Student Performance in Field Education Placements: The Findings of a 6-Year Australian Study of Admissions Data

Ryan, Mary Morgan; McCormack, John; Cleak, Helen

doi:10.5175/jswe.2006.200303106

Cited by 20 publications

(22 citation statements)

References 16 publications

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“…Overall, this case study confirms previous research suggesting that selection tools generally speaking are flawed and unreliable predictors of student success in social work programmes (Hughes et al, 2016;Poole et al, 2012;Ryan, Cleak, & McCormack, 2006). This study also fills a gap in the literature by exploring the value of specific selection tools and measures (Hughes et al, 2016) in this case in relationship to students' results in eight core courses.…”

Section: Discussionsupporting

confidence: 84%

Student selection process effectiveness: Correlations between task performance and undergraduate success

Hughes

Gremillion

Bridgman

et al. 2017

ANZSWJ

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INTRODUCTION:This article is a case study of student selection process effectiveness in an undergraduate social work degree at Unitec in Auckland, Aotearoa New Zealand. Addressing an internationally under-researched topic, it examines whether admitted candidates' performance on selection day tasks correlate with their success in the programme. METHODS:Applicant selection data were analysed for 2012 and 2013 cohorts (N = 196). Student success is measured in relation to outcomes across eight courses, considering both course completions and grades received. Correlational analyses were performed to address the research aim. The project also examined whether existing demographic data correlate with success, as these data represent potentially confounding variables. FINDINGS:Performance on selection activities conducted as part of application to this degree does not correlate with course completions, and correlates only moderately with higher grades received for courses. Findings also show that students who are wage-earning or self-employed on admission, studying full time, and/or admitted well before their studies begin are more likely to succeed. No other demographic factors are correlated with student success. CONCLUSIONS:This study supports existing literature documenting the ineffectiveness of selection criteria for social work programmes, and also addresses a gap in scholarship by examining the value of specific selection tools and measures. Factors that do correlate with student success suggest that being well-resourced as a student is paramount. Supporting students to succeed during the course of their study may be of higher value than attempting to select "suitable" students in the first place.

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Section: Discussionsupporting

confidence: 84%

Student selection process effectiveness: Correlations between task performance and undergraduate success

Hughes

Gremillion

Bridgman

et al. 2017

ANZSWJ

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“…Coombes and Anderson (2000) argue that personal qualities should be assessed when selecting future social workers, because the presence of intra-personal factors (such as resilience) would enable social workers to overcome their own ACEs impacting on overall professional competency. Ryan, McCormack and Cleak (2006) also argue for social work programmes to focus on personal qualities such as as gate keeping rather than solely on academic access criteria. Gibbons, Bore, Munro and Powis (2007) contend that social work's roots in social justice, free choice and the belief in the potential of people to change mean that it will be difficult to exclude people based on their emotional unreadiness or unsuitability.…”

Section: Resultsmentioning

confidence: 99%

The Implications of Adverse Childhood Experiences for the Professional Requirements of Social Work

Dykes

2014

Social Work

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“…They hypothesized that adjustments to a school environment, loss of status, and male students' reactions to a mainly female environment may influence these findings. However, Ryan, McCormack, and Cleak (2006) found that older students did better in field placements than did younger students, suggesting that experience and maturity may improve performance in fieldwork area of the curriculum.…”

Section: Points Of Program Entrymentioning

confidence: 88%

“…For example, Schmidt (2007) found that admission GPA was the only factor that predicted GPA at graduation, and that human service work experience, residence, and personal statements did not. However, a study of Australian BSW programs found that GPA was not associated with field performance (Ryan et al, 2006). Several studies of MSW program admissions reported that undergraduate GPA predicted first-year graduate GPA (Bogon & Davin, 1989;Fortune, 2003;Thomas, McCleary, & Henry, 2004) but not second-year GPA for those entering 2-year programs (Bogon & Davin, 1989;Fortune, 2003).…”

Section: Academic Performancementioning

confidence: 97%

BSW Program Admission Policies: Is There Empirical Support for What We Do?

Coyle

Carter

Leslie

2011

Journal of Teaching in Social Work

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Social work admission criteria are used to ensure student academic competence, identify personal characteristics associated with success in social work education and practice, predict success in class and field work, and promote diversity of the student body. However, evidence that supports the effectiveness of these admission policies is inconclusive. This article discusses common BSW admission processes in American and Canadian colleges and universities, presents findings of studies that have examined admission practices, and recommends methods for using research evidence to design admission criteria that effectively choose the best social work students.

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Student Performance in Field Education Placements: The Findings of a 6-Year Australian Study of Admissions Data

Cited by 20 publications

References 16 publications

Student selection process effectiveness: Correlations between task performance and undergraduate success

Student selection process effectiveness: Correlations between task performance and undergraduate success

The Implications of Adverse Childhood Experiences for the Professional Requirements of Social Work

BSW Program Admission Policies: Is There Empirical Support for What We Do?

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