This document discusses social work practice research in Finland. It begins by providing background on the need for clinical training in social work education and the founding of the Heikki Waris Institute in 2000 to combine social work practice transformation, research, and education. The Institute aims to produce knowledge arising from practice through co-development, co-research, and co-learning among various collaboration partners. Methods like experimenting and prototyping are discussed. Findings show collaborative knowledge creation with clients can be empowering and impact professionals. The challenges of teaching practice research to social work students in a collaborative way are also examined.
Cross-Cultural UX Pedagogy: A China–US Partnershipcolin gray
Presented at LearnxDesign 2021
Paper available at: https://www.dropbox.com/s/43n726gpz7vnat1/2021_Lietal_LxD_CrossCulturalUXPedagogy.pdf?dl=0
Abstract: The recent emergence of new undergraduate and graduate design programs with a focus specific to User Experience (UX) offers new opportunities to engage with the complexity of these educational practices. In this paper, we report on a series of ten interviews with students and faculty to describe cross-cultural connections between two UX-focused programs, one in China and one in the United States. Our study includes the perspectives of students who engaged in intercultural UX experiences, as well as the perspectives of the faculty who designed those student experiences through an inter- cultural partnership. We report on how each program was created, developed, and iterated upon, describing program goals and student experiences across both programs from student and instructor perspectives. We demonstrate the complexity of UX educational experiences on an international scale, concluding with opportunities for intercultural engagement and the potential for links among education, profession, culture, and pedagogy.
The student experience of a collaborative e-learning university module. Miche...eraser Juan José Calderón
The student experience of a collaborative e-learning university module
Michele Biasutti
Abstract
The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Likert scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants' perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently; more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants' results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered.
Cross-Cultural UX Pedagogy: A China–US Partnershipcolin gray
Presented at LearnxDesign 2021
Paper available at: https://www.dropbox.com/s/43n726gpz7vnat1/2021_Lietal_LxD_CrossCulturalUXPedagogy.pdf?dl=0
Abstract: The recent emergence of new undergraduate and graduate design programs with a focus specific to User Experience (UX) offers new opportunities to engage with the complexity of these educational practices. In this paper, we report on a series of ten interviews with students and faculty to describe cross-cultural connections between two UX-focused programs, one in China and one in the United States. Our study includes the perspectives of students who engaged in intercultural UX experiences, as well as the perspectives of the faculty who designed those student experiences through an inter- cultural partnership. We report on how each program was created, developed, and iterated upon, describing program goals and student experiences across both programs from student and instructor perspectives. We demonstrate the complexity of UX educational experiences on an international scale, concluding with opportunities for intercultural engagement and the potential for links among education, profession, culture, and pedagogy.
The student experience of a collaborative e-learning university module. Miche...eraser Juan José Calderón
The student experience of a collaborative e-learning university module
Michele Biasutti
Abstract
The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Likert scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants' perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently; more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants' results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered.
Presentation at THE DIGITAL UNIVERSITY
A SYMPOSIUM IN CELEBRATION OF CHEC’S 20TH ANNIVERSARY
30 OCTOBER 2013
CO-HOSTED BY THE UNIVERSITY OF THE WESTERN CAPE
EARLY CAREER RESEARCHERS: THE HARBINGERS OF CHANGE? . Final report from CIBER August 2016 . The project was funded by the Publishing Research Consortium and conducted during the period October 2015 to August 2016 by a team of researchers from the UK, China, France, Malaysia, Poland and Spain. Subject to review, the report provides the results of year one of a three-year project. In addition to this report, a number of other, more detailed reports are available on the CIBER website (http://ciber-research.eu/harbingers.html):
preparing student teachers to integrate ICT in classroom practice: a synthesi...Vrije Universiteit Brussel
The need to better align teachers’ preparation in the integration of ICT with pedagogical issues and curriculum integration is well understood. Practical experiences from across the world sustain such viewpoints while at the same time emphasising the difficulties and challenges faced in the implementation of such programmes. Therefore, it is of great importance to understand the effectiveness of strategies to prepare student teachers. Given the lack of a comprehensive review about these strategies, the purpose of this study is to reveal the most useful strategies for contemporary ICT integration in student teacher education programmes. More specifically, a synthesis of qualitative research was used to locate, critically appraise and synthesise the evidence base (cf. Petticrew, 2001) for interventions to effectively prepare student teacher to integrate ICT in classroom practices.
