Programming intended to prepare students for a meaningful, successful, and educational experience abroad. Pre-departure orientation addresses everything from practical concerns with passports and student visas, health and safety, and academics to cultural adjustment, intercultural learning, and diversity awareness. Includes information on what to expect in the education abroad program, including such matters as housing, finances, transportation, and emergency contacts. Orientation may consist of written materials, in-person meetings, webinars, online training modules, email correspondence, phone conversations, or a combination of these elements.
Published in Chapter:
Beyond Borders: International Social Work Field Education
Linette Hawkins (Action Research Issues Association, Melbourne, Australia), Supriya Pattanayak (Centurion University, India & RMIT University, Australia), Jennifer Martin (RMIT University, Australia), and Lew Hess (RMIT University, Australia)
Copyright: © 2016
|Pages: 16
DOI: 10.4018/978-1-5225-0169-5.ch020
Abstract
International social work field education placements pose considerable challenges for students, educators, universities and host communities. Students may face conceptual challenges as international placements often occur in developing countries that rely upon collective rather than individual models of practice. contextual differences require staff and students to consider their new context and appropriate ways to interact and learn. This chapter draws upon the experiences of the authors in adopting different models with students over the years and concludes that the preferred approach is the partnership model where there is close collaboration between the ‘home' and ‘host' universities. We consider educational, organisational, personal and professional factors that students face while on international placements. This is followed by identification of different exchange models, and teaching and learning issues arising from culture, language, pedagogy, critical reflection and assessment. We argue that a Relational/Equitable Model is best suited to international social work field education placements.