Before and after science: Admissions process to Australian university social work courses

Abstract

Application processes to Australian university social work courses provide an explicit example through which to explore the influence of two schools of thought -social work as an art and as a science -on social work processes. Using admissions literature and questionnaire data provided by Australian schools of social work, this qualitative study explored the extent to which these perspectives are reflected in admissions processes. It was found that in terms of both qualities sought and techniques utilised, schools are operating essentially from a social work as science perspective, although there exists a desire to access qualities from an art perspective. This is perceived as being the result of institutional requirements, resource constraints, academic conventions and lack of knowledge about how to effectively assess the latter qualities. It is argued that social work needs to assert its unique perspectives in claiming a right to determine application processes for social work courses.

Admission and completion of social work programs: Who drops out and who finishes?

“…One way to explain these results is by assuming that the interviewers preferred candidates who exhibited positive cognitive/behavioral traits, over candidates who expressed the opposite since the former are perceived as being very relevant for social work. The results of our study also support Stratton's (2000) assertion that it is important to find candidates who exhibit creativity, imagination, insight, intuition, and ability to express oneself based on the idea that these characteristics will be very important for successful future work in the profession. Our study also supports findings from Tam and Coleman (2009) who researched 190 social work supervisors in the field.…”

“…Since depending solely on academic achievement is not enough to determine who are the best candidates, many schools of social work have also begun looking at demographic and/or personal variables in spite of the fact that they are complex and, often, can also change in different life situations. These include age, sex, work experiences, creativity, intuition, and ability to express oneself and are based on the assumption that these elements will be highly relevant for predicting future functioning in the profession (Coyle et al, 2011;Fortune, 2003;Gibbons et al, 2007;Ryan et al, 2006;Stratton, 2000).However, there is no consensus concerning the connection between the variables and functioning in different areas of social work. Additionally, there is no consensus concerning the ability to help candidates acquire these skills during socialization into the profession.…”

“…Many schools of social work also ask candidates to submit written recommendations, participate in an interview, or to write personal statements, etc. (Campbell et al., 2013; Dunlap, 1979; Glenmaye & Oakes, 2002; Stratton, 2000). These procedures make it possible to examine personality traits considered to be relevant for studies in social work, as well as during the development of professional identity.…”

BSW Program Admission Policies: Is There Empirical Support for What We Do?

“…Such considerations are more subjective, creating debate about how they should be measured. For example, a survey of Australian schools of social work (Stratton, 2000) reported that most schools advocated scientific measurement of academic performance, such as examining students' intellectual capacity, objectivity, commitment, language skills, and ability to apply knowledge, and the quantity and quality of their human service work experience. However, schools acknowledged that some admission criteria assessed artistic qualities, such as insight, imagination, creativity, personal suitability, interpersonal relating, use of self, and analytical skills, which were more difficult to accurately measure.…”

“…BSW programs may require students to complete certain courses before admission in order to establish foundational skills needed for social work practice, such as writing, language, communication (Ryan et al, 1997;Smith & Pratt, 1996) and analytical skills (Stratton, 2000). Completing beginning-level social work courses before formal admission can introduce students to social work and help programs better align courses that gradually build student learning.…”