Distinctions between the Communication of Experiential and Academic Design Kn...colin gray
Design research has historically focused upon collocated design practices where the production of artefacts, collaboration between designers, and designers’ learning practices are geographically bounded. Information and communication technologies are rapidly transforming this territorial context of designing and making by supporting designers to share experiential knowledge with peers online. But it is unclear how experiential design knowledge should be characterized, and how it may be different from academic design knowledge. In this study, we present a mixed-methods analysis to compare experiential design knowledge communicated in two online practitioner-oriented venues and two leading design research journals. We found that the articulation of experiential academic knowledge unsurprisingly differs in multiple linguistic measurements such as patterns of word usage and language formality. However, we also found that these distinctions are not absolute; in certain instances of online argumentation, practicing designers are able to effectively discipline their language use with the purpose of articulation and accuracy. We argue for increased attention to the ways in which online discussions regarding design practices contribute to the construction of design knowledge.
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
Presentation at THE DIGITAL UNIVERSITY
A SYMPOSIUM IN CELEBRATION OF CHEC’S 20TH ANNIVERSARY
30 OCTOBER 2013
CO-HOSTED BY THE UNIVERSITY OF THE WESTERN CAPE
EARLY CAREER RESEARCHERS: THE HARBINGERS OF CHANGE? . Final report from CIBER August 2016 . The project was funded by the Publishing Research Consortium and conducted during the period October 2015 to August 2016 by a team of researchers from the UK, China, France, Malaysia, Poland and Spain. Subject to review, the report provides the results of year one of a three-year project. In addition to this report, a number of other, more detailed reports are available on the CIBER website (http://ciber-research.eu/harbingers.html):
preparing student teachers to integrate ICT in classroom practice: a synthesi...Vrije Universiteit Brussel
The need to better align teachers’ preparation in the integration of ICT with pedagogical issues and curriculum integration is well understood. Practical experiences from across the world sustain such viewpoints while at the same time emphasising the difficulties and challenges faced in the implementation of such programmes. Therefore, it is of great importance to understand the effectiveness of strategies to prepare student teachers. Given the lack of a comprehensive review about these strategies, the purpose of this study is to reveal the most useful strategies for contemporary ICT integration in student teacher education programmes. More specifically, a synthesis of qualitative research was used to locate, critically appraise and synthesise the evidence base (cf. Petticrew, 2001) for interventions to effectively prepare student teacher to integrate ICT in classroom practices.
Distinctions between the Communication of Experiential and Academic Design Kn...colin gray
Design research has historically focused upon collocated design practices where the production of artefacts, collaboration between designers, and designers’ learning practices are geographically bounded. Information and communication technologies are rapidly transforming this territorial context of designing and making by supporting designers to share experiential knowledge with peers online. But it is unclear how experiential design knowledge should be characterized, and how it may be different from academic design knowledge. In this study, we present a mixed-methods analysis to compare experiential design knowledge communicated in two online practitioner-oriented venues and two leading design research journals. We found that the articulation of experiential academic knowledge unsurprisingly differs in multiple linguistic measurements such as patterns of word usage and language formality. However, we also found that these distinctions are not absolute; in certain instances of online argumentation, practicing designers are able to effectively discipline their language use with the purpose of articulation and accuracy. We argue for increased attention to the ways in which online discussions regarding design practices contribute to the construction of design knowledge.
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
EUA focus group hosted by the Open University of Catalonia
Barcelona, 19 January 2018.
