Social Work Doctoral Program Administration: Current Status, Information Needs, and Capacity to Address Persistent Critiques

Autor/inn/en	McGovern, Patricia; Zimmerman, Sheryl
Titel	Social Work Doctoral Program Administration: Current Status, Information Needs, and Capacity to Address Persistent Critiques
Quelle	In: Journal of Social Work Education, 54 (2018) 4, S.727-749 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2018.1503128
Schlagwörter	Doctoral Programs; Academic Standards; Educational Policy; Social Work; Conferences (Gatherings); College Faculty; Admission (School); Graduate Students; Educational Practices; Barriers; Program Administration; Criticism; Information Needs; Professional Identity; Family Work Relationship; Faculty Mobility; Student Recruitment; Inclusion; Doctoral Dissertations; Tests; Publications; Curriculum; Teaching Experience + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Politics of education; Bildungspolitik; Soziale Arbeit; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bildungspraxis; Kritik; Information need; Informationsbedürfnis; Inklusion; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Examination; Prüfung; Examen; Curricula; Lehrplan; Rahmenplan
Abstract	The purpose of this article is to identify doctoral administration and education standards, practices, policies, and related gaps in knowledge, and consider them in the context of persistent social work challenges. A literature review was conducted, and focus groups were convened at the 2016 conference of the Group for the Advancement of Doctoral Education in Social Work, focusing on cultural climate; faculty, staff, program, and higher administration; student admissions; student preparation; and student products. Major themes from the study include doctoral education remains understudied and unexplored, existing research is outdated, and focus groups fill research gaps and provide practical solutions. Findings suggest strategies for those in doctoral education to be better informed and simultaneously shape the profession. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01