Handbook of Applied Teaching and Learning in Social Work Management Education: Theories, Methods, and Practices in Higher Education

Contents
About the Editor
Chapter 1: Introduction: A Transdisciplinary Approach to Social Work Management Education in Higher Education
Social Work Management Education as a Transdisciplinary Approach to Higher Education Didactics
Building on the Work of Previous Scholarship in Social Work Management Education
Transdisciplinary Framework for Social Work Management Education
The Structure of the Book
Conclusions
References
Part I: Theoretical Concepts, Didactics and Scope of Applied Teaching and Learning in Social Work Management Education
Chapter 2: Applying Threshold Concept Theory in Social Work Management Education: The Pedagogy of Emotional Labour in Social Work Practice
Introduction
Threshold Concept Theory
What Is a Threshold Concept?
Key Characteristics of Threshold Concepts
Threshold Concept Theory in Social Work Management Education
Emotional Labour as a Threshold Concept in the Field of Social Work Management
Conclusion
References
Chapter 3: Systematisation of Types of Didactic Orders to Support Academic Teaching and Learning Processes in the Field of Management of Social Work
Introduction
Theoretical Background
Academic-Pedagogical Special Language as a Teaching Medium in Management of Social Work
Academic Teaching and Learning Processes from the Perspective of an Action-Oriented Approach
Taxonomic Considerations
Relationships Between Didactic Orders, Learning Goals, and Taxonomies
Proposal of a Taxonomy with Reference to Action
Operators as a Systematisation Basis for Didactic Orders
Summary of the Empirical Study
Research Question, Study Design, and Investigation Process
Summary of the Results
Discussion
Conclusion
References
Chapter 4: The <>, or How to Teach Learning for People Who Have Forgotten to Learn
Learning in the Contexts of Social Work, Social Work Management or Social Pedagogy
The Gamification Approach Within a Theory of Learning – A Constructivist Introduction
Our Brain, or the Neurophysiological Basis of Learning
Interim Summary of Derivative Results for Social Learning Contexts
Active Learning Strategies Revisited in Relation to Social Work Management
General Process of Systematic Learning
Basic Principles for the Lead through of the < > in Social Contexts
Types of Learner
Rhythm of Learning
Place and Environment of Learning
Systematic Acquirement of Information for Learning Results in Social Work Management Teaching Settings
Time Management
Applied General Learning Principles in Social Work Management Teaching Settings (and Beyond)
Selective Methods of Proceeding in Applied Learning
Good Learning Methods in the Realm of Text Analysis
The Task of Successful Learning in Teaching Settings of Social Work Management
References
Part II: Socio-Economic Conditions and Institutional Contexts for Social Work Management Education
Chapter 5: Thinking Social Economy from the Social Side: A Mutual Relationship Between Social Work and Management in the Social Economy
Introduction
Space and Scope of the Social Economy
Some Remarks on the Genealogy of the Social Economy
The Business and the Lifeworld of Its Addressees
Entrepreneurship – The Business Alternative in Social Economy
Innovation as Task
Implications for the Educational Programme
Stewardship as Competence
Conclusion
References
Chapter 6: Introducing Creativity into Social Work Managers’ Curricula: Conceptual and Practical Aspects
Creativity, Social Work, and Social Work Management Education
Creativity and Generation of New Ideas
Fluency
Flexibility
Originality
Elaboration
Creative Thinking and Social Interaction
Creativity and Critical Thinking
Creativity and Motivation
Educational Programs, Professional Identity and Creativity
Conclusions
References
Chapter 7: Ethics as a Frame to Encompass Complexities: Interdisciplinarity and Resonance in Teaching and Learning in Social Work Sciences and Social Work Management
Introduction
Social Work Management Seen from a Viewpoint of Ethical Thinking
Ethical Thinking as an Integrating Framework for the Discipline of Social Work Sciences and Social Work Management
Theories That Guide Teaching and Learning: Theory of Interaction Rituals and Theory of Resonance
Practical Examples and Implementation to Teaching and Learning in Social Work Sciences and Social Work Management
Scenario 1: Performative Interventions
Scenario 2: Socio-analytical Self-Positioning
Conclusion
References
Chapter 8: A Plea for a More Internationalized University Education in Social Work Management