By Anna-Lena Claeys-Kulik
Policy Coordinator,
European University Association (EUA)
Sparks Projects is a new EU-funded project, which through exhibitions all around Europe will spread the word about RRI in a creative, arty and innovative way.
Handbook for the integration of the gender perspective in teaching and researchSUPERA project
Presentation held by Maria J. Pando - Canteli and Pilar Rodriguez (Universidad de Deusto) during the SUPERA Final Conference, organised by SUPERA on 25 March 2022.
Authentic learning, emerging technologies and graduate attributes: Experience...husITa
Internationally, there has been increasing concern by educators regarding developing graduate attributes such as critical scholarship, citizenship and lifelong learning to prepare students as agents of social good dealing with the complexity and uncertainty of the twenty-first century (Barnett, 2004). Conventionally, universities have used constructive alignment (Biggs, 2012) as a means of embedding graduate attributes such as the development of critical and reflective skills into the curriculum. However, the possibility of applying the nine principles of authentic learning (Herrington, Reeves, & Oliver, 2010) within the social work curriculum to facilitate the development of graduate attributes, has not been fully explored in the higher education or social work (SW) education literature. This paper addresses this gap in the literature by examining how the use of authentic learning principles by social work educators could lead to desired graduate attributes for students. In investigating the potential that authentic learning may have for developing graduate attributes SW education, this paper draws on in-depth interviews about authentic learning which were conducted with five South African SW educators from three differently placed higher education institutions. These interviews were part of a larger national study, which investigated the role that emerging technologies (ET) >Veletsianos, 2011) can play in improving teaching and learning in higher education. The transcripts of the interviews were analysed by the authors to establish whether or not authentic learning principles identified by Herrington et al. (2010) and ETs have the potential to develop desired graduate attributes in students. The findings revealed not all nine elements of authentic learning and ET existed in the case studies.
Presentation of the workshop "RRI Tools" by Viola Pinzi, held during the 9th Science Projects Workshop in the Future Classroom Lab, Brussels, 6-8 November 2015
Aikuisille soveltuvan psykososiaalista kokonaishyvinvointia kartoittavan mittarin esittely. Mittarin ovat kehittäneet pääkaupunkiseudun kuntien aikuissosiaalityön asiantuntijat ja Soccan tutkija Petteri Paasio.
Teos sisältää Pääkaupunkiseudun varhaiskasvatuksen kehittämisyksikkö VKK-Metron leikin kehittämiskauden keskeiset oivallukset ja liikahdukset. Leikki ei enää istahda ja nuupahda omaan ryhmätilaan, vaan kiemurtelee liikuntasaliin koko talon yhteiseksi leikkikokemukseksi, hypähtelee lähimetsään jokapäiväiseksi kertomuspedagogiseksi tapahtumaksi ja sitoo perheet yhteiseen puuhailtapäivään.
Leikkiä ja leikillisiä oppimisympäristöjä kehitettiin vuosina 2014-2016.
Teos sisältää leikin kehittämiskauden keskeiset oivallukset ja liikahdukset. Leikki ei enää istahda ja nuupahda omaan ryhmätilaan, vaan kiemurtelee liikuntasaliin koko talon yhteiseksi leikkikokemukseksi, hypähtelee lähimetsään jokapäiväiseksi kertomuspedagogiseksi tapahtumaksi ja sitoo perheet yhteiseen puuhailtapäivään.
