Institutional responsibilities: providing placement for international students

Ross, Bella; Ta, Binh Thanh; Oliaro, Louise

doi:10.1080/02615479.2019.1703931

Cited by 8 publications

(15 citation statements)

References 41 publications

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“…Other reasons include a desirable physical environment, low university contact hours, alternative teaching styles and less competitive career opportunities (McCrohon & Nyland, 2018). More importantly, the completion of a social work degree in Australia qualifies international students to continue to live and work in Australia after graduation (Ross et al, 2020). Social work is identified as an area of skills shortage and after completing their studies, international students are then eligible to remain in Australia for up to 18 months.…”

Section: The Australian Contextmentioning

confidence: 99%

“…International students in placements have been identified as needing extra support due to lack of local knowledge and systems, and language, communication and critical reflection skills (Ross et al, 2020). International students can feel pressured to fully assimilate to the dominant culture of the host country in order to succeed.…”

Section: Social Work Field Education and International Studentsmentioning

confidence: 99%

“…There is also some evidence that support needs, for international students, include more than English-language support (McMahon & Nyland, 2018;Ross et al, 2020). Some international student might need extra orientation, classes and guidance, availability of tailored placement projects and extra tuition during their first placement in order to strive in field education (Diamandi et al, 2018;Zuchowski et al, 2014).…”

Section: Social Work Field Education and International Studentsmentioning

confidence: 99%

“…Importantly, higher education providers need to provide a quality learning experience for international students in field education, and this requires the preparation and support of field educators to supervise students on placement (Harrison & Ip, 2013). At times field educators felt they were not prepared or supported by the higher education provider to supervise international students (Ross et al, 2020). Further coordination, information and clarification about responsibilities and expectations were needed (Ross et al, 2020).…”

Section: Social Work Field Education and International Studentsmentioning

confidence: 99%

“…At times field educators felt they were not prepared or supported by the higher education provider to supervise international students (Ross et al, 2020). Further coordination, information and clarification about responsibilities and expectations were needed (Ross et al, 2020). Mentoring of and additional support for field educators to support international students can provide additional required support structures for agencies (Zuchowski et al, 2014).…”

Section: Social Work Field Education and International Studentsmentioning

confidence: 99%

See 4 more Smart Citations

International social work students in field education- considerations for supervision

Zuchowski

Cleak

Cleaver

2021

Social Work Education

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There is an increase of international students studying social work in Australia.Undertaking compulsory field work component of social work studies can be particularly complex for international students, as they have to acquire an understanding of social work practice, knowledge and skills in a new cultural context. Prior research has highlighted the importance of supporting students and field educators to ensure successful quality learning experiences for international students in social work field education experiences. This paper reports on a subset of 35 international students who responded to a 2019 field education supervision survey in one Australian state, Queensland. The findings highlight that more international than domestic students are placed in placements with external supervision, that the overall the student cohort is younger than domestic students and that more international students reported longer supervision sessions. Despite field placements often being personally challenging international students rated their supervision experiences positively, and highlighted the opportunities it provided for support, learning and professional development. Students recognised that the process helped them understand concepts of critical reflection and an appreciation of the value of supervision and professional support for their ongoing professional development.

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Section: The Australian Contextmentioning

confidence: 99%

Section: Social Work Field Education and International Studentsmentioning

confidence: 99%

Section: Social Work Field Education and International Studentsmentioning

confidence: 99%

Section: Social Work Field Education and International Studentsmentioning

confidence: 99%

Section: Social Work Field Education and International Studentsmentioning

confidence: 99%

See 3 more Smart Citations

International social work students in field education- considerations for supervision

Zuchowski

Cleak

Cleaver

2021

Social Work Education

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Placement educators’ perspectives of international social work students’ sociopragmatic communication skills

Grieve

Ross³

2022

Adv in Health Sci Educ

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International students who speak English as an additional language report experiencing communication issues while completing their studies and work-integrated learning placements in a range of Anglophone countries, including Canada, the United Kingdom, the United States of America and Australia. To address this issue, accreditation and registration bodies for a number of health professions, such as social work and nursing, have advocated for increasing the test score requirements for university English language entry. However, from a sociolinguistic perspective, decisions concerning ways to address communication challenges need to take into account the unique communication skills required for functioning in specific workplace settings. It is therefore essential to identify the types of communication issues occurring during work-integrated learning opportunities (e.g. placement) and to then assess whether these should be addressed by raising general English proficiency or providing structured learning opportunities for profession-specific communication development within the course content. The present study uses sociolinguistic theory to examine placement educators’ perspectives on international students’ communication issues using the context of social work placement. It draws on the thematic analysis of interviews with 15 placement educators in Australia. One major finding is that international students’ general proficiency or ability to use specific linguistic tools (pragmalinguistic competence) is not a key area of concern for educators. The main challenge seems to involve the students’ understanding of sociocultural norms underlying workplace communication (sociopragmatic competence). This finding suggests that, rather than increasing English language entry requirements, universities need to provide international students opportunities to develop their sociopragmatic competence both before and during placement. The paper concludes with a set of recommendations aimed at supporting international students who speak English as an additional language to develop their workplace communication during their studies.

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The transcultural training needs of field educators of international social work students

Grieve

Ross

2021

Social Work Education

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Institutional responsibilities: providing placement for international students

Cited by 8 publications

References 41 publications

International social work students in field education- considerations for supervision

International social work students in field education- considerations for supervision

Placement educators’ perspectives of international social work students’ sociopragmatic communication skills

The transcultural training needs of field educators of international social work students

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