This thesis is an exploratory analysis of: "How Canadian schools offering bachelor programs attend to social work ethics education in the 21 century?" A concurrent triangulation mixed method research design was chosen to draw upon the strengths of quantitative and qualitative analysis, and minimize the limitations of each method. Deans and Directors at the thirty-two Faculties, Schools and Departments of Social Work with bachelor social work programs in Canada were contacted and requested to identify an expert in social work ethics education to partake in this research. Fiftythree (53%) of the schools had educators either complete the survey and/or engage in an interview. This research, consistent with the historical trend, locates ethics education in Canadian bachelor programs in the curricular margins. Yet, there is hope for social work ethics education and educators in Canada. This research provides an infusion of hope through the "Moving Beyond the Surface" (MBS) vision of ethics education. The MBS vision with its' process focus suggests "how" to approach ethics education today, and in the future. MBS has three interrelated categories: (a) space creation for ethics dialogues; (b) ethics dialogues; and, (c) student learning ideals. Space creation for ethics dialogues is an essential condition for the two subsequent categories of ethics dialogues and student learning ideals. Space is created by faculty members serving as "ethical advocates." Educators enhance curricular space for ethics dialogues by working within existing curricular processes to advocate for the inclusion and enhancement of profession ethics and/or mobilizing others to become ethical advocates (i.e. faculty members, field supervisors, students).

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Moving Beyond the Surface: Ethics Education in Canadian Social Work Bachelor Programs

There is a current debate in schools of social work in Taiwan about whether they should provide specific HIV/AIDS courses or integrate HIV/AIDS issues into the curriculum. However, an argument that draws on the understandings of curriculum development in social work has not emerged. This project not only explores why this is the case but also aims to resolve the debate. This research is based on two methodologies, the development of a genealogy and content analysis of data collected to build the genealogy. Foucauldian conceptualisation of using a genealogy to explain the relationship between power and knowledge has been utilised as a primary theoretical framework. The texts analysed included social work documents as well as social documents. The research objectives were an exploration of what discourses related to HIV/AIDS were constructed in broader Taiwanese society and within social work; and what forces and stakeholders outside and within social work formed HIV/AIDS curricula in social work in Taiwan. The first PLWHA case in Taiwan was reported in 1984, and four key discourses about HIV/AIDS were gradually constructed. They are individual pathological, programmatic, governmental, and socio-cultural discourses. The individual pathological discourse became dominant in Taiwan.

Struggles for Recognition: The Development of HIV/AIDS Curricula in Schools of Social Work in Taiwan

Assessment is central to student learning in social work education. In professionally accredited programs such as social work, assessment must address professional standards in relation to curriculum and student outcomes. Thus, considered attention to the way assessments function is an important part of academic work and curriculum design. This paper reports on the results of a sub-set of a larger curriculum project, in which the authors undertook a comprehensive assessment mapping of a social work curriculum in an Australian university. The paper here focuses specifically on the results of focus groups undertaken with social work students and academics on their perceptions and experiences of assessment. We utilise this focus group data to present four principles of good assessment practice that can be used to guide a teaching and learning approach to curriculum development and pedagogy as it relates to student assessment in higher education.

Four principles of good assessment practice: A teaching and learning approach to designing and assessing student work

https://iopscience.iop.org/article/10.1088/1742-6596/1625/1/012067/pdf

Curriculum Reconstruction for Education and Training of Electrical Engineering For Construction Employment in Indonesia

This paper describes an internal evaluation performed on the BSW curriculum of the School of Social Work of Tel Aviv University, Israel. It focuses on the inductive, participatory method by which the evaluation was designed, and on the measure that was developed. The aim of the paper is to encourage internal evaluation of social work curricula and to provide a model for doing so that others can adopt.

Rivka Savaya

Papers

Development of a Model for Evaluating Social Work Curriculum