Towards humane organizations -Ethics of Care in Encountering Families with In...Socca_osaamiskeskus
Professor of Social Work Brigid Featherstone, University of Huddersfield
Puheista tekoihin! Ylisukupolvisten ongelmien kohtaaminen ja
ehkäiseminen lastensuojelussa ja sosiaalipalveluissa -seminaari
6.11.2015
Johtava sosiaalityöntekijä ja sosiaalityön jatko-opiskelija Teija Karttunen
Puheista tekoihin! Ylisukupolvisten ongelmien kohtaaminen ja
ehkäiseminen lastensuojelussa ja sosiaalipalveluissa -seminaari
6.11.2015
Laste kaltoinkohtelun tunnistaminen ja pysäyttäminen - kansainvälisen kirjall...Socca_osaamiskeskus
Professori Eija Paavilainen, Tampereen yliopisto
Puheista tekoihin! Ylisukupolvisten ongelmien kohtaaminen ja
ehkäiseminen lastensuojelussa ja sosiaalipalveluissa -seminaari
6.11.2015
Professor Kate Morris
Puheista tekoihin! Ylisukupolvisten ongelmien kohtaaminen ja
ehkäiseminen lastensuojelussa ja sosiaalipalveluissa -seminaari
6.11.2015
Kehittämispäällikkö Laura Yliruka, Soccan Heikki Waris -instituutti
Puheista tekoihin! Ylisukupolvisten ongelmien kohtaaminen ja
ehkäiseminen lastensuojelussa ja sosiaalipalveluissa -seminaari
6.11.2015
What is the point of small housing associations.pptxPaul Smith
Given the small scale of housing associations and their relative high cost per home what is the point of them and how do we justify their continued existance
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Canadian Immigration Tracker March 2024 - Key SlidesAndrew Griffith
Highlights
Permanent Residents decrease along with percentage of TR2PR decline to 52 percent of all Permanent Residents.
March asylum claim data not issued as of May 27 (unusually late). Irregular arrivals remain very small.
Study permit applications experiencing sharp decrease as a result of announced caps over 50 percent compared to February.
Citizenship numbers remain stable.
Slide 3 has the overall numbers and change.
This session provides a comprehensive overview of the latest updates to the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly known as the Uniform Guidance) outlined in the 2 CFR 200.
With a focus on the 2024 revisions issued by the Office of Management and Budget (OMB), participants will gain insight into the key changes affecting federal grant recipients. The session will delve into critical regulatory updates, providing attendees with the knowledge and tools necessary to navigate and comply with the evolving landscape of federal grant management.
Learning Objectives:
- Understand the rationale behind the 2024 updates to the Uniform Guidance outlined in 2 CFR 200, and their implications for federal grant recipients.
- Identify the key changes and revisions introduced by the Office of Management and Budget (OMB) in the 2024 edition of 2 CFR 200.
- Gain proficiency in applying the updated regulations to ensure compliance with federal grant requirements and avoid potential audit findings.
- Develop strategies for effectively implementing the new guidelines within the grant management processes of their respective organizations, fostering efficiency and accountability in federal grant administration.
A process server is a authorized person for delivering legal documents, such as summons, complaints, subpoenas, and other court papers, to peoples involved in legal proceedings.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
The transforming methods of collaboration and social work practice research
1. 1
MIRJA SATKA, LAURA YLIRUKA,
HEIDI MUURINEN, KATI PALSANEN,
AINO KÄÄRIÄINEN
UNIVERSITY OF HELSINKI & HEIKKI
WARIS INSTITUTE AT SOCCA, HUS
NEW YORK JUNE 11TH, 2014
The transforming methods of collaboration
and social work practice research
2. M I R J A S A T K A
2
The transforming methods of
collaboration and social work
practice research
3. Background for the birth of the Finnish model
of Social Work Practice Research
The need for clinical (practical) training as an
element in social work MA education was widely
discussed since 1972.
1986-86 City and University of Helsinki had a joint
research program ’Social worker as knowledge
producer’ with the aim to gain practice-based
knowledge for a social political strategy of the City
(1989) followed by the joint planning of Heikki
Waris institute (2000)for the development of
urban social work.
3
4. Mutual interests behind Heikki Waris institute,
founded 2000 (Kananoja 2010)
University: need for a new structure which can
intermediate in the social relations of research,
teaching and social work practices.
City: need for knowledge and innovations in urban
social issues; need for skilled social work
practitioners .
Social work profession: need for new methods for
transforming urban social work practices.
