Space and Fluidity: Student learning in supervision in social work field placements in Hong Kong

Abstract

Social work students consider fieldwork placements as one of the most significant experiences in their learning for practice. Supervision in fieldwork placements is central to facilitating student field learning. The scholarship of student learning in supervision is weighted towards field educators’ and academics’ reflections on aspects of field teaching and learning. Although more research studies have surfaced in recent years, studies that specifically examine students’ learning experience from students’ perspectives are under-represented. The unique features of organizing and supervising social work fieldwork placements in Hong Kong provide an excellent site to understand student learning in supervision. In Hong Kong, university employed field supervisors undertake the majority of student supervision. This arrangement supports the direct role of the university in specifying the requirements and structure of supervision and its responsibility for facilitating student learning. This exploratory qualitative study examines the experience of learning in supervision from students’ perspectives. A sample of twelve social work students undertaking their final fieldwork placement in Hong Kong took part in this study. Students were paired up and each pair participated in a series of three inquiry sessions conducted at the early, middle and late stage of placement. The multiple inquiry approach provides numerous opportunities for students to articulate and construct their learning experiences over the course of their placement. The transcripts of the inquiry sessions were analysed thematically. The significance of the thesis is both conceptual and applied. The findings support the conceptualisation of supervision as a learning space, a fruitful base from which to explore important themes underpinning students’ experience of learning in supervision. Amongst these the notions of fluidity and active engagement are especially relevant. The findings suggest students’ approach to learning is fluid. They are constantly responding, reacting and adapting to their learning situation and supervision context. The findings indicate students in a placement context have deep learning aspirations or are able to develop deep learning goals. The non-static nature of students’ learning aspirations emphasises the need to sustain, support and harness students’ deep learning: a process that is vital to professional learning. The importance of active engagement in the learning process suggests a way of being in this supervision space. The findings highlight the role participants play in shaping the quality of the supervision space and harnessing the potential that this space offers. The study discusses what active engagement means in the context of supervision. The findings of the thesis have particular relevance for social work educators involved in the facilitation of student field learning and for staff in educational institutions involved in the organization of fieldwork placements. A student-informed understanding of learning in supervision challenges and extends existing ways of structuring supervision and facilitating learning in supervision. The thesis discusses the essential elements of a supervision space that supports student learning and the need for a de-cluttered space for learning to occur. Given the crucial role students and field supervisors play in this undertaking, the implications for building the capacities of both to engage are also highlighted. This means the training of field supervisors involves developing a strong educational philosophy based on a sound understanding of the nature of learning and practice and an appreciation of the supervision space. It also means helping students firstly examine their epistemology about practice and learning and secondly translate that into coherent approaches to engaging in learning in supervision. The thesis adds to the current scholarship on field education from students’ perspectives and extends the knowledge on supervisory practices in the facilitation of student learning in supervision and on placement