Earning and learning
DOI:
https://doi.org/10.1921/swssr.v17i2.547Keywords:
<i>social work</i>, <i>higher education</i>, <i>part-time education</i>, <i>student retention</i>, <i>professional qualification</i>, <i>secondment</i>, <i>workforce planning</i>Abstract
Although there is widespread interest in social work education, very little of this has focused on the position of part-time students. This study reports on retention rates among social work students registering for part-time study between 1995-1998 in England, since this time-span is one where student characteristics were collected and can be anonymously linked to data about their chosen programme of study. It shows that students supported by employers were less likely to withdraw before completing their studies. However, access to secondment was differential with students with disabilities appearing to be less likely to be seconded or sponsored. The implications of these findings are discussed in light of new and sometimes controversial routes to social work qualifications in England.
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Published
2014-10-06
How to Cite
Moriarty, J., Manthorpe, J., & Hussein, S. (2014). Earning and learning. Social Work and Social Sciences Review, 17(2), 93-111. https://doi.org/10.1921/swssr.v17i2.547
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