Paper one presents finding from a 2020-2021 GADE Quality Guidelines Survey, which was a cross-sectional survey of social work faculty, administrators, and doctoral students regarding their perceptions of the elements of quality doctoral education. Participants reported their perceptions of a high-quality social work PhD program curriculum. They reported the importance of educational outcomes and policies related to research and statistics, theory, policy, technology, race, equity, and inclusion, mentoring, and in a high-quality Ph.D. program. There was a high degree of agreement across groups as to the characteristics of quality doctoral programs.
Paper two presents findings from a study of the GADE curriculum affiliated social work doctoral programs (N=85). There is variability in courses offered across PhD curricula with a noticeable absence of specific research courses, use of GADE Quality Guidelines in the formation of curricula, and noticeable gaps in courses, in theory, social work profession, and history policy. There is also a lack of course content on DEI, values, and ethics, as well as a lack of consistent education in pedagogy. Implications are that graduates are not prepared with disciplinary knowledge to be stewards of the social work profession.
Paper three uses data from the 2020 GADE Director Survey, examination of the similarities and differences between PhD and Professional Practice Doctoral Programs (DSW) program was undertaken. Findings indicate similarities and differences between the two types of programs in their emphasis on preparing graduates to educate future social work professionals and contribute to social work knowledge. In general, PhD programs focus on building studentsâ€™ research capacities, including interdisciplinary research and leadership in higher education and research-oriented organizations. In contrast, DSW programs prepare students to contribute to clinical expertise, leadership in non-academic settings, and advancing social work practice at multiple levels.