Relevant bibliographies by topics / Social work education Australia

Academic literature on the topic 'Social work education Australia'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Social work education Australia.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Social work education Australia"

1

Napier, Lindsey, and Janet George. "Changing social work education in Australia." Social Work Education 20, no. 1 (February 2001): 75–87. http://dx.doi.org/10.1080/02615470020028382.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Baikady, Rajendra, Venkat Pulla, and Channaveer R.M. "Social Work Education in India and Australia." International Journal of Social Work and Human Services Practice 2, no. 6 (December 2014): 311–18. http://dx.doi.org/10.13189/ijrh.2014.020616.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Fook, Jan. "Social work research in Australia." Social Work Education 22, no. 1 (February 2003): 45–57. http://dx.doi.org/10.1080/02615470309134.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Scott, Virginia, Carmel Laragy, Roslyn Giles, and Robert Bland. "Practice standards in Australia: implications for social work education." Social Work Education 23, no. 5 (October 2004): 613–24. http://dx.doi.org/10.1080/0261547042000252325.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Jaric, Ljubica. "Contemporary skill migration in Australia." Stanovnistvo 39, no. 1-4 (2001): 157–82. http://dx.doi.org/10.2298/stnv0104157j.

Full text
Abstract:
Immigration has always been a key of the Australian social and economic development. Australia administers separate Migration and Humanitarian Programs. The Migration Program has two streams: Family and Skill. The smaller Special Eligibility stream includes groups such as former Australian citizens and former residents who have maintained ties with Australia. The Skill stream of Australia's Migration Program is specifically designed to target migrants who have skills or outstanding abilities that will contribute to the Australian economy. The migration to Australia of people with qualifications and relevant work experience can help to address skill shortages in Australia and enhance the size, skill level and productivity of the Australian labour force. Skilled migrants were mainly employed in managerial, administrative, professional or paraprofessional occupations or as traders. Permanent movement represents the major element of net overseas migration. Australia has experienced not only permanent influx of skilled but longterm movement as an affect of globalisation of business, the creation of international labour and education markets and cheaper travel. The level of longterm movements is strongly influenced by both domestic and international conditions of development, particularly economic conditions. More Australians are going overseas to work and study and foreigners are coming to Australia in larger numbers for the same reasons. Skill migration in FRY is mostly correlated with the economic situation in the country. Skill stream from FRY to Australia has been significantly increased since 1990. In the Australian official statistics separate data for the FRY has been available since July 1998. Prior to July 1998. FRY component was substantial proportion of total Former Yugoslav Republics. Estimated Serbian skill stream is around 4500 people.
APA, Harvard, Vancouver, ISO, and other styles
6

Pardy, John. "Remembering and forgetting the arts of technical education." History of Education Review 49, no. 2 (November 12, 2020): 181–93. http://dx.doi.org/10.1108/her-02-2020-0009.

Full text
Abstract:
PurposeTechnical education in the twentieth century played an important role in the cultural life of Australia in ways are that routinely overlooked or forgotten. As all education is central to the cultural life of any nation this article traces the relationship between technical education and the national social imaginary. Specifically, the article focuses on the connection between art and technical education and does so by considering changing cultural representations of Australia.Design/methodology/approachDrawing upon materials, that include school archives, an unpublished autobiography monograph, art catalogues and documentary film, the article details the lives and works of two artists, from different eras of twentieth century Australia. Utilising social memory as theorised by Connerton (1989, 2009, 2011), the article reflects on the lives of two Australian artists as examples of, and a way into appreciating, the enduring relationship between technical education and art.FindingsThe two artists, William Wallace Anderson and Carol Jerrems both products of, and teachers in, technical schools produced their own art that offered different insights into changes in Australia's national imaginary. By exploring their lives and work, the connections between technical education and art represent a social memory made material in the works of the artists and their representations of Australia's changing national imaginary.Originality/valueThis article features two artist teachers from technical schools as examples of the centrality of art to technical education. Through the teacher-artists lives and works the article highlights a shift in the Australian cultural imaginary at the same time as remembering the centrality of art to technical education. Through the twentieth century the relationship between art and technical education persisted, revealing the sensibilities of the times.
APA, Harvard, Vancouver, ISO, and other styles
7

Baker, Shayne D., Neil Peach, and Malcolm Cathcart. "Work-based learning." Journal of Work-Applied Management 9, no. 1 (June 5, 2017): 70–82. http://dx.doi.org/10.1108/jwam-04-2017-0008.