The Social Economy: A New Important Sector in the European Union
European Union Funding for Social Enterprises
Social Managers: Acting Locally and Thinking Globally
The Long Tradition of (Comprehensive) Internationalization in Higher Education Institutions
The International and Global Orientation of Universities
The European Education Area (EEA) and Selected EU Programmes
Internationalization at Home (I@H) and Internationalization of the Curriculum (IoC)
Quality (Management) in Internationalization in HEIs: CeQuInt
Leadership and Internationalization Strategies
The Important Role of the University Staff in Internationalization
Many Students Are Interested in “Going International“
How a Master Programme in Social Economy Realized Internationalization
Activities and Offers for Internationalized Study Programmes
Conclusions
References
Part III: Methods of Teaching and Learning: Best Practices and Case Studies
Chapter 9: Universal Design and Social Work Management Education
Introduction
Universal Design in the Irish Context
Universal Design for Learning
Universal Design for Learning and Social Work Management Education
Universal Design for Learning and the Delivery of Social Work Management Education
Universal Design, Universal Design for Learning and Social Work Management Practice
Limitations to the Concept of Universal Design for Learning
Conclusions
References
Chapter 10: Fieldwork and Supervision as a Teaching Method and Learning Strategy in Chilean Social Work Management Education: Innovation in the Training of Social Work Student Supervisors
Introduction
Social Work Field Practice in Chile
How Has Social Work Been Practised in Chile over the Last 50 Years?
Social Work Field Education and Training at the Universidad Católica de Chile
Training and Education Need of Supervisors at Universidad Católica de Chile
Social Work On-Site Supervision: Some Concepts and Functions
“Internship Supervision Virtual Community: Coordinating the Evaluation and Feedback Given During Social Work Training” Teaching Innovation Project
Drafting Supervisor Profiles
Design of the “Social Work Practical Learning Supervision Skills” Course
Conclusions
References
Chapter 11: Teaching Testable Explanations and Putting Them into Practice
Introduction
Defining Human Behaviour Theories-Testable explanations
Models for Teaching
Description of the SALT Model
Background About Teaching and Learner Requirements
Example of SALT Model Application in the Classroom. Based on a 16-Week Session
Method
Data Analysis
Results
Discussions
Conclusion
Recommendations
Summary of Main Findings
References
Chapter 12: Teaching Social Work Management Through Service Learning
Introduction: Understanding Practice in Social Work Management and Administration
Service Learning as a Teaching Method
Service Learning as a Teaching Tool to Develop Students’ Social Work Competencies
Master of Social Work Programme at Ilia State University
Teaching During Covid-19 Pandemics
Short Description of Social Programme Development and Evaluation Course
Application of Service Learning Projects During the Covid-19 Pandemics
Reflective Writing as a Teaching Tool to Promote Students’ Learning
Mixed Methodology to Assess the Students’ Learning Outcomes
Research Questions
Qualitative Data Collection
Student Journal/Diary Notes as Part of the Course Assignment
Focus Groups
In-Depth Interviews with Community Partners
Quantitative Study
Data Analysis
Summary and Conclusion
References
Chapter 13: Learning Hybrid by Doing Hybrid: Teaching Critical Digital Skills in a Safe Learning Space
Introduction
Critical Digital Skills for Social Work Management
Hybridization of Social Spaces
The Need for New Competencies for Social Workers
Digital and Data Literacy
Teaching Digital Skills—A Case Example
Course Design
Learning Environments as Experiential Experience Spaces
Assessment
The e-Portfolio Structure in the Case Example
Research Methodology for Course Analysis
Key Learnings and Take-Aways
Conclusions
References
Chapter 14: Values Building in Social Work Education in the Visegrad Countries: Implications for Education of Social Work Managers
Introduction
Professional Values and Their Building in Social Work Education
Legislative Context of SW Profession and Education in Social Work and Social Care Services in the V4
Methodology
Results
Non-existence of the System and Disconnection of Methods
Theoretical Teaching Without the Necessary Dynamism
Spontaneous Values Building in Social Work Students
The Ideal of an Integrated Approach
Discussion
The Fundamental Connection Between Theory and Practice
