Abstract
Abstract : This research presents a theoretically informed analysis of field instruction in social work education. Keys constructs from systems theories in the social sciences were used to inform a unique examination of system interactions and relationships in field instruction in social work education. Characteristics from general systems theory, complex and chaos theory, ecological systems, organisational and family systems’ theories were used to support a systems analysis of field instruction systems. This research identifies and describes the elements and processes in field instruction, analyses field instruction systems as social systems, identifies the factors that optimise or hinder student learning, and finally recommends a systems-informed framework for field instruction. This qualitative research employed a multi-case-study design, purposively sampling three diverse field instruction systems at universities across South Africa. In this way, a heterogeneous and diverse sample of rural, semi-rural and urban geographical sites, each with its models of placements and unique characteristics, was obtained. Individual and group interviews were used to gather data from practice educators, students, student supervisors, placement agencies and alumni. This diverse sample group, together with a study of relevant documentation from the sites, supported the maximum variation technique and trustworthiness in case study designs. Coding of the data followed a three-step process: open and in vivo coding, grouping the codes by using axial coding and finally classifying the data into themes as part of a selective coding process. The findings of the research indicate that field instruction systems operate as social systems, displaying properties from general systems theory, of equifinality and multifinality where single or multiple causes and actions produced different effects or outcomes. This property of cause and effect was evident in the systems’ attempts to adapt to changes or maintain a state of homeostasis between the challenges faced and the available resources. Field instruction systems are dynamic, goal-directed and contain features of cybernetic theory, where input relating to policies, behaviour and field instruction placements affected throughput in terms of placement monitoring and supervision processes, and output by means of demonstrated skills, knowledge and patterns of behaviour. Linear feedback and non-linear feedback loops were evident in the different levels of communication within the various subsystems. Constructs from ecological systems theory were evident in student learning and relationships at the micro and meso levels, particularly with systems of power and influence. The scholarship of teaching and learning in the final year field instruction module in social work education requires a dynamic and coordinated effort by the university to ensure that graduates are practice-ready. Recommendations are offered for systems-informed frameworks for governance, ...
D.Litt. et Phil. (Social Work)