Graduate Qualities in Social Work

Author: Cate Hudson & Peter Munn

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Whyalla Campus, University of South Australia, Australia.

Keywords: University of South Australia, social work, quality assurance, graduate qualities, teaching and learning.

Article style and source : Peer Reviewed. Original ultiBASE publication.

Contents

• Abstract
• Introduction
• Graduate qualities
• Implementation of the Graduate Qualities in the Bachelor of Social Work
• Enhancing student outcomes
• The Graduate Qualities and Employers
• Summary
• Conclusion
• References

Abstract

A review of the most current literature relating to quality assurance and best practice in teaching and learning strategies leaves little doubt that Universities can ill afford to be complacent about the urgent need to develop and implement systems that indicate a commitment to all stakeholders.  This requires commitment from the top and should be owned by all staff.  The objectives used to measure achievements need to be specific, measurable, achievable, realistic and time related. Through the identification and recording of achievement in their graduate qualities, universities can show their commitment to producing a certain quality of graduate.  This commitment is evident to key stakeholders both within and outside of the University setting. This article discusses the graduate qualities adopted by the University of South Australia and their application at both a program and field education practicum level for the purpose of strengthening the position of social work graduates in the workplace. back

Introduction

The University of South Australia has adopted seven graduate qualities it regards as essential for ensuring that students are able to function effectively as professionals at the completion of their program. These qualities have been strongly promoted across the University and show a commitment, to both students and their future employers, by the University to produce quality graduates. back

The Development of the Graduate Qualities

The adoption of graduate qualities and the changes made to teaching by this University in order to accommodate and foster them reflects a similar trend by other centres of higher learning. In recognition of the need for Universities to become more accountable and to promote quality in the learning environment the Australian Technology Network (ATN) of Universities developed a project designed to support academic staff in the review of course content and while simultaneously adapting course content to foster graduate qualities.  The project was considered a success and has been used as a foundation model for others seeking to develop similar frameworks.  The ATN group Web site lists 13 case studies for review, two of these are examples of projects undertaken by the University of South Australia.  The development of a structured process to incorporate graduate qualities into learning is considered to be an indication to students that a learning institution values them and also indicates that a University is prepared to work in partnership with industry to ensure graduates are skilled in the areas industry requires (Bowden, Hart, King, Trigwell & Watts, 2001).  Further to this the authors add that the benefits to both staff and students of the institutions that have made a commitment to developing and implementing similar frameworks far outweigh any negative impacts that may have occurred as a result of their implementation.

It has been suggested that a framework that provides a graduate profile is the key component of a program curricula and can be the catalyst to improvements in the delivery of programs to students (Little, Blackburn & St- Clair, 1998).  This move also acknowledges that the development, practice and assessment of graduate qualities is best achieved within specific programs (Bowden, Hart, King, Trigwell & Watts, 2001).  The profile, which sets out, expected outcomes in the development of skills and attributes that are embedded into subjects serves to connect all units of a program.  Further, Little, Lester, Blackburn & St Clair (1998) argue that such a document provides ‘transparency’ of learning expectations for students and for ‘accountability’ of University and staff to provide opportunities for such learning.  Nunan (1999) argues that the extent to which subject curricula is focused on teaching and assessing graduate qualities is an indication of the institutions commitment to the process.

Luton University developed a detailed tabulation of the skills expectations for each level of undergraduate course incorporating graduate qualities and expected learning outcomes.   While the template provided a framework for application across the entire University it was flexible enough to allow for inclusion of specialist skills and fine-tuning required by each discipline.  Program booklets were rewritten to draw student’s attention to the linking of graduate qualities, subject content and the progressive development of skills (Fallows and Stevens 2000). back 

The Graduate Qualities and Student Learning

The University of South Australia has publicly acknowledged its commitment to the production of Quality Graduates and the Graduate Quality document available to students explains that the Graduate Quality generic statements it contains will be applied to programs and interpreted in ways that are relevant to the teaching and assessment of individual subjects.  Research has indicated that students do benefit greatly from a Universities commitment to explicitly incorporate qualities into programs and the availability of methods to monitor and record the learning that has taken place.  A graduate of the University of South Australia:

• Operates effectively with and upon a body of knowledge of sufficient depth to begin professional practice;
• Is prepared for lifelong learning in pursuit of personal development and excellence in professional practice;
• Is an effective problem solver, capable of applying logical, critical, and creative thinking in a range of problems;
• Can work both autonomously and collaboratively as a professional;
• Is committed to ethical action and social responsibility as a professional and citizen;
• Communicates effectively in professional practice and as a member of the community;
• Demonstrates international perspectives as a professional and as a citizen. back

Implementation of the Graduate Qualities in the Bachelor of Social Work

These qualities are recognised as being consistent with the outcomes expected by our professional association.  The close relationship between the graduate qualities and the expected outcomes of the Australian Association of Social Workers is shown in Table 1 below.

