|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Selecting social work students: lessons from research in Scotland|
|Keywords:||Selection to social work programmes|
social work profession
|Citation:||Cree V, Morrison F, Clapton G, Levy S & Ingram R (2018) Selecting social work students: lessons from research in Scotland, Social Work Education, 37 (4), pp. 490-506. https://doi.org/10.1080/02615479.2017.1423050.|
|Abstract:||The issue of selection of students to social work programmes is one that remains highly contested. While it is clear that there is no single way of choosing the next generation of social work students, nevertheless, there are a number of strongly held beliefs about what ‘best practice’ means in this fraught field. These can be difficult to challenge, and even harder to shift, in spite of contrary evidence. This paper presents research conducted in Scotland in 2016 as part of the Scottish Government-sponsored Review of Social Work Education. The research set out to consider what selection processes were being used in Scotland and why; more fundamentally, it sought to explore the views of those involved in social work education alongside evidence about the outcomes of the selection processes (that is, data on student retention and success). The article concludes that while there is little evidence that one method of selection to social work programmes is intrinsically better than another, issues of fairness and transparency in selection, as well as diversity, remain pressing.|
|Rights:||This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Social Work Education on 02 Feb 2018, available online: http://www.tandfonline.com/10.1080/02615479.2017.1423050|
|Cree V. Morrison F. et al - accepted article.pdf||Fulltext - Accepted Version||218.35 kB||Adobe PDF||View/Open|
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