Article 2016

Competency-based Education: Evidence from Social Work Postgraduates from Five Universities in China

GY
Guo, Yu
 FK
Findley, Katie C.
 HC
Huang, Chienchung
 LS
Lu, Shuang
 WY
Wang, Yuqi
Asian Social Work and Policy Review
Journal · Vol. 10 · Issue 3 · pp. 280-294
Abstract

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. © 2016 John Wiley & Sons Australia, Ltd

Keywords

Author Keywords

Competency Social work education China post-graduate student

Index Keywords

Author Affiliations
Renmin University of China, Beijing, China
Rutgers University–New Brunswick, New Brunswick, NJ, United States
Funding & Acknowledgements
No funding information
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