Search results for ‘Subject term:"social work education"’ Sort:
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Diversity and progression in social work education in England: a report on progression rates among DipSW students
- Authors:
- HUSSEIN Shereen, et al
- Publisher:
- General Social Care Council
- Publication year:
- 2006
- Pagination:
- 10p., bibliog., booklet
- Place of publication:
- London
The aim was to identify some of the successes and challenges experienced by different universities and colleges in developing strategies to support students at greater risk of poorer progression in their studies. This is part of a wider project being carried out by the GSCC in collaboration with representation from JUC SWEC;SCIE; REU; SWAP and Kings College Social Care Workforce Research Unit. Other elements of the project include further data analysis comparing DipSW and new degree progression, and a focus group with service users and carers and students.
Inter-European social workers’ mobility within a dynamic social work and immigration policy context: a case study of England
- Author:
- HUSSEIN Shereen
- Journal article citation:
- European Journal of Social Work, 23(4), 2020, pp.566-579.
- Publisher:
- Taylor and Francis
Social workers are increasingly globally mobile, pursuing employment opportunities that combine professional and lifestyle projects. Social work skills and practice are embedded in cultural, linguistic and nation-specific legislative competencies. The current article engages with the interplay of a fast-moving social work and immigration policy context and the role of inter-European social workers, using England as a case study of destination. Based on registration data of non-UK qualified social workers (2003–2017), a survey of 97 stakeholders from 27 European Union countries and focus group discussions, it investigates trends and challenges of transnational social workers (TSWs) in England. The findings highlight a dynamic process of social work education and immigration policy reforms during the past decade that was associated with a significant change in the volume and profile of TSWs registered to work in England. Data from European stakeholders further highlight two key findings: first, there is evidence of an increased role of inter-European social workers in most of Western European countries; second, the process of social work qualifications’ recognition within Europe remains considerably variable. The implications of the findings are discussed within the context of continued inter-European policy and political changes. (Original abstract)
Social work educators' views and experiences of Grow Your Own qualifying programmes in England
- Authors:
- MANTHORPE Jill, HARRIS Jess, HUSSEIN Shereen
- Journal article citation:
- Social Work Education (The International Journal), 30(8), 2011, pp.882-894.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Grow Your Own (GYO) schemes is a term used to describe employer sponsorship of social work students through secondment or traineeship. This article reports on social work educators’ views of GYO schemes, the effects on their activities and the dynamics of mixed student cohorts. It draws on findings from a mixed method study which took place in England during 2007–2009. The study included semi-structured interviews with 23 social work educators who were either course leads or senior lecturers within 20 Higher Education Institutions. The findings are organised into 3 sections centred on social work educators’ relationships: namely those with GYO students; with the wider university; and with employers. The social work educators reported that GYO activity may enhance and enrich social work programmes. They valued secured and guaranteed practice placements, considered that employer-sponsored students enriched the total student cohort, facilitated an expansion of student numbers, and strengthened partnerships with local employers. A further advantage was that GYO benefited the teaching programme overall with more robust employer/university relationships. However, these schemes require careful management and investment of time and might lead to some tensions about the balance between education and training. These findings are placed in the context of developments in social work education in England.
Earning and learning
- Authors:
- MORIARTY Jo, MANTHORPE Jill, HUSSEIN Shereen
- Journal article citation:
- Social Work and Social Sciences Review, 17(2), 2014, pp.93-111.
- Publisher:
- Whiting and Birch
Although there is widespread interest in social work education, very little of this has focused on the position of part-time students. This study reports on retention rates among social work students registering for part-time study between 1995-1998 in England, since this time-span is one where student characteristics were collected and can be anonymously linked to data about their chosen programme of study. It shows that students supported by employers were less likely to withdraw before completing their studies. However, access to secondment was differential with students with disabilities appearing to be less likely to be seconded or sponsored. The implications of these findings are discussed in light of new and sometimes controversial routes to social work qualifications in England. (Publisher abstract)
Do the characteristics of seconded or sponsored social work students in England differ from those of other social work students? A quantitative analysis using national data
- Authors:
- HUSSEIN Shereen, MANTHORPE Jill, HARRIS Jess
- Journal article citation:
- Social Work Education (The International Journal), 30(3), April 2011, pp.345-359.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Social work employers have tried to resolve recruitment difficulties through improving pay and conditions, recruiting from outside the UK, and providing financial incentives. These employers have also used secondment and sponsorship to attract entrants to the profession, commonly called Grow Your Own schemes. This paper reports on part of a research study that asked 'What works in Grow Your Own (GYO) schemes?' in England. One important research question for this study was whether the characteristics of seconded or sponsored social work students differ from those of other social work students. The paper analysed 41,000 students' anonymous data records supplied by the General Social Care Council covering enrolments on social work programmes from 1998 to 2007. Results indicated that GYO schemes have encouraged the participation of men, Asian groups and older applicants in social work qualifying programmes when compared to the general population of social work students. However, students from Black ethnic backgrounds and those with disabilities have been more likely to be under-represented in such schemes.
Diversity and progression among students starting social work qualifying programmes in England between 1995 and 1998: a quantitative study
- Authors:
- HUSSEIN Shereen, et al
- Journal article citation:
- British Journal of Social Work, 38(8), December 2008, pp.1588-1609.
- Publisher:
- Oxford University Press
There has been no large-scale study looking at the proportion of social work students in the UK who achieve the professional qualification, although there is some evidence that different groups experience different rates of progression. This article examines progression rates among students studying for the DipSW in England and analyses the factors that influence whether students achieve an award on time (defined as achieving an award without being referred, deferred, failing or withdrawing). The results show that male students, students from a black and minority ethnic group, and students with a self-reported disability have poorer progression rates. However, contrary to the picture in higher education as a whole, older students and students with previously lower levels of educational attainment do not have poorer progression rates. Social work education has important lessons to share with higher-education colleagues in terms of working with an increasingly diverse student group. However, work is needed to identify students at greater risk of non-progression than others and to develop more effective student support strategies.
What works in ‘grow your own’ initiatives for social work?: research report
- Authors:
- HARRIS Jess, MANTHORPE Jill, HUSSEIN Shereen
- Publisher:
- General Social Care Council
- Publication year:
- 2008
- Pagination:
- 144p.
- Place of publication:
- London
This project has identified and assessed approaches by local authorities and independent sector employers to support their employees, or potential employees, to qualify as social workers. These are known as ‘Grow Your Own’ initiatives. The project has focused particularly on exploring the impact of ‘Grow Your Own’ on the diversity of the workforce. It is intended that the project will encourage the further development of diverse routes to, and support through, training to enter the social work profession.