A Stakeholder Analysis of Admission in a Baccalaureate Social Work Program

Autor/inn/en	Street, Lisa A.; MacGregor, Cynthia J.; Cornelius-White, Jeffrey H.
Titel	A Stakeholder Analysis of Admission in a Baccalaureate Social Work Program
Quelle	In: Journal of Social Work Education, 55 (2019) 1, S.34-49 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2018.1513877
Schlagwörter	Social Work; College Admission; Undergraduate Students; College Faculty; Teacher Attitudes; Adjunct Faculty; Bachelors Degrees; Educational Quality; Socialization; Professional Development; Admission Criteria; Stakeholders; Social Services; Employer Attitudes; Metacognition; Case Studies; Liberal Arts; Institutional Characteristics; Alumni; Student Attitudes; Administrator Attitudes; Program Descriptions + Suchen Sie Ihr Suchwort? Soziale Arbeit; Hochschulzugang; Hochschulzulassung; Zulassung; Fakultät; Lehrerverhalten; 'Bachelor''s degrees'; Bachelor-Studiengang; Quality of education; Bildungsqualität; Socialisation; Sozialisation; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Social service; Soziale Dienstleistung; Soziale Dienste; Arbeitgeberinteresse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Case study; Fallstudie; Case Study; Schülerverhalten
Abstract	Social work programs shape the profession through their admission practices. A stakeholder analysis of a baccalaureate social work program was conducted to seek stakeholder perspectives on admission practices through interviews and focus groups with 53 participants representing seven stakeholder groups. Results suggest that external stakeholders such as field instructors, social service employers, and adjunct faculty members are not widely represented in the BSW admission process. Four categories of stake-holder expectations for social work admission were found: gatekeeping for professional suitability, a process of self-reflection for students, an indicator of educational quality for the social work program, and progression of students' professional socialization as a social worker. Findings provide insights to inform faculty as they oversee social work admission. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01