Full text
Abstract:
Purpose The purpose of this paper is to assess the extent to which work-based learning could potentially improve education and training pathways in Australia. Design/methodology/approach The paper reviews education and training provision in Australia through a contextualisation of the Australian Qualification Framework (AQF) with work-based learning pedagogy to determine the extent to which it might contribute to improved outcomes for learners. Findings People seeking to advance their career aspirations can consider the application of work-based learning to support lifelong learning pathways through the AQF. Research limitations/implications There is a need for further longitudinal studies on the outcomes of work-based learning for organisations, individual learners and education and training institutions. Practical implications The application of effective WBL approaches has the potential to create a much larger flow of learners from experiential and vocational backgrounds into undergraduate programmes and onto higher education programmes using a consistent and effective pedagogy. Social implications By actively considering the opportunities for learning at work and through work learners, educators and business managers may recognise that there would be more demand for work-based learning. Originality/value This paper represents an initial action research study which examines the role WBL can provide for life-long learning.
APA, Harvard, Vancouver, ISO, and other styles
8

Plath, Debbie. "An experience based model for practice learning." Journal of Practice Teaching and Learning 5, no. 1 (December 26, 2012): 23–38. http://dx.doi.org/10.1921/jpts.v5i1.300.

Full text
Abstract:
Social work education in Australia is responding to the changing social, political and economic contexts in which social work is practised. The Bachelor of Social Work program at the University of Newcastle, Australia, aims to educate competent social workers able to deal effectively with the changing challenges of the work environment. This is achieved through an experience based model of social work education. This paper, presented at the 2nd international conference of the Journal of Practice Teaching in Health and Social Work in London in April 2003, provides an overview of some social work education issues in Australia. The experience based learning model employed at the University of Newcastle is described and discussed in relation to social work field education.
APA, Harvard, Vancouver, ISO, and other styles
9

Newcomb, Michelle. "When Teacher Becomes Student: Unveiling Contradictions within Australian Social Work Education." Social Sciences 8, no. 6 (June 6, 2019): 174. http://dx.doi.org/10.3390/socsci8060174.

Full text
Abstract:
Social work education in Australia is bound by a range of rules and assumptions supported by both higher education institutions and the Australian Association of Social Workers (AASW). This autoethnography explores a range of contradictions within social work education from the unique perspective of someone who was simultaneously a student and academic in social work. This experience occurred because, although PhD qualified in social work, rulings set down by the AASW lead to me being excluded from consideration in permanent roles. The position led me to becoming an online Master of Social Work (MSW) student whilst still being a social work educator allowing me to explore a range of contradictory rules and processes within social work education. Analysis of my reflections, journals, assignments and conversations with colleagues unveiled a range of mixed messages in relation to social inclusion, technical rationalism, self-care and field placement supervision. My findings contribute to current debates about how neoliberalism currently impacts on inclusion in social work education and development of a professional identity. In exploring my dual roles, this autoethnography unveils contradictions within social work education and accreditation that question the social justice mission of the profession.
APA, Harvard, Vancouver, ISO, and other styles
10

Young, Peter, Clare Tilbury, and Melanie Hemy. "Child-related Criminal History Screening and Social Work Education in Australia." Australian Social Work 72, no. 2 (March 25, 2019): 179–87. http://dx.doi.org/10.1080/0312407x.2018.1555268.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Social work education Australia"

1

McDavitt, Karen. "School social work: Supporting children’s primary education in the South West of Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1979.

Full text
Abstract:
In many countries, social workers play a role in the education of children. In Australia, this is evident in the state of Victoria which has a long history of school social work. However, it is not the case in Western Australia where there are very few government-funded social work roles in public schools. With the barriers to education rising for increasing numbers of students, the social work profession could be one component in a multi-disciplinary whole that supports students and the broader community so that each child has the best chance of reaching their full potential. This thesis poses the question: Is there a role for social workers in regional primary schools in the South West of Western Australia in relation to identifying and addressing external barriers to education? The term external barriers to education is used in this thesis to denote barriers which, unlike disability or illness, are external to the child. The Australian Association of Social Workers’ Practice Standards for School Social Workers provide a list of the range of issues that may impact on a student’s ability to engage with education, identifying areas where a social worker is well placed to provide support and direction. For the purpose of this study, the focus is on those matters external to the child, such as (but not limited to) family changes, drug and/or alcohol misuse within the home environment, poverty, violence, abuse and neglect, transiency or instability of housing. To answer the research question, this study first reviews literature pertaining to education, social work and government policy and then explores the experiences of five Edith Cowan University social work students who undertook a field placement in one of three host regional government primary school in the South West of Western Australia. The study also explores the perspectives of five staff from the three host schools and the external field educator who supervised all five students. Data was collected by way of interviews and focus groups with the participants, with the data then being subject to thematic analysis. The rich data derived from this study depicts the work undertaken by the social work students, the possibilities for the profession of social work and the implications this research may have in relation to identifying and addressing external barriers to children’s learning and education. The findings are distinct and unambiguous, identifying a major gap in the support that is offered to students and their families. This thesis suggests that the gap identified by this study may result in children having reduced possibilities to learn and, as a result, they may be denied life opportunities; a matter which it is argued could impinge upon children’s human right to education.
APA, Harvard, Vancouver, ISO, and other styles
2

Watts, Lynelle. "Thinking differently about reflective practice in Australian social work education: A rhapsody." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1758.