Table 1 : Outcomes of Social Work education and Graduate Qualities

* The above material was shared by Ms Sue King, Program Director, Bachelor of Social Work, Magill Campus.

Several processes have been undertaken to include the graduate qualities into the Bachelor of Social Work at the Whyalla Campus. Firstly, these qualities have been mapped to the learning objectives of each subject offered within the four years of the degree program.  Thus in each year students are able to gain an understanding of what they will learn at that level of the program.  This learning is related to one of the seven graduate qualities such that it becomes immediately recognisable whether the program focuses on one or more of these qualities at the expense of other qualities (see Appendix 1 for a year level of the program).  With each of the four years of the program mapped students can gain an understanding of what is taught within the program and see the relationship to these seven qualities. 

Secondly, the extent of the seven graduate qualities in each subject is determined. Thus the unit value of each subject is broken down to see how the input in the subject is related to achieving the graduate qualities.  Thirdly, each assessable item within a subject is required to show how it is related to the graduate qualities.  Students have generally found this to be a positive innovation as it has helped them to understand the learning to be achieved from undertaking this work.  It has also helped to focus academic staff responsible for teaching the subject on the learning aspects of assessment.  One result of the introduction of the graduate qualities to assessment has been the decreasing emphasis placed on exams as a major item of assessment.

With the social work program students are required to undertake several field education placements.  As part of the assessment of students the graduate qualities have proven to be invaluable as a means of enhancing student learning.  Students are expected to demonstrate to their supervisors what they have done, how they have done it and why they have acted in that way.  The 'how' deals with their ability as problem-solvers, whether they have worked autonomously or collaboratively and their communication skills. The 'why' considers their knowledge base, the life-long learning from this action, the ethical behaviour and social responsibility and the cultural and international context of their actions.  Students have found the introduction of this instrument as a comprehensive approach to examining their actions.  In providing feedback on this instrument one student stated ‘that it is a working document and encourages me as a student to research and problem-solve. In this fashion, it encourages me to proact rather than react to issues that are faced on placement’.  Another student indicated that ‘it took me out of my comfort zone as I had to think from a wider perspective than I had done in any of my work before’. They have found that rather than simply focusing on the relationship of theory and practice they have to consider the cultural context, problem-solving ability, ethical issues, communication skills and the lifelong learning they have gained. Placement agencies have also reported that such a document provides a structured focus for the placement and welcome the continuation of this strategy (Morgan & Turner 2000).  A framework connecting the workplace with classroom learning adds a valuable link to the two different learning environments. back

Enhancing student outcomes

Evidence suggests that since the implementation of a model at Luton University students have become more conscious of and responsible for their own learning outcomes and that a substantially high proportion of their graduates have gained employment soon after graduation (Fallows & Steven 2000).  This may be particularly relevant to social work graduates given the findings of Hawkins, Ryan, Murray, Grace, Hawkins, Hess, Mendes & Chatley (2000) who found that while graduates had a high level of employment soon after graduation there was a reduction in the number who were employed in specific social work positions.  For students this highlights the need to know and understand the skills they have and how they can be broadly used in a range of human service positions. 

