Students' perceptions of international social work: A comparative study in the USA, UK, and Georgia

The field of social work worldwide has been increasingly influenced by globalization, migration, and other conditions that require professionals to be responsive and knowledgeable in addressing them. This collaborative project examined students’ perceptions of international social work at three universities in the United States, United Kingdom, and Georgia. Students’ responses indicated an overall strong interest and widespread agreement that there is a link between local and global social issues. The findings suggest that social work education needs to be globalized and tailored to students’ needs, which will help them identify social work strongly as part of a profession and affect change across the globe

Students' perceptions of international social work: A comparative study in the USA, UK, and Georgia

The field of social work worldwide has been increasingly influenced by globalization, migration, and other conditions that require professionals to be responsive and knowledgeable in addressing them. This collaborative project examined students’ perceptions of international social work at three universities in the United States, United Kingdom, and Georgia. Students’ responses indicated an overall strong interest and widespread agreement that there is a link between local and global social issues. The findings suggest that social work education needs to be globalized and tailored to students’ needs, which will help them identify social work strongly as part of a profession and affect change across the globe

Assessment as the site of power:A Bourdieusian interrogation of service user and carer involvement in the assessments of social work students

The centrality of service user and carer involvement in social work education in England is now well established, both in policy and practice. However, research evidence suggests their involvement in student assessments is underdeveloped and under researched. This study focused on the positioning of service users and carers in relation to other stakeholders involved in the assessments of social work students in England. Using narrative research methodology, 21 participants, including service users, carers, social work students, social work employers and social work educators, were offered a semi-structured individual interview. Participants’ narratives revealed different power relations among those involved in social work students’ assessments and a lack of confidence among service users and carers in making failed assessment recommendations. The paper concludes by arguing the case for social work educators and service user organisations to provide joint training to support service users and carers in their role as assessors of social work students