Full text
Abstract:
There are many different ways of thinking about reflective practice in social work education in Australia. This research utilises a musical metaphor to illustrate this diversity. Written as a piece of music with album notes, the study utilises a reflexive methodology with a qualitative mixed method approach. Three studies were conducted to explore how reflective practice is understood in social work education and practice in Australia. The first study examined my own learning and teaching of reflective practice through an autoethnographic process. The findings indicated a range of models of reflective practice potentially available to the educator. Also explored in this study were the kinds of reflection these models make possible and visible to educators and students. The second study traced the emergence of reflective practice within Australian social work education by conducting a Foucauldian inspired archaeology. This study demonstrated the emergence of specific models in social work education and how their adoption has transformed the language and discourse of problem-solving within the discipline through the use of specific kinds of social theory. In the final study qualitative interviews with social work students, practitioners and educators were undertaken. This study explored the beliefs, attitudes and values held by participants about reflective practice. The final study illustrated the social and oral nature of reflective practice within the discipline. Participant interviews also indicated that reflective practice is a significant means for solving problems and building understanding for learning and practice for social workers. Overall, the study establishes that current models of reflective practice could be enhanced if more attention was paid to instructing students in critical reflection skills such as deconstruction, evaluation, critique, problematisation and interpretation. This would contribute greatly to the ability of social workers to effectively test the limits of their knowledge and practice in the interests of the people they serve.
APA, Harvard, Vancouver, ISO, and other styles
3

Tam, King Wa. "Labour, social and health outcomes of immigrants in Australia : effects of language proficiency using the IV approach." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60256/1/King_Wa_Tam_Thesis.pdf.

Full text
Abstract:
Language has been of interest to numerous economists since the late 20th century, with the majority of the studies focusing on its effects on immigrants’ labour market outcomes; earnings in particular. However, language is an endogenous variable, which along with its susceptibility to measurement error causes biases in ordinary-least-squares estimates. The instrumental variables method overcomes the shortcomings of ordinary least squares in modelling endogenous explanatory variables. In this dissertation, age at arrival combined with country of origin form an instrument creating a difference-in-difference scenario, to address the issue of endogeneity and attenuation error in language proficiency. The first half of the study aims to investigate the extent to which English speaking ability of immigrants improves their labour market outcomes and social assimilation in Australia, with the use of the 2006 Census. The findings have provided evidence that support the earlier studies. As expected, immigrants in Australia with better language proficiency are able to earn higher income, attain higher level of education, have higher probability of completing tertiary studies, and have more hours of work per week. Language proficiency also improves social integration, leading to higher probability of marriage to a native and higher probability of obtaining citizenship. The second half of the study further investigates whether language proficiency has similar effects on a migrant’s physical and mental wellbeing, health care access and lifestyle choices, with the use of three National Health Surveys. However, only limited evidence has been found with respect to the hypothesised causal relationship between language and health for Australian immigrants.
APA, Harvard, Vancouver, ISO, and other styles
4

Smith, Lois Anne. "Academic work practices in transnational education : a social practice theory approach to understanding the implementation of assessment-related policy in an offshore campus of an Australian university." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.524771.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Gould, Nicholas G. "Contributions to social work education, social work and social theory." Thesis, University of Bath, 1993. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387209.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Vicary, Adrian Robert. "Social work and social policy in Australia from welfare state to contract state /." [Bedford Park] : Flinders University of South Australia, 1998. http://books.google.com/books?id=RkVHAAAAMAAJ.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Radian, Elizabeth. "Social action and social work education in Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ54806.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Rai, Lucy. "Student writing in social work education." Thesis, Open University, 2008. http://oro.open.ac.uk/25820/.

Full text
Abstract:
This thesis explores the experiences of a group of social work students undertaking assessed academic writing as part of their professional training through distance learning in the UK in 2001. Drawing upon the concept of 'academic literacies' and informed by a psychosocial approach, this thesis explores the nature of students' writing within the context of the experiences of students and tutors. Writing in social work requires students to include reflections on personal experience and values. Due to this personal aspect of writing in social work, I have taken a particular interest in the relationship between identity and writing. In doing so I draw upon current research based upon sociological perspectives on writer identity but also critically examine the potential contribution of concepts from what I will generally be referring to as a 'psychosocial' approach, which incorporates elements of psychology and psychoanalysis alongside a sociological world view. In particular I explore the ways in which a psychosocial approach to writer identity can inform our understanding of writing practices surrounding the creation of student texts in higher education. My central argument is that academic writing in social work poses a particular challenge to student writers and their tutors due to its lack of transparency and the degree of self-disclosure required of authors. This thesis shows that, in common with higher education more generally writing conventions in social work are frequently implicit and contradictory. Additionally, the integration of personal experiences and values with theoretical discussion poses significant difficulties for students and tutors. Such 'self-disclosure' has implications which become evident when applying a psychosocial perspective to writer identity. I draw together these implications in relation to three features of writing practices, namely emotion, circularity, and human interaction. Emotion in this context refers to the emotion both experienced by students whilst writing texts and responding to feedback on them. This involves a circular process based upon not only the students� actions but also their interaction with others, primarily the tutor. I conclude by offering some pedagogical implications and suggesting some future research arising from this thesis.
APA, Harvard, Vancouver, ISO, and other styles
9

Martin, Allan. "Older adulthood, education and social change (Australia, New Zealand)." Thesis, University of Auckland, 2006. http://wwwlib.umi.com/dissertations/fullcit/3205817.

