Selling social work education (2) credit when credit is due: A “three year” framework for social work education
Abstract Three year training courses are the ultimate goal for social work education. But changes in the funding of higher education will require more aggressive marketing strategies. It is necessary to consider alternatives to the full-time model beyond the conventional part-time approach. Three schemes for credit exemption are described. Educational opportunity with potential appropriate for social work education exists outside formal course provision. A proposal is made for the incorporation of agency inservice training provision and part-time adult education study into basic qualifying courses, adapting existing precedents and extending the programme provider model. It is suggested that although political obstruction will prevent an early move to a three year model, some of the mechanisms proposed could be incorporated into current planning to safeguard intellectual standards.
Approved social work training
Abstract This paper (in two parts) describes the organisation of the North West Partnership ASW Training Consortium and the advantages of a consortia approach. The ASW course and other courses developed in association with it are described as staff development exercises. High quality training, direct work with people with mental health problems and adequate managerial support are three important factors in the improvement of mental health social work practice.
Gender Differences in Predicting Productivity of Faculty
Since the 1960s, the overall proportion of female faculty in higher education has increased significantly, from 20 percent in 1969 to 27 percent in 1984, although this improvement is not reflected in all disciplines (Ransom, 1990). In journalism, the percentage of women faculty rose from 10 percent in 1969 to 30 percent in 1984.' Despite these gains, the recent literature demonstrates that female faculty must still face a number of inequity issues (Hensel, 1990; Maitland, 1990; Moore & Sagaria, 1991). In the journalism and mass communication field, several studies have pointed out that female faculty members are less likely to be tenured (Fedler, Counts, & Smith, 1984; Grunig, 1987) and earn less than their male counterparts, controlling for such intervening variables as rank, years of teaching experience, and educational level (Stuart & Dickey, 1986; Weaver & Wilhoit, 1988; see also Fedler et al., 1984; Kelly, 1989; Stuart & Dickey, 1991). One should add, though, that this salary differential tends to be small after controls. Provided that some job inequalities persist between male and female faculty in schools and departments of journalism and mass communications, the next question we need to address is why? Research on academic women in U.S. universities has suggested that such a differential treatment occurs because female faculty tend to publish less than their male colleagues ( e g , Centra, 1974; Chamberlain, 1988; Fulton, 1975; Seeborg, 1990; Simeone, 1987). Some discipline-specific studies have also reported that male faculty members are significantly more productive than their female counterparts in education (e.g., Lipman-Blumen, Stivers, Tickamyer, & Brainard, 1975) and psychology (e.g., Bronstein, Black, Pfennig, & White, 1986; Guyer & Fidell, 1973). But again these differences are often small or tend to disappear when such controls as rank and academic experience are introduced. In journalism and mass communications, however, there is some evidence that female faculty are closing the publication gap. A growing number of content analyses have revealed a continuous increase in female authorship since the 1960s (Cooper, Stewart, & Friedley, 1985, 1990; Dupagne, Potter, Cooper, & Dashiell, 1991; Sharp, Turk, Einsiedel, Schamber, & Hollenback, 1985) . More recently, Dupagne, Potter, and Cooper (in press) have investigated authorship patterns by gender in eight leading communication journals from 1965 to 1989. They found