Enhancing practitioner-led education in social work: developing a secondment project

Cavener, John, Phillips, Carrie and Shenton, Felicity (2020) Enhancing practitioner-led education in social work: developing a secondment project. Social Work Education, 39 (3). pp. 350-361. ISSN 0261-5479

Enhancing practitioner-led education in social work - John Cavener - AAM - Social Work Education June 2019.pdf - Accepted Version

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Official URL: https://doi.org/10.1080/02615479.2019.1626817


This paper illustrates the development of a secondment project designed to enhance practitioner-led social work education in a Higher Education Institution. The project was developed as part of a Teaching Partnership initiative to establish joint working and standardized approaches to social work education between Higher Education Institutes and Local Authorities across a UK region. Highlighted is how the project utilized a six-stage strategy designed to gather information to produce an evidence-base to support the implementation of a pilot practitioner secondment arrangement. The paper discusses strategies used to gather information from a range of stakeholders to inform the project, the project outcome and some considerations for future secondment arrangements. Contributing to a limited source of literature, challenges and limitations of developing formal secondment arrangements and delivering practitioner-led education in Higher Education Institutes are highlighted. This paper will assist Higher Education Institutes and Local Authorities in the design and implementation of formal secondment arrangements where these are identified as in need of development.

Item Type: Article
Uncontrolled Keywords: Practitioner-led education, seconded practitioner-lecturer, teaching partnerships
Subjects: L500 Social Work
X900 Others in Education
Department: Faculties > Health and Life Sciences > Social Work, Education and Community Wellbeing
Depositing User: Elena Carlaw
Date Deposited: 10 Jun 2019 11:13
Last Modified: 31 Jul 2021 11:18
URI: http://nrl.northumbria.ac.uk/id/eprint/39596

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