Full text
Abstract:
The outcome of demographics which point to a rapid increase in the number of older adults in the population has been widely debated in the literature. However, it has been examined primarily from the perspective of an unrealistically optimistic or unduly pessimistic view of the future, with few attempts to provide other alternatives. This thesis is structured in three sections. The first backgrounds the context of the research question, the relevant literature, the prospect of gender bias in that literature and the historical development of government policy towards ageing. The second section presents a theoretical perspective for social change, examines the development of social movements and puts a case for a new social movement arising out of the increasing number of older adults and supporting educative processes. The third section reports on empirical research based on interviews in Australia and New Zealand with leaders of organisations involved with older adults and focuses on drawing conclusions from the research in relation to the research question. The theory proposed in this thesis is based on the premise that an opportune time in history exists for older adults to contribute to social and political change. However, for senior members of society to undertake this role will require education in some form, to act as an agency or catalyst to initiate an organised social movement. Findings of this research support the view that the majority of older adults remain fit and healthy and do not conform to the medicalisation approach to ageing on which government policy and, to a large extent, public attitudes, have been formed. While there would be problems of organisation in the formation of a new social movement there are no insurmountable obstacles to overcome. The greatest difficulty would seem to lie in overcoming inertia, sectional interests, generating the leadership and developing innovative and imaginative educative processes.
Subscription resource available via Digital Dissertations only.
APA, Harvard, Vancouver, ISO, and other styles
10

Scholar, H. F. "Qualifying social work education and the collective identity of social work in England." Thesis, University of Salford, 2017. http://usir.salford.ac.uk/44661/.

Full text
Abstract:
This critical review examines seven peer-reviewed papers reporting research related to aspects of social work education in England, carried out against the backdrop of reforms following the work of the Social Work Task Force. The review takes a reflexive approach to the task of demonstrating the doctoral qualities and credentials of the portfolio, that is, the papers and commentary together, drawing on ideas from critical realism to support this process. It discusses the papers individually, considering their limitations; their originality and impact at the time they were produced; and the contribution they make as a body of work. Acknowledging the challenges of retrospectively connecting the papers, the review identifies links between them in their relevance to professional identity. It suggests that attention should be given to the notion of collective professional identity, conceived of as a shared occupational social identity, but including the capacity for action in the face of threats or challenges, and in contributing to the development of the profession. The review argues that qualifying social work education in England located in the universities but connecting with practice via placements, provides an important space for the shaping, maintenance and articulation of a collective identity for social work.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Social work education Australia"

1

Investing in children: Work, education, and social policy in two rich countries. Washington, D.C: Brookings Institution Press, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Learning and mobilising for community development: A radical tradition of community-based education and training. Farnham: Ashgate, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Crock, Mary. Creating new futures: Settling children and youth from refugee backgrounds. Annandale, NSW: Federation Press, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Blakers, C. Youth and society: The two transitions : a review of Australian research on young people in work and education. Hawthorn, Vic., Australia: ACER, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Angus, Lawrence B. Continuity and change in Catholic schooling ; an ethnography of a Christian Brothers College in Australian society. London: Falmer Press, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Joanna, Mellor M., and Solomon Renee, eds. Geriatric social work education. New York: Haworth Press, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Reidy, Joanne M. Learning to work: Students' experiences during work placements. Carlton, Vic: Melbourne University Press, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Thompson, Susan. Social work processes. Wrexham: Prospects Training Publications, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Simmons, Robin, Ron Thompson, and Lisa Russell. Education, Work and Social Change. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137335944.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Anastas, Jeane W. Doctoral education in social work. New York, NY: Oxford University Press, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Social work education Australia"