4
5. Heikki Waris Institute
HWI aims 1) to combine the transformation of urban
social work practices and 2) research activities with
3) the university education of professional social
workers.
In this context, Social Work Practice Research
means knowledge production arising from social
work practices; it includes the cyclic processes of co-
development, co-research and co-learning.
5
6. The Web of collaboration partners in social work
practice research at HWI
Managers Politicians
Work-teams
at Social
Welfare
Agencies
Students
Citizens &
Communities
Practice
teachers at
SW
Agencies
University
teachers &
professors
Service users
Experts by
experience
6
7. H E I D I M U U R I N E N
Experimenting –
A Method of Collaboration in Social
Work Pratice Research
7
8. Background
”We shape the buildings and the
buildings shape us.”
-Winston Churchill
”We shape the buildings and
the building shape us.”
-Winston Churchill
8
9. What is experimenting and prototyping?
Used in industrial design and in service-design
Starts by defining the big problem to be solved or
the aim to be reached – dream big!
Designing an experiment that
1) tests a hypothesis or
2) helps to collect more ideas to solve one part of the
problem
Visualizing the idea into a protype – trying out
small!
9
11. Based on Pragmatism
Experience is created in the interaction with
environment
When we act, the environment responds and we
experience this responce
When our action is disturbed, we need to reflect our
habits/action
11
12. How can this be used in social work
practice research?
Six cases during the project
Data consists of 7 employees interviews and 6 service
users short interviews
12
13. Conlusions of experimenting as
a method of collaboration
Quick, flexible, motivating, realistic to carry out
Changes the practice
Eases participation and collaboration
Enables co-learning process
Reveals the human and non-human agency:
makes it possible to research actants you cannot
interview
Provides different kind of knowledge than
questionnaires or interviews
13
14. Conclusions of experimenting as
a method of collaboration
Requires:
Leadership of the process
Commitment of the unit
Understanding the method
(failing is succeeding and small is big)
Continuum and iteration
14
16. K A T I P A L S A N E N
Collaborative knowledge creation
– How can we increase collaborative
knowledge creation with clients?
16
17. Background of the project idea
The idea was discovered in a former practice
research project between social workers and clients.
Clients were empowered by the opportunity to be
heard and to make a difference with their own
experiences.
Can this kind of collaborative approach
become a tool to develop social work in child
protection and adult social work services?
17
18. 18
Pilot communities
• Immigrant mothers
Pilot 1
Adult social work
• Young adults
Pilot 2
Adult social work
• Young people
• Parents
Pilot 3
Child protection
• Young people
Pilot 4
Child protection
• Parents
Pilot 5
Child protection
19. The principles of
collaborative knowledge creation
acting within a relationship
voluntary participation
Empowerment
equal and open expertise
Trust
cooperation and co-planning
influencing
ethics
19
20. Findings
From clients’ viewpoint: collaborative knowledge
development is empowering. It increases control over
their lives and improves their self-image and self-esteem.
They have reported changes, such as increased
willingness to go to school or to work.
They even see themselves as citizens in a new light; they
do not feel any longer ‘clients’ but also, and primarily,
experts by experience.
The most important findings: the action itself, from
their viewpoint, it is the most effective social work.
20
21. Findings
The activities have also effectively influenced the
professionals, experts and politicians who have
worked with these service users and listened to them.
Working with the service users has sparked a new
kind of professional developments in social workers,
who have reported that their well-being at work has
increased significantly.
21
22. Conclusions
We consider collaborative knowledge creation as
social innovation
It is crossing the traditional boundaries in the field of
social work and welfare services
It promotes innovative democracy
It challenges social workers - and more!
22
23. L A U R A Y L I R U K A
How do we teach Practice Research in collaborative
relationships for MA social work students?
23
24. The question behind practice research course:
How should the we teach the research
methodological and professional skills and
competencies, in order to create dynamic and alive
relationship and forum for university teaching and
social work agencies for knowledge creation
purposes? (Kääriäinen 2012, Karvinen-Niinikoski
2005)
24
25. • Practice research study unit is part of Master´s degree
in Social Work.
