The Impact of an International Social Work Teaching Model on Students' Self-Efficacy

The impact of an international social work teaching model on students’ self-efficacy

Abstract

Background: As local and global issues become more intertwined, it is crucial for social work professionals to gain better understanding of significant global issues and be prepared to engage in global social development. By analyzing the contribution of a course with international content and experiential learning component to students' self-efficacy, this study aims to improve knowledge about the ways to prepare social work students for international social work practice.

Methods: Using a quasi-experimental design, the authors measured changes in self-efficacy for social work students enrolled in the course using a pre- and post- course evaluation survey. The course design provided an option for a one-week study tour to Haiti, during spring break.

All students in the class were invited to participate in this study. A total of 15 pre- and 14 post-course completed surveys were collected (response rate: 93.3%).

Students’ self-efficacy was measured as self-assessed confidence with (1) knowledge:  understanding content on 11 specific global concepts and issues; and (2) practice: applying 5 different skills relevant for international social development. To measure changes in self-efficacy two-tailed paired sample t-tests were conducted.

Results: There was a significant increase in students' self-efficacy in all areas, including international development (pre-test M=2.64, SD= 1.15; post-test M=6.00, SD=.58; t(12)=11.89, p<.001), and globalization (pre-test M=6.743, SD= 1.53; post-test M=5.85, SD=.80; t(12)=6.74, p<.001). Among skills, capacity mapping (pre-test M=2.54, SD=1.61; post-test M=6.14, SD=1.10; t(12)=6.30, p<.001) and stakeholder analysis (pre-test M=3.14, SD= 1.75; post-test M=6.07, SD=.73; t(13)=6.33, p<.001) were the most improved areas. Students’ confidence with knowledge on globalization (pre-test M=3.67, SD= 1.51; post-test M=6.00, SD=.45; t(4)=13.88, p<.001) was higher for the study tour participants (n = 7) compared to non-participants (n = 8). Study tour participants were also most confident in understanding and ability to utilize capacity mapping (pre-test M=2.00, SD= 1.23; post-test M=6.50, SD=.55; t(4)=7.33, p<.005) and stakeholder analysis (pre-test M=3.67, SD= 1.23; post-test M=6.17, SD=.75; t(5)=5.84, p<.005). Over two third of the non-participants of the study tour (62.5%) stated that they would have had more in depth experience/ability to apply international social work concepts to the practice should they participated in the study tour.

Implications: While the small N and the specific context of this course do not allow for any generalizations, there are a few implications for research and practice that these findings suggest:

Due to the limitations of self-efficacy measures, further research is needed to identify factors contributing to an effective transfer of knowledge and skills that best prepare students to work in international social development/social work upon graduation. However, one important finding suggests that field applications (the ability to apply concepts in practice settings) contribute greatly to preparing students for practice. To expand social work students’ understanding of global issues, and provide them with relevant skills for addressing such issues, it is important to explore ways in which experiential learning components can be added to enhance learning and increase students self-efficacy and readiness for international social work practice.