1

Agllias, Kylie, and Leanne Schubert. "Social Work Field Education in Australia." In The Routledge Handbook of Field Work Education in Social Work, 232–46. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781032164946-19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Cleak, Helen. "Social Work Field Education in Australia." In The Routledge Handbook of Field Work Education in Social Work, 175–86. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781032164946-15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ponnuswami, Ilango, and Nonie Harris. "Decolonizing Social Work Research Education: Reflections from India and Australia." In Social Work Education, Research and Practice, 73–81. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9797-8_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ponnuswami, Ilango, Abraham P. Francis, and Nonie Harris. "Social Work Education, Research and Practice in India and Australia: An Introduction." In Social Work Education, Research and Practice, 1–9. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9797-8_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Udhayakumar, P., and Ilango Ponnuswami. "Gerontological Social Work Practice in Mental Health—A Comparative Analysis Between India and Australia." In Social Work Education, Research and Practice, 247–57. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9797-8_18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Pulla, Venkat Rao, and Abraham P. Francis. "Social Work Education in India and Australia—Examining the Colonial Beginnings, Exploring Challenges and Possibilities." In Social Work Education, Research and Practice, 11–29. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9797-8_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Gardner, Fiona, Mary Whiteside, and Rachael Sanders. "Embedding an Aboriginal Well-Being Intervention in Australian Social Work Curriculum." In Mental Health and Higher Education in Australia, 161–73. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8040-3_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Briggs, Lynne, Jane Maidment, Kathryn Hay, Kai Medina-Martinez, Renie Rondon-Jackson, and Patricia Fronek. "Challenges and Innovations in Field Education in Australia, New Zealand and the United States." In Social Work in Health Emergencies, 277–90. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003111214-17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Baffour, Frank Darkwa, Mark David Chong, and Abraham P. Francis. "Recent Developments in Criminal Justice Social Work in Australia and India: Critically Analysing This Emerging Area of Practice." In Social Work Education, Research and Practice, 231–45. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9797-8_17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Green-Hurdle, Karen, and Philip Siebler. "Military Social Work in Australia: Opportunities for Policy, Practice, and Education." In Military and Veterans Studies, 19–36. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14482-0_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Social work education Australia"

1

McLoughlin, Catherine. "Social Media for Networking and Participatory Professional Learning." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2867.

Full text
Abstract:
There is widespread acceptance of the need for professional learning opportunities and support for teachers and for academics transitioning into the higher education workforce. In Australia and globally, social networking sites (SNS) provide teachers with formal and informal networking opportunities. While higher education institutions are responding to an ever-changing digital environment, scholarly work aimed at understanding optimal use of, and interaction with new Web 2.0 capabilities is a pressing area of concern among academics. Limited studies are available on how and why teachers in higher education employ social networking tools to create learning networks, share professional ideas and build creative collegiality. This scoping review article investigates motivations for the adoption of SNS in higher education and the benefits and opportunities presented by social networking tools such as blogs and Twitter in teacher professional learning and practice. Results show that academics are interested in connecting with peers, sharing knowledge and networking in open participatory forums as means of building community and accessing resources. The findings indicate that the affordances of microblogging and SNS are valued by academics and that they appreciate the immediacy, relational aspects and interactions that expand their professional networks.
APA, Harvard, Vancouver, ISO, and other styles
2

Taylor, Wal, and Stewart Marhsall. "Collaboration: the Key to Establishing Community Networks in Regional Australia." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2581.

Full text
Abstract:
Despite the promise of community involvement, cohesion and empowerment offered by local community networks (CN) using Internet Technologies, few communities in regional Australia have been able to demonstrate sustainable and vibrant CN which demonstrate increased social, cultural or self-reliance capital. The Faculty of Informatics and Communication at Central Queensland University (CQU) and a local council have established a formal alliance to establish the COIN (Community Informatics) projects to research issues around this topic. This paper presents the initial findings from this work and draws conclusions for possible comparison with other international experience. The research focuses attention on community understanding and cohesion, local government priorities in a community with relatively low diffusion of the Internet and the competing demands in a regional university between traditional service provision in an increasingly competitive market and the needs of establishing outreach research for altruistic, industry establishment and commercial rationale.
APA, Harvard, Vancouver, ISO, and other styles
3

Aktaruzzaman, Md. "Blended Education Framework for All: Bridging Developing and Developed Country Education Ecosystems." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9103.

Full text
Abstract:
Blended education theorists and practitioners have argued about the requirement for a framework to be comprehensive in a way that can explicate many of the activities by the various actors of the education ecosystem – learners, teachers, communities, eduverses, institutions, administration – associated with blended education in both developing and developed countries. Currently, Community of Inquiry (CoI), Complex Adaptive Blended Learning System (CABLS), and Khan’s Octagonal eLearning Model are the most prominent frameworks, yet they still do not offer an all-inclusive framework for blended education that can facilitate implementation from theory in different socio-economic echelons and educational strata. This paper provides a review of the existing literature on blended learning and identifies potential gaps in going from theory to implementation. Building on Chowdhury’s (2021) work at the World Economic Forum, a Blended Education Framework for All (BEFA) is proposed as a means to explicate blended education operations and practices at the individual, community, institutional and national levels, leaving no one behind. It also presents evidence of the necessity of a comprehensive framework such as the BEFA from a larger study conducted into the blended education ecosystem of Bangladesh and Australia.
APA, Harvard, Vancouver, ISO, and other styles
4

C MacKrell, Dale. "Win-Win-Win: Reflections from a Work-Integrated Learning Project in a Non-Profit Organization." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3467.

