No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Coping with an Environment of Scarcity: Graduate Social Work Programs and Responses to Current Crises
Abstract
This article discusses the nature of fiscal and enrollment crises currently confronting graduate social work programs and the nature of traditional responses to these crises. It suggests that the majority of these responses are likely to prove ineffective in the future and suggests alternative approaches that might be more worthwhile.
Do liberal arts undergraduates fare better professionally than social work undergraduates? The authors address this question by studying the responses to a questionnaire on ten measures of professional achievement and a variety of descriptive variables sent to 719 members of the graduating classes (1977-1981) of master's in social work programs from seven public universities in California. The study indicates an edge for those graduates with liberal arts undergraduate educations. The implications of these findings for social work education and for the profession itself are discussed.
The major objective of this paper is to review findings regarding cost distribution pattern among three degree programs (i.e., BASW, MSW, and Doctoral). The study includes the estimated costs of operating the programs in reference to major academic functions, including course instruction, student advising, discertation assistance, program administration, serving on committees, conducting community services, research implementation, and publication. The presentation also includes descriptions of the major differences in resource commitment patterns among our degree programs and faculty members. Although it seems logical to expect that the quality and vitality of social work education is directly related to financial distribution patterns, such topics rarely receive a significant amount of attention among social work educators.
This survey assesses the practice interests and aspirations of 257 entering direct practice students in 8 MSW programs. Its findings suggest that the majority of these students seek the MSW degree as a route to becoming psychotherapists in private practice and that they have little commitment to social work's mission, dual focus, or distinctive functions and clientele. The implications of these findings are explored.
A national survey of 81 master's programs in social work investigated the situations or behaviors that led them to develop policies for nonacademic student termination. Results are presented concerning the most common problem behaviors reported and analysis of the programs' policy and procedure documents. Recommendations are made based on these analyses. (Author/MSE)
This paper reviews graduate applications/admissions data for 1975–84, and shows that as applications have decreased, the acceptance rate has increased. Referring to the NASW Code of Ethics, the paper suggests this trend raises a number of ethical issues with which the field should be concerned. Traditional alternatives to liberalized admissions are also reviewed and their perceived efficacy is examined. It is suggested that hold-harmless strategies are insufficient to counteract the societal trends which adversely affect graduate social work education and, further, that the field must begin to proactively plan for fewer, or at least smaller, graduate programs.
This study of the relationship between job satisfaction and intention to seek graduate education among human service workers tests the hypothesis that intention will be stronger among satisfied senior practitioners (those in their current job for three or more years) and among dissatisfied junior workers. In November 1993, a questionnaire designed to measure various aspects of both job satisfaction and intent to pursue graduate education was distributed to all 83 bachelor-level human service workers in four agencies. Moderated regression analyses, with several control variables from background information about the 67 respondents, repeatedly supported the hypothesis. Discussion also covers secondary findings, limitations of the study, and implications of the principal finding for both educators and social service administrators.
Schools and programs of social work continually strive to develop effective gatekeeping procedures to promote optimal functioning of students while maintaining quality control in professional education. Program administrators and classroom, field, and adjunct faculty are key to the process of developing and implementing student standards. This article highlights current issues in social work education, reviews literature on gatekeeping, and describes key principles with examples for developing, implementing, and evaluating student standards. It outlines specific standards and provides observations and recommendations for using them.
ResearchGate has not been able to resolve any references for this publication.