Fighting for Field: Seven Threats to an Important Component of Social Work Education

1999 ◽  
Vol 5 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Rita Rhodes ◽  
Jim Ward ◽  
Jan Ligon ◽  
Wanda Priddy
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Field Education ◽  
Education Programs ◽  
Number Of Factors ◽  
Loss Of Autonomy ◽  
Social Work Programs ◽  
Faculty Commitment ◽  
Work Education ◽  
Schools Of Social Work

Field education programs have historically been viewed as the single most important component of social work education at both the baccalaureate and graduate levels. However, a number of factors may affect the ability to execute quality field education programs. This article identifies and discusses seven significant threats to field education in social work programs, including the academization of schools of social work, loss of autonomy in the larger academic systems; the devaluation of field directors; growth of programs; gatekeeping; changes in the student population; and a lack of faculty commitment to field education. Two of six recommendations to address these problems are also challenged.

The Use of the World Wide Web by Undergraduate Social Work Education Programs

1997 ◽  
Vol 3 (1) ◽  
pp. 71-84 ◽  
Author(s):  
Jerry Finn ◽  
Marshall Smith
Keyword(s):  
Social Work ◽  
World Wide Web ◽  
Social Work Education ◽  
Web Site ◽  
World Wide ◽  
Specific Information ◽  
Education Programs ◽  
The World ◽  
Social Work Programs ◽  
Work Education

Social work education programs have begun to use the World Wide Web as a means of providing an educational tool and a delivery system for information about their programs. This paper provides an introduction to Web concepts, describes a procedure for creating a simple Web site, and investigates current use of the Web by BSW programs. It was found that 125, (39.1 percent) BSW programs have a social work Web site. The types and quality of information provided varied widely among programs. Programs provide information on mission, course descriptions, faculty descriptions, admissions requirements, and curriculum. In addition, almost half of programs offered a means for students to contact the program through e-mail. Only a small number of programs provided other program specific information such as syllabi, newsletters, financial aid, alumni information, or policy manuals. Approximately one-third of the programs provided links to other sources on the Internet. Only 14 percent of programs' sites were rated excellent by students. The potential of the World Wide Web to promote information sharing among social work programs and organizations is discussed.

Survey of International Field Education Placements of Accredited Social Work Education Programs

2004 ◽  
Vol 40 (3) ◽  
pp. 467-478 ◽  
Author(s):  
Patrick T. Panos ◽  
Gregory L. Pettys ◽  
Shirley E. Cox ◽  
Elizabeth Jones-Hart
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Field Education ◽  
Education Programs ◽  
Work Education

scholarly journals RESTRUCTURING SOCIAL WORK FIELD EDUCATION IN 21ST CENTURY CANADA

2019 ◽  
Vol 35 (2) ◽  
pp. 45-65
Author(s):  
Jessica Ayala ◽  
Julie Drolet ◽  
Amy Fulton ◽  
Jennifer Hewson ◽  
Lorraine Letkemann ◽  
...  
Keyword(s):  
Social Work ◽  
Social Services ◽  
Social Work Education ◽  
Field Education ◽  
Management Approach ◽  
Education Programs ◽  
Field Placements ◽  
Social Work Field Education ◽  
Work Education ◽  
Solution Focused

Social work field education in Canada is in a state of crisis. For over two decades field education has faced increasing challenges and barriers within neoliberal contexts in higher education and the health and social services sector. These challenges have been magnified by an unprecedented growth in social work education programs and student enrolments, which has increased demand for field placements to an unsustainable level. Although some strategies for restructuring social work field education have been developed, to date little work has been done to formally identify, evaluate, and share information about these strategies across Canadian social work education programs. This article explores the current state of crisis from a solution-focused lens and describes three inter-related strategies to address critical problems with current models, practices, and processes. The strategies are presented as a Sustainability Model for Field Education. The results of a two-year study that sought to identify alternative delivery mechanisms for social work field education and promote sharing of information across social work education programs are discussed. A key recommendation is to restructure and move away from a crisis management approach by implementing strategies for enhancing the sustainability of field education.

The changing contexts for international social work education

2017 ◽  
Author(s):  
Gurid Aga Askeland ◽  
Malcolm Payne
Keyword(s):  
Social Work ◽  
Social Development ◽  
Social Work Education ◽  
International Association ◽  
International Social Work Education ◽  
Alice Salomon ◽  
The Cold War ◽  
Work Education ◽  
Schools Of Social Work ◽  
Establishment Phase

This chapter identifies three phases of internationalization in social work education. It documents foundation dates of social work courses in a representative range of countries. The foundation phase from the 1920s to 1945 brought together early social work schools in a committee under the leadership of Alice Salomon, the German feminist and social worker. From 1945 to 2000, the establishment phase achieved the adoption of social work education virtually universally, with Katherine Kendall playing an important executive role promoting coordination through the International Association of Schools of Social Work. The end of the Cold War in the 1990s led to the consolidation of the policy and social development work in these earlier phases into an issues-based phase when the Association sought to develop influence on global policy issues of social justice, social conflict and social development. Debates about the nature of international or global social work are explored.

Federico, Ronald Charles

2013 ◽  
Author(s):  
Dean Pierce
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Education Programs ◽  
Social Work Educators ◽  
Program Administrator ◽  
Work Education

Ronald Federico (1941–1992) was a teacher, program administrator, and scholar. He was a leader in the development of undergraduate social work education. He provided curriculum consultation to countless social work education programs and was a mentor to many undergraduate social work educators.

Council on Social Work Education

2013 ◽  
Author(s):  
Julia M. Watkins ◽  
Jessica Holmes
Keyword(s):  
Social Work ◽  
Board Of Directors ◽  
Social Work Education ◽  
Educational Innovation ◽  
Faculty Members ◽  
Development Research ◽  
The Social ◽  
Work Programs ◽  
Social Work Programs ◽  
Work Education

The Council on Social Work Education (CSWE) provides leadership in social work education through faculty development, research, and accreditation of baccalaureate and master's social work programs. As of February 2012, 689 social work programs were accredited by CSWE. These programs represent an estimated 7,500 faculty members and 82,000 students at the baccalaureate and master's levels. CSWE promotes continued educational innovation and relevancy through setting accreditation standards, which are regularly revised by volunteer representatives from the social work education and practice community and approved by the CSWE Board of Directors.

International Association of Schools of Social Work (IASSW)

2013 ◽  
Author(s):  
Abye Tasse
Keyword(s):  
Social Work ◽  
United Nations ◽  
Social Work Education ◽  
International Association ◽  
International Exchange ◽  
Leadership Challenges ◽  
The United Nations ◽  
Work Education ◽  
Schools Of Social Work

This entry describes the International Association of Schools of Social Work (IASSW) and explores challenges facing the organization. Founded in 1928, the IASSW is the worldwide organization representing social work education. Comprising member schools and individuals across six continents, it works, in spite of funding and voluntary leadership challenges, to create a globally inclusive organization, promote international exchange, and extend the influence of social work education at the United Nations and with other regional and international bodies.

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