Full text
Abstract:
[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] This paper reports on the educational aspects of an information systems work-integrated learning (WIL) capstone project for an organization which operates to alleviate homelessness in the Australian non-profit sector. The methodology adopted for the study is Action Design Research (ADR) which draws on action research and design research as a means for framing a project's progress. Reflective insights by the project stakeholders, namely, students, academics, and the non-profit client, reveal a curriculum at work through internal features of the organization; personal features of the participants and features of the external environment. Preliminary findings suggest that students in a WIL project for a non-profit are highly engaged, especially when they become aware of the project’s social value. As well, the improvement of professional skills and emotional intelligence by students is more likely in real-life practice settings than in other less authentic WIL activities, equipping graduates for the workforce with both strong disciplinary and generic skills. Win-win-win synergies through project collaboration represent worthwhile outcomes to education, industry and research.
APA, Harvard, Vancouver, ISO, and other styles
5

Mackrell, Dale. "The Work Readiness of Master of Information Systems International Students at an Australian University: A Pilot Study." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3308.

Full text
Abstract:
This paper reports on a qualitative pilot study which explores the attitudes and aspirations of international students in the Master of Information Systems (MIS) program at an Australian university. The findings are preliminary but suggest that the MIS program is an extrinsic motivator since it is used by students as a catalyst to change their future careers and lives. Furthermore, the students are appreciative of the MIS program’s flexibility and the life-long learning initiative it encourages, as opposed to the more structured curricula in their countries of origin. While the findings indicate that the students approve overall the technical and business mix of courses in the MIS program, nevertheless, they are critical of the perceived lack of industry contact which would expose them to Australian social values and organisational cultures, thus preparing the students further for the workforce. This study makes a contribution as the basis of future research investigating the alignment between the academic preparation of MIS graduates and the industry expectations of technology intensive organisations.
APA, Harvard, Vancouver, ISO, and other styles
6

Weerakkody, Niranjala. "Technology and Marginalization: A Case Study of the Limited Adoption of the Intranet at a State-owned Organization in Rural Australia." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2755.

Full text
Abstract:
Taking a critical theory approach and the pluralist view of technology, this paper examines the problems in organizational communication that arose due to the implementation of a limited intranet electronic mail system as the main channel of communication between a rural state-owned organization and its city-based Head Office, installed at the sole discretion of the latter. The intranet was provided only to the administration division and managers of some units due to financial constraints. This required others to receive information carried via the intranet through a gatekeeper who due to information and work overload, failed to disseminate the information effectively and efficiently. Using a combination of qualitative data collection methods, this study found that the intranet had marginalized those without access to it and reinforced the privileged position of those already with higher status within the organization, contrary to the utopian predictions of new technologies as leading to social equality.
APA, Harvard, Vancouver, ISO, and other styles
7

Rose, Judy, and Samantha Low-Choy. "Modern Pedagogical Approaches to Teaching Mixed Methods to Social Science Researchers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9509.

Full text
Abstract:
Mixed methods research is burgeoning across the social sciences. Yet there is a need to implement more modern approaches to teaching it in higher education. The aim of this work is to outline pedagogy and preliminary evaluation of new mixed methods workshops designed and implemented in an Australian university. A specific feature of these workshops included unpacking the ontological, epistemological and axiological understandings of various methods and the paradigms or worldviews that underpin each approach. This overview of the processes of scientific inquiry that permits mixing-in within and across quantitative and qualitative research designs aims to help participants to see how logics moved among these divides. In order to engage participants in critically learning about these abstract concepts, we adopted teaching strategies of flipped classroom and active learning. Results, from the workshop evaluations and individual learning reflections, provided preliminary evidence that: (i) due to this broad overview on mixed methods, participants would likely use mixed methods in the future in their field; and (ii) there is a strong appetite for high quality Mixed Methods instruction in higher education.
APA, Harvard, Vancouver, ISO, and other styles
8

J. Taylor, W., G. X Zhu, J. Dekkers, and S. Marshall. "Socio Economic Factors Affecting Home Internet Usage Patterns in Central Queensland." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2647.

Full text
Abstract:
This paper aims to identify associations between demographic and socioeconomic factors and home Internet use patterns in the Central Queensland region, Australia. It found that people living outside of Rockhampton, male, those with higher education levels, married, those with higher income level, or fully employed tend to use Internet more for work at home; people living in Rockhampton, those within the youngest group (18-24), or with secondary education level or higher tend to use Internet more for education; people living in Rockhampton, those within the youngest group, never married, or unemployed tend to use Internet more for entertainment; males, people within the youngest group, those with lower family income, or either semi-employed or unemployed tend to use Internet more for information search; females, people with no children, or lower family income tend to use Internet more for communication through email; married people tend to use Internet for financial management; and people within 25-39 year old group, with higher education levels tend to use Internet more for on-line purchases. It is suggested that further research should be conducted to monitor the youngest age group in home Internet use for entertainment and information search.
APA, Harvard, Vancouver, ISO, and other styles
9

Kiss, Eszter, Michelle Barker, and Parlo Singh. "International undergraduate business students' perceptions of employability." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9354.

