Successful Social Work Educators Engaged in Practice

Abstract

Engaging in practice can be costly to social work educators facing university tenure and promotion reviews, in which practice is neither expected nor valued highly. Yet, maintaining a practice contributes to the relevance of an educator's efforts to prepare students to practice. Handling the resulting dilemmas can be difficult. Data from 104 educators evaluated as effective researchers, teachers, and practitioners show that all three areas must be related closely, that beginning educators must accept the need to do research but not omit practice, and that personal costs are to be expected. Outcomes of professional recognition and personal satisfaction are deemed ample.