Mirror, mirror…Mirror, mirror…

Gary Clapton and Ruth Gary Clapton and Ruth ForbesForbes

University of EdinburghUniversity of Edinburgh

‘‘Can’t go on doing more of the Can’t go on doing more of the same’ same’

Degree Course shortcomings re Degree Course shortcomings re readiness for practicereadiness for practice

Curricula stuffed with contentCurricula stuffed with content

Theory and practice gap remains as Theory and practice gap remains as wide as everwide as ever

Integrated learningIntegrated learning

What is it?What is it? :’The integration of theory and :’The integration of theory and

practice, the individual and social, art practice, the individual and social, art and science, field and classroom. and science, field and classroom. (Gibbons and Gray 2002 p.539)(Gibbons and Gray 2002 p.539)

Various dimensions including…Various dimensions including…

How (is it done)?How (is it done)? How #2 (is it measured)?How #2 (is it measured)? Where (does it take place)?Where (does it take place)? With whom?With whom? When (does it happen)?When (does it happen)?

Student perspective missing but they say:Student perspective missing but they say:““applying, blending, bridging the gap, applying, blending, bridging the gap, combining, coming together, combining, coming together, complementing, connecting, crossing over, complementing, connecting, crossing over, gelling, incorporating, intersecting, gelling, incorporating, intersecting, interlocking, intertwining, linking, making interlocking, intertwining, linking, making sense, mixing, merging, pushing together, sense, mixing, merging, pushing together, recognizing, relating, synthesizing, and recognizing, relating, synthesizing, and tying together.” tying together.”

The Light Bulb moment existsThe Light Bulb moment exists

““The light bulb I guess is being able, The light bulb I guess is being able, the “Ah ha,” to take a step back to the “Ah ha,” to take a step back to see the big picture, because now, see the big picture, because now, even in my other classes, I will be even in my other classes, I will be able to do that. And sort of, I’ll see, able to do that. And sort of, I’ll see, “Okay, I see where this goes into this “Okay, I see where this goes into this area” based on my own knowledge.”area” based on my own knowledge.”

Pilot Project questionnairePilot Project questionnaire

Sent to 55 University of Edinburgh, Master Sent to 55 University of Edinburgh, Master of Social Work Students at the end of their of Social Work Students at the end of their training programme.training programme.

11 returned. 5 by email, 6 by post.11 returned. 5 by email, 6 by post. Issues of anonymity linked to response Issues of anonymity linked to response

choice.choice. Questionnaire focus – students’ perspective Questionnaire focus – students’ perspective

on how integration of learning has been on how integration of learning has been enabled or otherwise by the various enabled or otherwise by the various ‘players’ in their social work training.‘players’ in their social work training.

Expectations of university tutorExpectations of university tutor A generally mixed range of expectations, A generally mixed range of expectations,

some based on previous experience as some based on previous experience as undergraduate.undergraduate.

Varying from nil expectations to high. UG Varying from nil expectations to high. UG experiences varying from high input from experiences varying from high input from personal tutor to very limited contact.personal tutor to very limited contact.

‘‘Regular meetings, personal support, Regular meetings, personal support, academic advice, professional challenge, academic advice, professional challenge, support within department/placement’.support within department/placement’.

Identification of heightened expectation of Identification of heightened expectation of social work tutor because of the nature of social work tutor because of the nature of the discipline.the discipline.

Expectations met?Expectations met?

In some instances positive In some instances positive expectations had been met.expectations had been met.

No clear outcome.No clear outcome. However, some negative comments However, some negative comments

regarding tutors’ people skills and regarding tutors’ people skills and general availability.general availability.

TransitionsTransitions Pre-course exercise assisted with transition Pre-course exercise assisted with transition

into university, back into student role and into university, back into student role and towards a professional social work identity.towards a professional social work identity.

Importance of first meeting.Importance of first meeting. Evidence of students feeling listened to, Evidence of students feeling listened to,

supported and valued.supported and valued. ‘‘Definitely helped me get into ‘university Definitely helped me get into ‘university

mode’. Helped me connect with the mode’. Helped me connect with the academic side when I’ve been on academic side when I’ve been on placement.’placement.’

Some students felt insufficiently guided Some students felt insufficiently guided until they reached practicum stage.until they reached practicum stage.

Involvement of University tutorInvolvement of University tutor

Balanced response in terms of Balanced response in terms of helpfulness.helpfulness.

Change of tutor – not helpful. Better Change of tutor – not helpful. Better management necessary change management necessary change would assist.would assist.

Lack of transparency about Lack of transparency about tutor/student allocation processes.tutor/student allocation processes.

Who was or became significant in Who was or became significant in learning process?learning process?

Practice Teachers – way out ahead – ‘helped Practice Teachers – way out ahead – ‘helped me develop professional skills and to link me develop professional skills and to link my academic learning with my practice’.my academic learning with my practice’.

Tutors/lecturers – less significantTutors/lecturers – less significant Other students featured in this process Other students featured in this process

‘Discussions with other students helped me ‘Discussions with other students helped me to develop my own ideas and opinions by to develop my own ideas and opinions by providing another viewpoint. Also helped to providing another viewpoint. Also helped to discuss complex, challenging, hard to discuss complex, challenging, hard to understand aspects of our learning.’understand aspects of our learning.’

Project limitationsProject limitations

Low return.Low return. Power dynamic between students and Power dynamic between students and

researchers.researchers. Lack of triangulation – additional methods – Lack of triangulation – additional methods –

e.g. focus group and follow up interviews e.g. focus group and follow up interviews would have enhanced the quality of the data would have enhanced the quality of the data and allowed exploration of salient features. and allowed exploration of salient features.

‘‘Toe in the water’ in terms of accessing Toe in the water’ in terms of accessing student voice – clear need for further student voice – clear need for further researchresearch

Early observationsEarly observations

The Learning EnvironmentThe Learning Environment Transition to UniTransition to Uni Being ‘Different’ (as SW students)Being ‘Different’ (as SW students) Working Harder and Smarter (ditto)Working Harder and Smarter (ditto) ‘‘Taking a Bitter Pill’ via different teaching Taking a Bitter Pill’ via different teaching

and learning methods (i.e. ditto) and learning methods (i.e. ditto) Greater learning from PeersGreater learning from Peers Nb. Increased motivation to learn is also Nb. Increased motivation to learn is also

associated with a reduction of threat and associated with a reduction of threat and anxiety.anxiety.

Individual FactorsIndividual Factors Finding Coursework Personally RelevantFinding Coursework Personally Relevant Identifying Multiple Perspectives, Knowledge is Identifying Multiple Perspectives, Knowledge is

contestedcontested Encountering Conflict (outside and inside self) Encountering Conflict (outside and inside self)

and Reconciling Conflictand Reconciling Conflict

FacultyFaculty Importance of Relationships – we must walk and Importance of Relationships – we must walk and

talk ittalk it Tutorials – much capacity to be exploredTutorials – much capacity to be explored

Teaching…Teaching… will have to shiftwill have to shift from transmission to facilitationfrom transmission to facilitation