 ◽  
pp. 147332502097334
Author(s):  
Chinyere Y Eigege ◽  
Priscilla P Kennedy
Keyword(s):  
Qualitative Research ◽  
Social Work ◽  
Doctoral Students ◽  
Social Work Education ◽  
Research Priorities ◽  
Research Strategies ◽  
Current Events ◽  
Research Agendas ◽  
Work Education ◽  
The Impact

This paper describes the reflections of two social work PhD students based on their personal and professional experiences with the COVID-19 pandemic. The students describe their positionality and use that to expound on the impact of the pandemic on their lives. They reflect on the disruptions to their social work education and research priorities including transitioning to online learning and modifications to research agendas. They then discuss ongoing distractions such as worries about getting sick, mental health concerns, and financial constraints. They share their discoveries about glaring disparities in coronavirus infection and death rates, the need to adjust research agendas in response to current events, and the urgency for qualitative research strategies to add meaning to the numbers being reported. In addition, the authors describe shared experiences and intersections they discovered while writing this essay. Finally, recommendations for practice include recommitting to social work values to help surmount the ongoing waves of this pandemic; reimagining social work education so that disparities and injustice intersect with every subject taught and graduates become experts at leading social change; and harnessing the untapped potential of qualitative research to drive real, systemic change.

Visions of community

1999 ◽  
Vol 42 (1) ◽  
pp. 27-38
Author(s):  
Pauline Jivanjee ◽  
Susan Tebb
Keyword(s):  
United States ◽  
Social Work ◽  
Social Work Education ◽  
Work Practice ◽  
The United States ◽  
Social Work Practice ◽  
Women's Movements ◽  
Work Education

Experiences traveling in Kenya provide a backdrop to an examination of the principles and practices of the Harambee and women’s movements in Kenya as they compare with feminist social work practice in the United States. Concluding remarks address the implications of our learning for our work in social work education.

Social Work Education in the Federal Republic of Germany

1982 ◽  
Vol 25 (2) ◽  
pp. 2-13
Author(s):  
Jakob Braun
Keyword(s):  
United States ◽  
Social Work ◽  
Federal Republic ◽  
Educational System ◽  
Social Work Education ◽  
The United States ◽  
Federal Republic Of Germany ◽  
Work Education

This article describes social work education in the Federal Republic of Germany and how it is implemented in the Fachhochschulen, a type of profes sional school initiated in 1970/71. Following description of the educational system in Germany and the structural location of the Fachhochschulen consideration is given to curriculum and its organization within the Katholische Stiftungsfachho chschule in Munich as an example. Some comparisons are made to social work education in the United States.

The Future of Social Work Education

2019 ◽  
pp. 83-88
Author(s):  
Spencer James Zeiger
Keyword(s):  
Social Work ◽  
Social Services ◽  
Social Work Education ◽  
The United States ◽  
New Faculty ◽  
Online Programs ◽  
Social Work Educators ◽  
The Future ◽  
Work Education ◽  
Study Participants

Former social work educators, and social work educators standing on the threshold of The Next Chapter, have wisdom to share regarding the future of social work education. We must pay attention to their ideas; our profession is at stake. Topics covered in this chapter include doctoral preparation (with the growth of social work education programs in the United States and a large wave of social work educators retiring, attracting well-prepared new faculty has never been greater); online concerns (most study participants were reluctant to give online programs a ringing endorsement); and the need for increased content on aging (as baby boomers progress through their lifespan, and as life expectancy increases with medical advances, the number of older adults requiring social services will continue to rise).

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.

Sign in / Sign up

Export Citation Format

Share Document