Training Faculty Field Liaisons: The Role of Social Capital Theory

Making sense of the social work field education liaison role and impacts of neoliberalism: An invitation to reflect and reimagine!

“…She assigns it such significance as to urge that it must become a priority of the profession and for all social work educators not just those delivering the field education component of a social work course. Olson-Morrison et al, (2019) and Anderson et al, (2019) reiterate this call for faculty to undertake the liaison role and where this is not possible Anderson et al, (2019) and Clark & Remmers (2019) advocate for comprehensive and/or standardize training for liaisons. While there is limited research and literature focused on the role of liaison the importance of the role in social work field education is acknowledged in much of which does exist (Anderson et al, 2019;Clark & Remmers, 2019;Cleak & Venville, 2018;Faria et al, 1988;Ligon & Ward, 2005;Olson-Morrison, et al, 2019;Tully, 2015).…”

“…Olson-Morrison et al, (2019) and Anderson et al, (2019) reiterate this call for faculty to undertake the liaison role and where this is not possible Anderson et al, (2019) and Clark & Remmers (2019) advocate for comprehensive and/or standardize training for liaisons. While there is limited research and literature focused on the role of liaison the importance of the role in social work field education is acknowledged in much of which does exist (Anderson et al, 2019;Clark & Remmers, 2019;Cleak & Venville, 2018;Faria et al, 1988;Ligon & Ward, 2005;Olson-Morrison, et al, 2019;Tully, 2015). Clark & Remmers (2019) highlight the importance of the liaison role and the integral part it plays in supporting both student and field educator.…”

“…Clark & Remmers (2019) highlight the importance of the liaison role and the integral part it plays in supporting both student and field educator. While others highlight the roles importance as the connection, bridge, linkage or conduit between the field and university (Anderson et al, 2019;Armenta & Linseisen, 2015;Danis, Woody & Black, 2013;Egan & Hill, 2020;Guransky & Le Sueur, 2012;Ligo & Ward, 2005;Rosenblum & Raphael, 1983;and Zuchowski, 2015). Further, Cleak & Venville (2018) emphasize the importance of the liaison role as it relates to the students' and field educators' satisfaction with the learning experience during placement yet expands on this with the caveat that the quality of the liaison contact is also important especially face-to-face contact (with two face-to-face visits the preference) and the level of skills and knowledge held by the liaison.…”

“…The liaison role has historically been ambiguous and varied across individuals, universities and countries. Although there is a general shared understanding that the liaison represents the university in liaising with the student and the agency (Anderson et al, 2019;Armenta & Linseisen, 2015;Danis, Woody & Black, 2013;Egan & Hill, 2020;Guransky & Le Sueur, 2012;Ligo & Ward, 2005;Rosenblum & Raphael, 1983;and Zuchowski, 2015), how and by what methods is inconsistent. This causes much confusion regarding the role, functions and responsibilities of the liaison person across individual staff, students and universities, resulting in students' divergent experiences and 3 liaison staff floundering in the mire of ambiguity.…”

“…While the tangible function of assessment and administration may be recognized by management and allocated in workloads other elements such as teaching (Agllias, Wendy, Cassano, Collingrindge, Dawood, Irwin, Lukic, Maywald, McKinnon, Noble, O'Sullivan, Wexler, & Zubrzycki, 2010;Egan & Hill, 2020;Faria, Brownstein & Smith, 1988;Olson-Morrison, et al, 2019;Rosenblum & Raphael, 1983;Smith, Faria, & Brownstien, 1986;) and relationship building (Cleak & Venville, 2018;Tully, 2005) seem to be undervalued and overlooked in workload allocation transferring these elements into the invisible workload of the academic. However, while undervalued and made invisible by management the relationship with the liaison person is often identified as most valued by students and field educators (Anderson, Drechsler, Hessenauer & Clark, 2019).…”