Implications for Education of Social Work Managers: Reflexivity as a Key Concept
References
Chapter 15: Analysis of Mission Statements of Social Service Organisations as Practical Anthropology – An Example from Teaching in Social Work Management at a German University of Applied Science
Introduction
Theoretical Foundations
Philosophical Anthropology and Systems Theory
Ethics in Social Work
Mission Statements as Managerial Instruments
Teaching and Learning Approach – The Module ‘Foundations of Pedagogical Anthropology’
Background of the Module
Anthropological Images of Humankind
Overview
Practical Implementation
Social Pedagogy and Pedagogical Anthropology
Schilling’s Model of Pedagogical Anthropology
Didactic Approach and Implementation Steps
Transfer Performance for the Dimension of Culture and the Target Group of Refugees
Analysis of Mission Statements from the Perspective of Social Work Management
Didactic Approach and Implementation
Discussion and Conclusions
References
Chapter 16: Promoting Self-Determination and Motivation as Leadership Skills: A Didactics to Strengthen Autonomy Support and the Importance of Role Models in Social Work Management Education
Introduction
Leadership in the Social Economy
Learning, Motivation, and Emotion: Psychological Basics
Self-Determination Theory and Motivational Interviewing as Leadership Competence
Self-Determination Theory
Autonomy
Competence
Relatedness
Motivational Interviewing
Self-Determination Theory and Motivational Interviewing – An Obvious Connection
Strengthen Autonomy
Promote a Sense of Competence
Maintain and Enhance Relatedness
Self-Determination Theory and Motivational Interviewing in Social Work Management Education
Self-Determination Theory and Motivational Interviewing as a Teaching and Learning Approach in the Social Economy
Examples of Use
SWOT Analysis with World Café to Strengthen Self-Determination
Goal Planning/Setting (Agreement) and Feedback as a Management Task and Pedagogical Intervention
Individual Learning Agreement in the Context of the ‘4-C Marketing Model’
Teaching and Leadership Communication: Open Questions, Active Listening, Model Learning
Conclusion
References
Chapter 17: Community Engagement in Social Work Management Education: A Service-Learning Framework
Introduction
Literature Review
Method
Research Design
Sample
Data Collection
Data Analysis
Results
Focus Group Discussion
Critical Incidents
Discussion
Conclusion
References
Chapter 18: Teaching and Learning Challenges in Management Education in Brazilian and German Higher Education Institutions: Implications for Social Work Management Education
Introduction
Teaching and Learning Perspectives in Social Sciences
Challenges in Management Education in Brazilian Higher Education Institutions
Challenges of Management Education in German Higher Education Institutions
Concluding Remarks
References
Chapter 19: The Use of Virtual Reality Roleplay to Improve Communicative and Digital Skills in a Transnational Collaborative Learning Environment: Implications for Teaching and Learning in Social Work Management Education
Introduction: Immersive VR Roleplay for Collaborative Learning
Potentials of Virtual Reality in Higher Education
Virtual Reality Technologies
A Didactical Framework for Implementation of Virtual Reality in Higher Education
Typology of Experimental Use Cases for Immersion and Participation in VR Environments
The Desktop/VR Roleplay and the Hotel Academy Project
Experimentation and Evaluation of User Experiences in the VR Roleplay
Methods
Sample and Data
Procedure and Data Analysis
Results
Pre-Knowledge Questionnaire
Users’ Learning Experiences in the User Experience Questionnaire
Group Discussion and Participatory Observation
Discussion and Practical Implications for VR-Based Learning
Validation of the Didactical Framework
Procedure
Data Collection and Procedure
Results from Framework Validation
Didactics
Organisation
Technology
Economics
Culture
Education System
Institution
Individuals
Conclusions and Recommendations for Social Work Management Education
Practical Recommendation for the Implementation of VR Role Plays
Cross-Institutional Blueprints for the Implementation into Higher Education Institutions
Future Research Directions and Practical Implications for Social Work Management Education
Conclusion
References
Part IV: Concluding Remarks
Chapter 20: Conclusions: Social Work Management Education – Implications, Limitations and Directions for Future Research
Implications for the Development of the Field of Social Work Management Education
Limitations and Directions for Future Research
References