Full text
Abstract:
Graduate employability is a highly contested topic by education providers, employers and governments. The responsibility of universities to enhance students’ employability through work-integrated learning (WIL) opportunities is also debated. This study explored international students’ understanding of employability skills and their self-perceptions of their employability at an Australian university. It also investiaged students’ perception of the universities’ role in enhancing employability. A qualitative approach informed by Social Cognitive Career Theory (Lent, Brown & Hackett, 1994), used multiple focus groups comprising 18 international undergraduate students from Brazil, China, Colombia, India, Papua New Guinea, South Korea in their final semester at an urban Australian university. The key findings are: (1) Participants were unable to differentiate between employability skills, personality traits and job-specific skills; (2) The importance of social skills and networking were recognised by Chinese respondents, in particular; (3) The perceived level of work-readiness was higher among respondents who had previous work experience; (4) The inclusion of more practical WIL components in the degree program calls for curriculum review; (5) Creating opportunities for students to apply their knowledge and skills in professional contexts is highly desirable. The findings highlight curriculum considerations needed in the development of high-quality WIL experiences that will enable students to apply the knowledge and skills learnt in the classroom, thus enhancing their self-efficacy about their employability.
APA, Harvard, Vancouver, ISO, and other styles
10

Wallace, Ruth, Shelley Beatty, Jo Lines, Catherine Moore, and Leesa Costello. "The power of peer-review: A tool to improve student skills and unit satisfaction." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11116.

Full text
Abstract:
Providing higher education students with opportunities to participate in peer-review feedback activities may facilitate interaction between students and enhance academic skills. Such activities are reported to help students transition from passive to active learners whilst increasing social connectedness and developing employability skills. This research aimed to evaluate student perceptions of a peer-review of assessment process offered in an undergraduate Health Science unit at Edith Cowan University in Western Australia, and their subsequent unit satisfaction. Before students began the peer-review process, a sample assignment was used to coach them on how to provide constructive feedback. They subsequently prepared a draft of their assignment for peer-review, and then reviewed the work of another student. Pre- and post-surveys were administered to assess students’ perceptions about the usefulness of the peer-review activity. Thirty-two students completed the pre-survey wherein 94% (n=30) reported the peer-review coaching helped them prepare their own assignment and 85% (n=27) reported learning how to provide constructive written feedback. Twenty-one students completed the post-survey, 76% (n=16), reporting they modified their own assignment as an outcome of their peer-review participation. Many respondents also reported improvements in their critical thinking (76%; n=16) and written communication skills (62%; n=13). Overall unit satisfaction increased exponentially.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Social work education Australia"

1

Wright, Lynda. A Holistic Approach to Social Work Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1866.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Timme, Mary. Social work continuing education needs assessment study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2109.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Бондаренко, Ольга Володимирівна, Світлана Вікторівна Мантуленко, and Андрій Валерійович Пікільняк. Google Classroom as a Tool of Support of Blended Learning for Geography Students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/2655.

Full text
Abstract:
Abstract. The article reveals the experience of organizing blended learning for geography students using Google Classroom, and discloses its potential uses in the study of geography. For the last three years, the authors have tested such in-class and distance courses as “Cartography and Basics of Topography”, “Population Geography”, “Information Systems and Technologies in Tourism Industry”, “Regional Economic and Social World Geography (Europe and the CIS)”, “Regional Economic and Social World Geography (Africa, Latin America, Asia, Anglo-America, Australia and Oceania)”, “Socio-Economic Cartography”. The advantages of using the specified interactive tool during the study of geographical disciplines are highlighted out in the article. As it has been established, the organization of the learning process using Google Classroom ensures the unity of in-class and out-of-class learning; it is designed to realize effective interaction of the subjects learning in real time; to monitor the quality of training and control the students’ learning achievements in class as well as out of it, etc. The article outlines the disadvantages that should be taken into account when organizing blended learning using Google Classroom, including the occasional predominance of students’ external motivation in education and their low level of readiness for work in the classroom; insufficient level of material and technical support in some classrooms; need for out-of-class pedagogical support; lack of guidance on the content aspect of Google Classroom pages, etc. Through the test series conducted during 2016-2017, an increase in the number of geography students with a sufficient level of academic achievements and a decrease of those with a low level of it was revealed.
APA, Harvard, Vancouver, ISO, and other styles
4

Wuest, Leslie. Factors Associated with Inclusion of Spirituality in Secular Social Work Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.301.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Dunne, Máiréad, Sara Humphreys, and Carolina Szyp. Education and Work: Children’s Lives in Rural Sub‑Saharan Africa. Action on Children’s Harmful Work in African Agriculture, April 2021. http://dx.doi.org/10.19088/acha.2021.004.

