30 years’ membership and a 50th birthday – where to next for ANZASW?

McNabb, David

doi:10.11157/anzswj-vol26iss2-3id43

Cited by 4 publications

(4 citation statements)

References 8 publications

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“…The SWRB reviewed its expectations for social work programmes over 2012-2013 and created a new minimum level of a four-year undergraduate programme for all tertiary providers (SWRB, 2013). This requirement was fought by Unitec and other tertiary providers on the grounds that many three-year degrees were robust, and that economically disadvantaged students should not have to pay for a further year's study when other options such as employer-funded internships and post-graduate study were possible (McNabb, 2014). The latter concern is heightened by the recent introduction of limitations to student funding for loans and allowances (Ministry of Social Development, 2013).…”

mentioning

confidence: 99%

Student selection process effectiveness: Correlations between task performance and undergraduate success

Hughes

Gremillion

Bridgman

et al. 2017

ANZSWJ

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INTRODUCTION:This article is a case study of student selection process effectiveness in an undergraduate social work degree at Unitec in Auckland, Aotearoa New Zealand. Addressing an internationally under-researched topic, it examines whether admitted candidates' performance on selection day tasks correlate with their success in the programme. METHODS:Applicant selection data were analysed for 2012 and 2013 cohorts (N = 196). Student success is measured in relation to outcomes across eight courses, considering both course completions and grades received. Correlational analyses were performed to address the research aim. The project also examined whether existing demographic data correlate with success, as these data represent potentially confounding variables. FINDINGS:Performance on selection activities conducted as part of application to this degree does not correlate with course completions, and correlates only moderately with higher grades received for courses. Findings also show that students who are wage-earning or self-employed on admission, studying full time, and/or admitted well before their studies begin are more likely to succeed. No other demographic factors are correlated with student success. CONCLUSIONS:This study supports existing literature documenting the ineffectiveness of selection criteria for social work programmes, and also addresses a gap in scholarship by examining the value of specific selection tools and measures. Factors that do correlate with student success suggest that being well-resourced as a student is paramount. Supporting students to succeed during the course of their study may be of higher value than attempting to select "suitable" students in the first place.

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confidence: 99%

Student selection process effectiveness: Correlations between task performance and undergraduate success

Hughes

Gremillion

Bridgman

et al. 2017

ANZSWJ

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“…In this document Maori were recognized as first people with subsequent rights. The notion of partnership was expressed within ANZASW by sharing governance between Maori and non-Maori (McNabb, 2014: 65). In 1986 the NZ Council for Education and Training in the Social Services (NZCETSS) was established.…”

Section: Discussionmentioning

confidence: 99%

The relevance of Global Standards to social work education in Australasia

McNabb

Connolly

2017

International Social Work

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Underpinned by the Global Standards published for the promotion of quality social work education, and as a benchmark for social work education at national levels, a qualitative content analysis is conducted to explore the alignment of national standards of the Aotearoa New Zealand and Australia regulatory bodies with the Global Standards. A number of equity issues are identified: service users and student participation, student representativeness, indigenous rights and political action, gender and cultural equity, and equitable access. The implications for social work education internationally are considered, including a possibility of the role of the Global Standards in democratizing social work education.

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“…Aotearoa New Zealand Association of Social Workers (ANZASW), the social work professional body for Aotearoa made a formal commitment to honouring Te Tiriti in 1992 (Nash, 2001) and has operationalised that commitment in various ways including a shared governance model between Māori and non-Māori beginning in the 1990s (McNabb, 2014 Honouring Te Tiriti requires a partnership approach where indigenous partners are recognised for their insider knowledge of the colonisation problem, alongside non-indigenous allies who are often the dominant majority and a key partner in creating change within conservative systems (Ruwhiu et al, 2016). This has become an imperative in Aotearoa New Zealand because of the deprivation experienced by Māori and their call for self-determination in finding solutions.…”

Section: Original Articlementioning

confidence: 99%

A Treaty-based framework for mainstream social work education in Aotearoa New Zealand: Educators talk about their practice

McNabb

2019

ANZSWJ

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INTRODUCTION: Globally, indigenous social work educators have pursued decolonisation and the development of decolonising practices as part of the indigenous peoples’ rights movement and based on social work principles of self-determination and social justice. Māori have advanced decolonisation based on the original partnership that was envisaged in the Treaty of Waitangi signed between Māori and the British Crown in 1840. Aotearoa New Zealand social work education has a stated commitment to a Treaty-based partnership approach.METHODS: This research engaged focus groups along with interviews of social work educators from nine of the 19 programmes across Aotearoa New Zealand to explore if, and how, this commitment to a Treaty-based approach was being demonstrated in the real world of practice. A diverse group of participants included Māori, Pākehā, Pasifika, and people identifying with other ethnic groups.FINDINGS: Māori and non-Māori participants gave a range of perspectives relating to practising within a Treaty-based context. The Treaty should be understood historically but also in its contemporary expressions noting the extra demands placed on Māori. Non-Māori had an important role in demonstrating Treaty partnership and confronting White privilege. The Māori cultural approach of Kaupapa Ma ̄ori was a foundation for a Treaty approach, and presented a challenge for non-Māori to learn this. A major challenge for programmes was having sufficient Māori staff.Conclusions: Based on the findings, a Treaty-based teaching and learning framework has been developed to support educators as they advance decolonising practices and the indigenisation of social work education in Aotearoa New Zealand.

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30 years’ membership and a 50th birthday – where to next for ANZASW?

Cited by 4 publications

References 8 publications

Student selection process effectiveness: Correlations between task performance and undergraduate success

Student selection process effectiveness: Correlations between task performance and undergraduate success

The relevance of Global Standards to social work education in Australasia

A Treaty-based framework for mainstream social work education in Aotearoa New Zealand: Educators talk about their practice

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