The mapping instrument developed at the Whyalla Campus is a document that will provide to stakeholders, of the University of South Australia, the transparency and accountability that is becoming increasingly important in a competitive world. It should also be noted that while other departments within University of South Australia have been involved in developing ways to incorporate graduate qualities into subject content of programs (Feast & Barrett, 2001) the Bachelor of Social Work at the Whyalla Campus is the first University of South Australia project that embeds all 7 Graduate Qualities into all subjects across the entire program.  At the same time the graduate qualities are used in a manner to link placement and subject learning and this approach provides enough flexibility to allow it to be easily transferred to other disciplines.  Further the mapping instrument is the type of document that Nunan (1999) suggests should be generated by institutions to strengthen their position when arguing the suitability of their internal quality assurance measures.  back

The Graduate Qualities and Employers

At a time of high unemployment employers are often faced with a range of graduate applications.  There have been calls from employers for learning institutions to equip graduates with generic skills such as communication, interpersonal and problem solving skills  (ACNielsen Research Services, 2000).  These skills are seen as essential to functioning in the workplace and are expected by employers. Teaching staff also recognised these as important learning objectives (Cooper, Lawson & Orrell 1998).  Graduates that can clearly demonstrate that those skills have been acquired plus have the disciplinary knowledge required for the position will stand a better chance of gaining employment (Fallows & Stevens 2000; Murray & Robinson 2001). 

Further Nicholson and Cushman (2000) suggest that a framework that incorporates graduate qualities within the context of a program makes it easier to identify gaps in skill levels that may be required by industry as it moves forward in a rapidly changing environment.  The instrument that has been developed in Whyalla provides a sound framework for the University to consult with the field, identify these gaps or changes and then incorporate this information into a review of subjects / program content. back

Summary

The development of the graduate qualities and instruments that link these qualities to field placements are major shifts in emphasis of learning within academic institutions.  The University of South Australia, Whyalla Campus through the development of a mapping exercise of the graduate qualities to each year of the Bachelor of Social Work and developing an instrument that incorporates them into the field placement is leading the way in Australia.  For academics within the universities there is a very clear intention to provide our students with an appreciation of their knowledge and skills plus the ability to demonstrate the same to employers in the workplace. back

Reference List

Bowden, Hart, King, Trigwell & Watts, 2001, Generic Capabilities of ATN University Graduates [Online, accessed 21^st June 2001]  URL: http://www.clt.uts.edu.au/TheProject.htm

Cooper, L., Lawson, M. & Orrell, J. (1998) ‘Raising issues about teaching: Views of Academic Staff. [Online, accessed 26^th June 2001] URL: http://www2.auckland.ac.nz/cpd/HERDSA/HTML.

Fallows, S. & Stevens, C. (2000), ‘Building employability skills into the higher education curriculum: a university-wide initiative.’ Education + Training, 42, 2, pp. 75 - 83

Feast, V. & Barrett, S., 2001, Mainstreaming graduate qualities in a Business Management faculty core, [Online, accessed 21^st June 2001] URL: http://cea.curtin.edu.au/ATN.ATNgrad_qual_report.htm.

Hawkins, L., Ryan, M., Murray, H., Grace, M., Hawkins, G., Hess, L., Mendes, P.  & Chatley, B. (2000), ‘Supply and Demand: A study of labour market trends and the employment of new social work graduates in Victoria’ Australian Social Work, 53, 1, pp 35-42.

Little, S., Lester, J., Blackburn, M. & Wright-St Clair, V., (1998) ‘Meeting the Challenge of New Agenda for Assessment: Innovations in Curriculum Design, Implementation and Assessment.[Online,accessed26^thJune2001URL] http://www2.auckland.ac.nz/cpd/HERDSA/HTML. 

Morgan, A. & Turner, D. (2000), ‘Adding value to the work placement: working towards a professional qualification in an undergraduate degree programme.’ Education + Training, 42, 8, 453 – 461.

Murray, S. & Robinson, H. (2001), ‘Graduates into sales – employer, student and university perspectives’ Education + Training, 43, 3, pp 139 – 145

Nicholson and Cushman (2000), ‘Developing successful employees: perceptions of industry leaders and academicians’, Education + Training, 42, 6, pp 366 – 371.

Nunan, T. (1999) ‘Graduate qualities, employment and mass higher education’ in Proceedings from HERDSA Annual International Conference, Melbourne, Victoria. back

Appendix 1

Table 2: Bachelor of Social Work - 1st Year Graduate Qualities

Table 3: Bachelor of Social Work - 1st Year Graduate Qualities

 

Legend of abbreviations for 1st year social work subjects
Human Service Provision	HSP
Communication for Human Service	CHS
Sociology 1	Soc 1
Psychology 1A - 1B	Psych 1A - 1B
Governance and Citizenship in Australia	GCA
Studies in Community	SC
Philosophy of Knowledge of Ethics	PKE
Representative of all subject courses	All

About the authors