Full text
Abstract:
This paper proposes a dynamic conceptual framework – the edu-workscape – for understanding how rural children in sub-Saharan Africa navigate three key gendered social arenas: the household, school and workplaces. Focusing on school, in particular, the paper highlights the violence, harm and labour that occur there, and argues that learning, work and harm co-exist across all three institutional domains, and in context, and should therefore be considered holistically.
APA, Harvard, Vancouver, ISO, and other styles
6

Panichelli, Meg. The Intersections of Good Intentions, Criminality, and Anti-Carceral Feminist Logic: A Qualitative Study that Explores Sex Trades Content in Social Work Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6396.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Panchenko, Liubov, and Andrii Khomiak. Education Statistics: Looking for Case-Study for Modeling. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4461.

Full text
Abstract:
The article deals with the problem of using modeling in social statistics courses. It allows the student-researcher to build one-dimensional and multidimensional models of the phenomena and processes that are being studied. Social Statistics course programs from foreign universities (University of Arkansas; Athabasca University; HSE University, Russia; McMaster University, Canada) are analyzed. The article provides an example using the education data set – Guardian UK universities ranking in Social Statistics course. Examples of research questions are given, data analysis for these questions is performed (correlation, hypothesis testing, discriminant analysis). During the research the discriminant model with group variable – modified Guardian score – and 9 predictors: course satisfaction, teaching quality, feedback, staff-student ratio, money spent on each student and other) was built. Lower student’s satisfaction with feedback was found to be significantly different from the satisfaction with teaching. The article notes the modeling and statistical analysis should be accompanied by a meaningful interpretation of the results. In this example, we discussed the essence of university ratings, the purpose of Guardian rating, the operationalization and measurement of such concepts as satisfaction with teaching, feedback; ways to use statistics in education, data sources etc. with students. Ways of using this education data in group and individual work of students are suggested.
APA, Harvard, Vancouver, ISO, and other styles
8

Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

Full text
Abstract:
Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
APA, Harvard, Vancouver, ISO, and other styles
9

Opiyo, Newton. What are the effects of interprofessional education on professional practice and healthcare outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170413.

Full text
Abstract:
Delivering effective, high quality patient care is complex and requires that health and social care professionals work together effectively. Interprofessional education – training or learning initiatives that involve more than one profession in joint, interactive learning with the explicit purpose of improving interprofessional collaboration or patient care – is a possible strategy for improving how professionals work together as well as improving professional practice and patient care.
APA, Harvard, Vancouver, ISO, and other styles
10

Iatsyshyn, Anna V., Iryna H. Hubeladze, Valeriia O. Kovach, Valentyna V. Kovalenko, Volodymyr O. Artemchuk, Maryna S. Dvornyk, Oleksandr O. Popov, Andrii V. Iatsyshyn, and Arnold E. Kiv. Applying digital technologies for work management of young scientists' councils. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4434.

Full text
Abstract:
The publication explores the features of the digital technologies’ usage to organize the work of the Young Scientists’ Councils and describes the best practices. The digital transformation of society and the quarantine restrictions caused by the COVID-19 pandemic have forced the use of various digital technologies for scientific communication, the organization of work for youth associations, and the training of students and Ph.D. students. An important role in increasing the prestige of scientific activity and encouraging talented young people to participate in scientific projects belongs to the Young Scientists’ Councils, which are created at scientific institutions and higher education institutions. It is determined that the peculiarities of the work of Young Scientists’ Councils are in providing conditions for further staff development of the institution in which they operate; contribution to the social, psychological and material support of young scientists and Ph.D. students; creating an environment for teamwork and collaborative partnership; development of leadership and organizational qualities; contribution to the development of digital competence. The advantages of using electronic social networks in higher education and research institutions are analyzed, namely: general popularity and free of charge; prompt exchange of messages and multimedia data; user-friendly interface; availability of event planning functions, sending invitations, setting reminders; support of synchronous and asynchronous communication between network participants; possibility of access from various devices; a powerful tool for organizing the learning process; possibility of organization and work of closed and open groups; advertising of various events, etc. Peculiarities of managing the activity of the Young Scientists’ Council with the use of digital technologies are determined. The Young Scientists’ Council is a social system, and therefore the management of this system refers to social management. The effectiveness of the digital technologies’ usage to manage the activities of the Young Scientists’ Council depends on the intensity and need for their use to implement organizational, presentation functions and to ensure constant communication. The areas to apply digital technologies for the work managing of Young Scientists’ Councils are sorted as the presentation of activity; distribution of various information for young scientists; conducting questionnaires, surveys; organization and holding of scientific mass events; managing of thematic workgroups, holding of work meetings. It is generalized and described the experience of electronic social networks usage for organizing and conducting of scientific mass events.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Social work education Australia' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography