Goodbye DIPSW: trends in student satisfaction and employment outcomes. some implications for the new social work award

Lyons, Kristen; Manion, Kathleen

doi:10.1080/0261547042000209161

Cited by 22 publications

(9 citation statements)

References 3 publications

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“…Most newly qualified social workers (known as NQSWs) in the UK are employed in the statutory local authority services on taking up their first appointment (Lyons and Manion, 2004), and a scheme is currently being piloted to provide additional support and protected caseloads in the first phase of work (GSCC, 2009). The recognition that NQSWs are vulnerable was emphasized in a recent report (Laming, 2009) following a child protection scandal.…”

Section: Country Contextualization: Englandmentioning

confidence: 99%

Supervision: A force for change? Three stories told

Bradley

Engelbrecht

Höjer

2010

International Social Work

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Section: Country Contextualization: Englandmentioning

confidence: 99%

Supervision: A force for change? Three stories told

Bradley

Engelbrecht

Höjer

2010

International Social Work

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“…It may also suggest that the degree of fit between tutors' teaching styles and students' learning styles, commented upon by students in focus groups (Preston-Shoot and McKimm, 2011a), may be more noticeable at an individual rather than cohort level. This research analysis, which builds upon findings presented previously (PrestonShoot andMcKimm, 2011a, 2011b), begins to interrogate the complexities within the improvement in satisfaction with law teaching on social work programmes which other researchers have noted (Lyons and Manion, 2004;Evaluation of Social Work Degree Qualification in England Team, 2008). For example, the relationship between year of study, level of study and confidence in social work law knowledge and skills, explored here by use of quantitative data, cannot be fully understood without the light shed on theory -practice links and the effect of different lecturer and practice teacher approaches, which emerged through the qualitative data from the focus groups (Preston-Shoot and McKimm, 2011a).…”

Section: Comparison Between Universitiesmentioning

confidence: 93%

Outcomes of Law Teaching in Social Work Education: Further Findings from a Cohort Study

Preston‐Shoot

McKimm

Thurnham

2013

Social Work Education

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This paper reports further findings from research on the outcomes of teaching law to social work students on UK programmes. This paper compares the results for students on undergraduate and postgraduate routes to an initial social work qualification. It also analyses the similarities and differences in outcomes between the seven universities that participated in the study. Statistical analysis of students' self-audits of their legal knowledge, skills for practising social work law, and their perceptions of the relationship between law and practice, is explored further by drawing on observations from students in focus groups and interviews with their tutors. The differences which emerge between undergraduate and postgraduate students highlight the importance of practice learning opportunities in reinforcing acquired legal knowledge and in developing skills for applying that knowledge in practice. Law teaching can clearly be seen to impact on confidence levels but to be constrained by lack of time and sustained focus throughout the overall curriculum. The similarities of outcome between different universities suggest the impact of particular orientations towards, and an acknowledged core curriculum for, teaching law within the academic curriculum.

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“…There was a shift towards outcomes-based assessment in social work paralleling that in other fields of professional education (Ford, 1996;Lyons, 1999). The key focus of assessment is now on competence in practice (Croton, 2000), supported by reflection to demonstrate understanding of the context, knowledge base and rationale for decisions and interventions (Saltiel, 2003).…”

Section: Assessment Of Competencementioning

confidence: 98%

“…Benefits of employment-based social work training at qualifying level were becoming well-accepted, in particular the immediate relevance to practice (Smyth, 1984;Lyons and Manion, 2004;Dunworth, 2007) and hence the creation of a purposeful and meaningful learning environment (Kolb, 1984;Biggs, 1999;Merriam and Caffarella, 1999). In NI there seemed to be greater enthusiasm for assessed continuing professional development (and partnership arrangements to implement this) than elsewhere in the UK.…”

Section: Partnership Workingmentioning

confidence: 98%

Partnership, Service Needs and Assessing Competence in Post Qualifying Education and Training

Taylor

Mullineux

Fleming

2010

Social Work Education

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Education and training must extend beyond initial qualifying courses into post qualifying professional development throughout a social worker's career if practice is to be most effective in meeting clients' needs. In the United Kingdom a Framework for Post Qualifying Education and Training was introduced from 1990. Revised frameworks have been put in place from autumn 2007 in each of the four home countries of the UK. This paper reflects on lessons learned in implementing these post qualifying frameworks in Northern Ireland. Within the overarching theme of relevance to practice, issues are drawn out under three main themes: (1) partnership working between employers and universities including the importance of leadership from policy makers and senior managers; (2) assessing competence including providing an Independent Assessment Route to increase access and to benchmark professional standards; and (3) meeting service needs including specifying learning outcomes to cover a range of practice contexts and accrediting employer-based programmes. Meeting service needs more closely is identified as a key issue driving the new Northern Ireland Post Qualifying Framework introduced in 2007.

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Goodbye DIPSW: trends in student satisfaction and employment outcomes. some implications for the new social work award

Cited by 22 publications

References 3 publications

Supervision: A force for change? Three stories told

Supervision: A force for change? Three stories told

Outcomes of Law Teaching in Social Work Education: Further Findings from a Cohort Study

Partnership, Service Needs and Assessing Competence in Post Qualifying Education and Training

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