Systemic Barriers to Education in Social Work Administration

Factors Affecting Student Selection of Macro Specializations

“…The majority of these students delay their method decision until second semester. This finding is consistent with Neugeboren's (1986) contention that the viability of macro specializations is related to allowing students time to consider their method selection. However, the practice of allowing students to delay their method decision may not resolve a program's macro enrollment dilemma if, during this period, uncertainty increases to the point where the macro option becomes viewed by students as restricting their future career choices.…”

“…If graduate student interests are any indication, this concern is well-founded. A decline in macro enrollment (a combination of administration, planning and community organization) from a peak of 16 percent in 1977 to a low of 10 percent in 1986 suggests a disturbing trend may be emerging (Hildago & Spaulding, 1986;Neugeboren, 1986). During the same time period, enrollments in micro/generic concentrations increased from 66 percent to 78 percent.…”

“…Adherence to the "micro before macro" ideology within social work is demonstrated in a recent survey by Neugeboren (1986). He reports substantial agreement of social work deans with the statement: "Direct service skill is a necessary foundation for effective performance of administrative roles and functions."…”

Bridging the Crevasse Between Direct Practice Social Work and Management by Increasing the Transferability of Core Skills

“…In a survey of social work deans, Neugeboren (1986) found that 63% believed that direct practice was a prerequisite to becoming a manager. Foundation practice courses have also been narrowly focused on teaching skills specific to direct practice and working with individuals and families rather than small groups or teams Martin et al, 1999).…”

The Macro Practice Curriculum in Graduate Social Work Education:

“…The major facets of this situation include small numbers of students (Neugeboren, 1986;Lennon, 1992), a reduced role in social work education (Neugeboren, 1986) and a contention that concentrations do not provide an adequate education for macro-level practice (Rimer, 1987;Blostein, 1985). While there is adequate documentation for the small numbers of students enrolled in macro concentrations (Lemon, 1992;Rubin, 1986), much of the debate about curriculum quality is based on insufficient empirical evidence.…”