• The unit is equivalent to 16 credits and the work takes
about 8 to 10 months to be completed.
• The study period contains four phases: 1) lectures of
doing practice research and making a study plan, 2)
students gather research data during a two-month
collaborative practice research period and 3) students
write a research report 4) the results are shared in
different collaborative forums.
• A further goal and objective is to strengthen research
mindedness in our students.
25
How is practice research taught
at the University of Helsinki?
27. Study about practice research course
Aino Kääriäinen (2012)
Data:
25/28 students wrote an essay about the
experiences from the course.
1)Me as an researcher, 2) My professional identity
3) What did I learn, the benefits 4) Negative
experiences 5) The participation of social work
agency.
28 practice research reports.
27
28. • The goal is to develop professional identity towards reflective,
research minded expertise.
• Practice research has mainly been a rewarding experience for
social work students.
• Students need to be quite independent in conducting a piece of
study but also able to collaborate with social workers and clients
throughout the process.
• "My development towards professional social worker has been great. I feel that I
can use my experience to develop my work later on in the future. The seeds of
research have been planted in me."
• ”As an employer we greatly appreciate a social worker who is competent to make a
study when needed, and is able to deal with various data at workplace. Hereby we
feel better equipped for the uncertain future.”
28
Outcomes
29. Future challenges
Practice research course is a mutual effort of The
Web of collaboration partners.
We have decided to focus during the next three year
period on the common theme:
How to break off intergenerational social
exclusion?
Practice research course is connected to the
developmental work in social work agencies
concerning that theme.
Developmental work in social work agencies are
alinged with the strategies of involved cities.
29
30. PROF. MIRJA SATKA
UNIVERSITY OF HELSINKI
HEIKKI WARIS INSTITUTE
AT SOCCA
The viewpoint of researcher social workers
in the Social Work Practice Research collaboration
relationships at Heikki Waris Institute
30
31. The research data
Focus group interviews of the recent reseacher social
workers at HWI 2009-13.
Questionnairs filled by the same informants.
Content analysis of the R&D publications of the six
most recent practice research projects completed by
the same informants.
31
32. Two questions
32
1. What is practice research agency like
from the viewpoint of a researcher
social worker?
2. How have the researcher social workers
experienced the relationship of research
and developmental work in their daily
practices?
33. Social work practice research agency
- the viewpoint of researcher social workers
Collaborative knowledge creation presumes:
1) Well-defined aims & tasks and supervision;
2) Stimulating, research-oriented and intellectually
supportive environment with role models;
3) Possibility for dialogical exchange and pre-testing of
the novel ideas in practice research communities;
4) Outcomes which inform and indicate the powers and
possibilities for change in social practices.
33
34. Important events for meaningful personal
learning as RSW
Some examples
1. Teaching social work students;
2. Experiencing the consequences of data gathering in
the informants/participants’ life;
3. Experimenting change in the daily routines of a
social welfare agency;
4. Struggles for balance between research tasks and
developmental tasks.
34
35. R&D relationship in social work practice research
Finnish Practice Research commonly consists of
developmental work and of research tasks.
How they become combined depends on the aims,
the chosen theoretical – methodologiacal approach,
and the intrests of the stakeholders.
35
36. R&D relationship in
social work practice research process
The aims for R&D are different, also the role of the
researcher social worker is varied when working with
them;
In development phase the focus is on the
relational matters and process management;
In research phase the work is focused on data
processing, data analyses and writing in which - in
the end - the whole process is typically re-reflected
by the researcher social worker(s).
36
37. A way to future?
1. Methods of collaboration will expand and evolve; new collaborative
innovations will be discovered.
2. Collaboration with NGO’s is goig to strenghen.
3. Promotion of local democracy and dialogue between service users,
social workers, and communities will be emphasized.
37