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Tenure and promotion decisions: the relative importance of teaching, scholarship, and service
- Author:
- GREEN Robert G.
- Journal article citation:
- Journal of Social Work Education, 44(2), Summer 2008, pp.117-127.
- Publisher:
- Council on Social Work Education
Research about the relative importance of faculty performance of teaching, scholarship and service work roles in tenure and promotion decisions is reviewed and updated. Data collected from 130 deans or directors through Internet administration of the Work Role Salience Index suggested some variation in the weighting of tenure and promotion decisions amoung different programmes and among different types of programmes. However, scholarship was salient at a majority of institutions; teaching and service roles have become less influential over time. Conflict between these findings and findings about workload time allocated to scholarship, teaching and service are identified and implications discussed.
The second decade of the faculty publication project: journal article publications and the importance of faculty scholarship
- Authors:
- GREEN Robert G., BASKIND Frank R.
- Journal article citation:
- Journal of Social Work Education, 43(2), Summer 2007, pp.281-296.
- Publisher:
- Council on Social Work Education
This report summarizes the findings of the United States Faculty Publication Project for 2000–2004 and examines the association between faculty scholarship expectations and publication productivity at the leading graduate programs. Findings suggest higher rates of faculty publication in recent years and increases in multi-authored publications and articles published in non-social work journals. However, the correlation between the scholarship expectation and publication was not statistically significant when controlled; rather U.S. News and World Report’s ratings of master of social work programs continue to be the major correlate of publication productivity. Implications for the profession, the graduate schools, and for individual faculty members are discussed.
The validity of the 2004 U.S. News and World Report's rankings of schools of social work
- Authors:
- GREEN Robert G., et al
- Journal article citation:
- Social Work: A journal of the National Association of Social Workers (NASW), 51(2), April 2006, pp.135-145.
- Publisher:
- Oxford University Press
The U.S. News and World Report's rankings of the educational quality of graduate schools of social work are based on responses of a small group of deans and faculty members to a single item on a mailed survey. This study evaluated the validity of these "quick and dirty" commercial ratings by comparing the 2004 USNWR results to three more objective measures of overall program quality - admissions selectivity, faculty publications, and program longevity - and by conducting a replication study of 1,516 deans, faculty members, students, and practitioners. Results revealed USNWR rankings are consistent with objective indicators of program success and representative of the views of a larger sample of deans, faculty members, and to a lesser degree, of practitioners and students. In spite of this empirical support, the authors recommend strategies for eliminating the reliance on commercial ratings and developing professionally driven and disseminated systems of evaluating graduate schools.
The paradox of faculty publications in professional journals
- Author:
- GREEN Robert G.
- Journal article citation:
- Social Work in Health Care, 41(3/4), 2005, pp.103-108.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The author reviews the companion papers about bibliometrics prepared for this special issue of Health and Social Work and concludes that each makes a unique contribution to the growth of scholarship within the profession. However, a major practical limitation of the system advocated by the authors of these papers for faculty in schools of social work is also identified. Because only a limited number of social work faculty members produce the volume of articles required by the proposed system, the proposed system can be used currently by only a small number of schools and departments of social work. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Research learning attributes of graduate students in social work, psychology, and business
- Authors:
- GREEN Robert G., et al
- Journal article citation:
- Journal of Social Work Education, 37(2), Summer 2001, pp.333-341.
- Publisher:
- Council on Social Work Education
Although research teaching literature suggests that social work students may have different research learning attributes than students in other disciplines, minimal data exist to support this view. This study compared the self-reported research anxiety, computer anxiety, and research orientations of 149 full-time graduate social work, psychology, and business students at a research university. Social work students reported more research and computer anxiety and generally believed that research was less important to their profession than students in the comparison groups. Implications for teaching research to social work graduate students are discussed.
Professional education and private practice: is there a disconnect?
- Authors:
- GREEN Robert G., et al
- Journal article citation:
- Social Work: A journal of the National Association of Social Workers (NASW), 52(2), April 2007, pp.151-159.
- Publisher:
- Oxford University Press
This article summarizes results of a national study conducted to evaluate the private practice career intentions of MSW graduate student members of the National Association of Social Workers NASW (n = 271) in the United States, the extent to which these students are being prepared for private practice by the graduate schools, and the views of the graduate deans (n = 104) and macro practice (n = 152) and clinical (n = 278) members of NASW about private practice and social work education. An analysis of mailed questionnaire responses from these stakeholding groups suggests a striking disconnect between practice and education. Although a majority of graduate students plan to enter private practice, most on a full-time basis, graduate schools do not teach content specific to private practice careers, and many faculty even discourage the discussion of private practice career aspirations. On the other hand, a majority of NASW members, whether clinical or macro social workers, expected graduate schools to begin educating students for private practice. It is proposed that the labour force transition from the public to the private sector has resulted in the bifurcation of social work education. Implications for social work practice are discussed; short- and long-term initiatives for matching social work education to social work practice are proposed.