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Traditional approaches to social work field education are being tested due to increasing enrolments, increased competition for placements and reduced availability of social work supervisors. This article presents research findings of one Victorian University's off-site supervision (OSS) model, which examined the experiences of students, off-site supervisors, task supervisors (TS), and the University Field Education (FE) team. Three themes were identified: the benefits, challenges, and opportunities for the development of the OSS model. Nearly all student participants reported good to excellent OSS experiences, could see the merits in external group supervision, and reported having a good placement. However, there is still a perception among students that on-site supervision is preferred over OSS despite many not having experience of the former. IMPLICATIONSThe research results suggest greater valuing of the OSS model within The Australian Social Education and Accreditation Standards (ASWEAS).Adequate resources, role clarity, alignment of off-site supervisors with placement context, and effective communication processes are required for off-site supervisors to provide quality placement opportunities.Further research involving stakeholders experienced in both on-site supervision and OSS models is needed into the benefits and limitations of both approaches. The research results suggest greater valuing of the OSS model within The Australian Social Education and Accreditation Standards (ASWEAS). Adequate resources, role clarity, alignment of off-site supervisors with placement context, and effective communication processes are required for off-site supervisors to provide quality placement opportunities. Further research involving stakeholders experienced in both on-site supervision and OSS models is needed into the benefits and limitations of both approaches.

An Off-Site Supervision Model of Field Education Practice: Innovating While Remaining Rigorous in a Shifting Field Education Context