TY - JOUR
T1 - ‘Becoming’ and ‘being’ a student
T2 - understanding the educational journey of social work students on work-based learning degrees in universities
AU - Hamilton, Ruth
PY - 2021/12/29
Y1 - 2021/12/29
N2 - Based on a PhD study, this article explores the experiences of students living in Cumbria and North East England who were undertaking one of two work-based learning social work degrees, one at a local face-to-face university the other at a national distance learning university. Whilst there is a long history of universities in England providing work-based learning routes in social work education, 2010 witnessed a revitalisation with the introduction of graduate schemes followed by apprenticeships in 2018, all situated within local authorities. The article focuses in particular on the significance of identity for work-based learners during their educational journey of ‘becoming’ and ‘being’ a student. By drawing on identity theory, the article analyses how identity is an important concept in understanding the challenges and opportunities for this group of students on their educational journeys into and through higher education. This includes learning for social work education providers about understanding the particular experiences of work-based learners and how to deliver social work education effectively for this group of students. The findings are relevant beyond England particularly as universities move to a more socially distanced mode of delivery as a result of the Covid-19 pandemic.
AB - Based on a PhD study, this article explores the experiences of students living in Cumbria and North East England who were undertaking one of two work-based learning social work degrees, one at a local face-to-face university the other at a national distance learning university. Whilst there is a long history of universities in England providing work-based learning routes in social work education, 2010 witnessed a revitalisation with the introduction of graduate schemes followed by apprenticeships in 2018, all situated within local authorities. The article focuses in particular on the significance of identity for work-based learners during their educational journey of ‘becoming’ and ‘being’ a student. By drawing on identity theory, the article analyses how identity is an important concept in understanding the challenges and opportunities for this group of students on their educational journeys into and through higher education. This includes learning for social work education providers about understanding the particular experiences of work-based learners and how to deliver social work education effectively for this group of students. The findings are relevant beyond England particularly as universities move to a more socially distanced mode of delivery as a result of the Covid-19 pandemic.
KW - Work-based learning
KW - social work education
KW - structural symbolic interactionism
KW - student identity
KW - Social Sciences (miscellaneous)
KW - Education
UR - http://www.scopus.com/inward/record.url?scp=85122133517&partnerID=8YFLogxK
U2 - 10.1080/02615479.2021.2021169
DO - 10.1080/02615479.2021.2021169
M3 - Article
JO - Social Work Education
JF - Social Work Education
SN - 0261-5479
ER -