Characteristics of Excellence in Social Work Education

A multi-stakeholder-driven model for excellence in higher education curriculum development has been developed. It is based on the assumption that current efforts to curriculum development take place within a framework of limited stakeholder consultation. A total of 18 multiple stakeholders are identified, including learners, alumni, government, local and international universities, research institutions, SAQA structures and consultants.The model is further based on significant NQF and OBE alignment of all learning programmes within a multiple stakeholder framework, thereby ensuring that the need of all stakeholders are firmly embedded in curriculum development. Additionally, the principles of learner empowerment, employability, transparency and world-class quality form the foundation of this strategic-driven model for curriculum development. Six phases are postulated with stakeholder engagement during all phases. Three broad areas of quality planning, quality management system implementation and quality review are followed throughout the process. The result is the achievement of excellence in higher education.

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“…Meeting and exceeding customer and market needs (Breier and Mabizela 2008;• Csikszentmihalyi 2003;Munson 1994);…”

Section: Introductionmentioning

confidence: 99%

Towards a multi-stakeholder-driven model for excellence in higher education curriculum development

Meyer

Bushney

2009

South African Journal of Higher Education

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“…In addition, students identified the importance of oral communication skills. These characteristics echo the Munson (1994) criteria discussed earlier, also based on focus groups with staff and students.…”

Section: Taylormentioning

confidence: 87%

“…ASSIA, ERIC, and the British and Australian Education Indexes were systematically searched from 1985 to 2005. The earlier date was selected as it predates what appears to be the first discussion about excellence in learning and teaching in higher education (Munson, 1994). Search terms used were, 'higher education', 'social work education', 'teaching excellence', 'transfer and excellence', and 'gender and excellence'.…”

Section: Methodsmentioning

confidence: 99%

“…Subjectspecific stakeholders need a voice and in social work this would include the service users and carers who should ultimately benefit from excellent teaching, and practice teachers based in social work agencies. Small focus groups used by Munson (1994) could provide an exemplar for exploring different perspectives. The extensive educational literature about processes to establish assessment criteria for student learning may be useful (see for example, Biggs, 1999).…”

Section: Strategies For Developing Excellence Schemesmentioning

confidence: 99%

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Pursued by Excellence: Rewards and the Performance Culture in Higher Education

Taylor¹

2007

Social Work Education

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In the UK, government is both concerned with improving the performance of public services, including higher education, and with ensuring that the public is aware of improvements in services, to convince the public of the effectiveness of the current regime. Success is both an effect of and a dynamic in the process of evaluating performance, and increasingly 'excellence' is established as a performance outcome. Drawing on a critical review of relevant theory and research, primarily from the UK, Australia and the USA, and illustrated by the author's experience of winning a National Teaching Fellowship, this paper examines teaching excellence in the context of two recent schemes: the National Teaching Fellowship Scheme and the Centres for Excellence in Teaching and Learning. The performance culture in the public sector and the use of excellence as a success criterion are critically analysed. Assumptions about the transfer of excellent practice are explored. Questions about the interaction of competition and equalities issues are raised. The paper ends with arguing that if excellence schemes are to be an established feature of public sector systems, then we must develop strategies to enable them to be implemented equitably, transparently and fit for purpose.

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“…Faculty who do not have direct professional practice experience make for "limited enrichment of the teaching role and influences negatively the model presented to students" (Holtzman, 1986, p. 324). Unless faculty members' practice skills are "constantly rehoned," teaching can become less relevant and divorced from reality (Munson, 1994). How faculty perceive the value and support granted to practice experience and how this experience influences recognition, rewards, and permanence (i.e., retention of the job) will determine interest and efforts of faculty in continuing and maintaining their practice skills.…”

Section: Supporting Pre Vzous Researchmentioning

confidence: 99%

Post-Doctoral Social Work Practice Experience

Dsw

Julia

1996

Journal of Teaching in Social Work

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The authors of this article conducted a survey among all faculty members who had been hired within the past five years in colleges, schools or departments of social work among the Big Ten Universities. The aim was to determine the value and relevance of post-doctoral non-academic experience in academic settings as measured by faculty salary and rank. Results from this study revealed that professional post-doctoral social work practice experience is not a primary factor in determining qualifications of faculty candidates or in establishing rank and salary. Moreover, it appears that criteria for advancement in academic settings actually excludes professional practice. Respondents identified research, funded research and publications as being highly valued at the time of hiring when negotiating rank and salary in academic settings. Of lesser importance were non-academic experience, prior teaching experience and community service. While social work educators must acknowledge and pursue those activities necessary for survival in the academy, attention must also be given to practice experience and opportunities for the ongoing development of practice skills which are important to teaching excellence. [AHicle copies available fmm 771e Haworth Document Delivery Service: 1-800-342-9678. E-)nail address: getitfo@I~awortlr.co~

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Characteristics of Excellence in Social Work Education

Cited by 7 publications

References 7 publications

Towards a multi-stakeholder-driven model for excellence in higher education curriculum development

Towards a multi-stakeholder-driven model for excellence in higher education curriculum development

Pursued by Excellence: Rewards and the Performance Culture in Higher Education

Post-Doctoral Social Work Practice Experience

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