‘We thought we would be the dunces’ - From a vocational qualification to a social work degree: an example of widening participation in social work education

Gordon, Jean; Dumbleton, Sue; Miller, Christina

doi:10.5456/wpll.12.s.169

Cited by 3 publications

(1 citation statement)

References 13 publications

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“…In addition to this assistance, Gordon et al . () argued the need for high quality learning resources and employer, colleague and family support as important for success in the transition to university study. However, despite the importance of such strategies there are few resources that inform how best to engage with, support and retain this cohort (Kevern et al .…”

Section: Introductionmentioning

confidence: 99%

Exploring the transition experiences of students entering into preregistration nursing degree programs with previous professional nursing qualifications: an integrative review

Tower

Cooke

Watson

et al. 2015

Journal of Clinical Nursing

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Section: Introductionmentioning

confidence: 99%

Exploring the transition experiences of students entering into preregistration nursing degree programs with previous professional nursing qualifications: an integrative review

Tower

Cooke

Watson

et al. 2015

Journal of Clinical Nursing

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The England degree apprenticeship: a lens to consider the national and international context of social work education

Higgs

2021

Social Work Education

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Getting it right in the mix: Teaching social work practice skills inclusively to diverse student groups

Goldingay

2012

Journal of Social Inclusion

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Social work has traditionally attracted a diverse mix of students with varying levels of academic preparedness and practice skill experience. Current trends in higher education indicate the possibility of further challenges for academic staff in social work as universities seek to both widen participation from university graduates and, at the same time, prioritise practice and academic excellence among students. Drawing on reflective journal entries by the author, this paper examines the challenges that social work academics might face in teaching social work practice skills effectively to the increasingly diverse student cohorts enrolled across Bachelor and Masters of Social Work (Qualifying) degrees. The reflective process adopted in this study explores the gaps between the author's intentions and the reality of the classroom experience. Key observations included language barriers impeding engagement with the material and cultural differences in relating to others and conceptualising practice. These problems were apparent in both the process of delivery (pedagogy) and content (curriculum). The reflective process highlighted the need for further research in order to optimally respond to the diversity in social work education.

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‘We thought we would be the dunces’ - From a vocational qualification to a social work degree: an example of widening participation in social work education

Cited by 3 publications

References 13 publications

Exploring the transition experiences of students entering into preregistration nursing degree programs with previous professional nursing qualifications: an integrative review

Exploring the transition experiences of students entering into preregistration nursing degree programs with previous professional nursing qualifications: an integrative review

The England degree apprenticeship: a lens to consider the national and international context of social work education

Getting it right in the mix: Teaching social work practice skills inclusively to diverse student groups

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