Changes to MSW Faculty Workload Resulting from COVID-19: An Issue of Equity

Autor/inn/en	Washburn, Micki; Crutchfield, Jandel; Roper, De'An O.; Smith, Dawnetta; Padilla, Yesenia
Titel	Changes to MSW Faculty Workload Resulting from COVID-19: An Issue of Equity
Quelle	In: Journal of Social Work Education, 57 (2021), S.209-223 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Washburn, Micki) ORCID (Crutchfield, Jandel) ORCID (Roper, De'An O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2021.1934209
Schlagwörter	COVID-19; Faculty Workload; Masters Programs; Social Work; Teacher Attitudes; Safety; Health; Educational Change; Teaching Methods; Academic Rank (Professional); Gender Differences; Private Colleges; State Universities; Race; Ethnicity; Job Security; Disproportionate Representation; Fringe Benefits; Online Courses; Counselor Training; Texas + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Soziale Arbeit; Lehrerverhalten; Sicherheit; Gesundheit; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Privathochschule; Staatliche Universität; Rasse; Abstammung; Ethnizität; Arbeitsplatzsicherheit; Sozialabgaben; Online course; Online-Kurs
Abstract	As a result of the health and safety concerns associated with the COVID-19 pandemic, in Spring 2020 social work programs nationwide were required to make significant shifts in their instructional methods and field placements. These changes often resulted in faculty members taking on new or additional responsibilities related to teaching and field. This work explores the experiences of full time faculty members from the 18 accredited Masters of Social Work (MSW) programs in Texas. Sixty faculty members completed an online survey about changes to their teaching and field related responsibilities during COVID-19. Results indicate that non-tenure track faculty were most acutely impacted by these changes, leading to significant increases in both teaching and field responsibilities relative to their tenure track peers. Additionally, faculty working at private institutions reported less of an impact on their workload than those working at public institutions. These results underscore the importance of supporting non-tenure track faculty, who are often women and from racial/ethnic groups historically underrepresented in academia, who are afforded less job security and employment related benefits, as they continue to take on additional responsibilities essential to the continued operation of MSW programs. Implications for future research and social work education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01