Preparing Social Work Students for International Interdisciplinary Practice: A Teaching Model and Its Impact on Self-Efficacy

Abstract

To promote international social work education and prepare MSW graduates for international careers, several teaching models have been developed, including intensive teaching in international settings, hybrid teaching with study abroad components, and applied learning through service learning and international internships. Benefits of international social work education range from increased knowledge and skills in addressing global issues through policy and advocacy, to significant improvements in multi-cultural competence and awareness upon participation in structured cultural immersion programs. Current challenges for social workers in international development careers point to the need for an interdisciplinary approach to best address complex global social issues. This paper proposes an international interdisciplinary teaching model that aims to prepare social work students for international development practice. Based on a pilot study of the proposed model, students showed significant increases in the self-efficacy of interdisciplinary international knowledge and skills. Keywords: International social work, interdisciplinary education, self-efficacy, experiential learning, social work educationUsing scientific inquiry and knowledge of the person-in-environment approach, respect for human diversity, and a global point of view, social work professionals strive to achieve social and economic justice, prevent constraints on human rights, eliminate poverty, and promote quality of life for every individual (Council on Social Work Education [CSWE], 2008). For a profession with such a wide focus of practice, there is an increased challenge of promoting globally-minded social work practitioners. International social work provides the framework for educating global social workers and prepares students for international social development as a dimension of social work practice.Over the past three decades, socioeconomic, political, and technological changes created a new range of social issues that require more diverse and innovative approaches, shifting intervention paradigms from a local to a global context of social work practice. New knowledge and skills are required, and existing professional realms have to go through a transformation process to remain relevant within the current context. With international social development issues requiring multidisciplinary approaches, an international interdisciplinary focus in social work education is one core element of this transformation process.The internationalization of social work education was accelerated by the political and economic changes at the end of the 1980s. After the fall of the Communist regimes in Zubaroglu & Popescu/PREPARING SOCIAL WORK STUDENTS 215 Eastern Europe (1989Europe ( -1991 there was a surge in the need for social work education and implicitly international social work curriculum development (Török & Korazim-Kőrösy, 2012). Immediate transfer of knowledge from countries with recent social work traditions (such as the United States) ...

Career self-efficacy and education abroad: implications for future global workforce

“…Movassaghi et al (2014) provided an example of the oft-cited outcomes of study abroad as follows: “studying abroad is often characterized as “life-changing” in many ways: opportunity to advance personal growth, acquire cultural awareness and gain knowledge about different places and people” (p. 71). Beyond the assumed personal and transformational qualities of the experience, the following concepts appear regularly in the literature as outcomes or areas of impact: intercultural awareness and competence (Deardorff and Jones, 2012; de Wit, 2002; Lokkesmoe et al , 2016; Tillman, 2012), academic or discipline-specific proficiency (Cubillos and Ilvento, 2012; Zubaroglu and Popescu, 2016), future educational or career choices (Eaton and Kleshinski, 2014; Felker and Gianecchini, 2015; Norris and Gillespie, 2009; Paige et al , 2009; Waibel et al , 2017) and privilege (Waters and Brooks, 2010). Paige et al (2009) conducted a study in which, in addition to influencing professional and educational choices, study abroad yielded a positive impact on students’ global engagement as measured in five dimensions, namely, civic engagement, knowledge production, philanthropy, social entrepreneurship and voluntary simplicity.…”

“…The researchers found that self-efficacy improved across all aspects of foreign language learning, regardless of program length or destination, although longer stays and increased host culture interaction yielded more benefits (Cubillos and Ilvento, 2012). Zubaroglu and Popescu (2016) studied social work graduate students participating in international interdisciplinary study that included an international immersion experience and found that students’ self-efficacy increased significantly. Notable is that students’ self-efficacy regarding subject matter increased, as did “their perception of readiness for international work” (Zubaroglu and Popescu, 2016, p. 227), though the latter is not discussed in the context of career self-efficacy.…”

“…Zubaroglu and Popescu (2016) studied social work graduate students participating in international interdisciplinary study that included an international immersion experience and found that students’ self-efficacy increased significantly. Notable is that students’ self-efficacy regarding subject matter increased, as did “their perception of readiness for international work” (Zubaroglu and Popescu, 2016, p. 227), though the latter is not discussed in the context of career self-efficacy.…”

Theory is Not Enough! Experiential and Project-Based Approaches to Teaching International Social Work

“…In comparing the elements of the courses that were most conducive to learning, the immersive nature of the experience (in line with Zubaroglu & Popescu, 2016), as well as comprehensive overview of the field of practice through exposure to various sectors and stakeholders, was named the most by students. However, the project-based approach, where students partnered with agencies in the field, seemed to be more effective in creating two-way learning that was mutually beneficial for students and agency partners.…”

“…The ubiquity of required field engagement in domestic social work education implies agreement on the utility of interactive and experiential models of teaching to facilitate practical knowledge acquisition, which can be applied to the subfield of international social work (Boyle et al, 1999;Greenfield et al, 2012;Kjorstad & Wolmesjo, 2016;Moorhead et al, 2013;Zubaroglu & Popescu, 2016). Mapp and Gatenio Gabel (2019) found that the administrative burden to host institutions, the challenges of placing in non-English speaking countries, or the faculty connections could make international field placements more challenging.…”