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Competency‐based Education: Evidence from Social Work Postgraduates from Five Universities in China
Author(s) -
Guo Yu,
Findley Katie,
Huang ChienChung,
Lu Shuang,
Wang Yuqi
Publication year - 2016
Publication title -
asian social work and policy review
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.286
H-Index - 13
eISSN - 1753-1411
pISSN - 1753-1403
DOI - 10.1111/aswp.12096
Subject(s) - social work , china , context (archaeology) , work (physics) , core competency , medical education , social change , psychology , pedagogy , political science , management , medicine , engineering , biology , mechanical engineering , paleontology , law , economics
Social work education in China has undergone rapid development during last two decades. However, methods to define, measure, and evaluate social work students' competency remain largely unexplored. In this study, we evaluated competency in graduate social work students in China and examined factors that impacted competency, based on learning theory. Findings indicated that knowledge and skills learned in class, field placement, and social context all have effects on competency. How students think about individual development and the social work profession has the most significant effect. These findings carry implications for social work education in the Chinese context. The rapid development of social work education in China requires the effective measurement and evaluation of students' core competencies.