Action learning in social work education

ABSTRACT

Social work education must address the challenges of practice while fostering a supportive environment that encourages professional curiosity and self-reflection among students. Social work placements are essential in supporting students to integrate course content with real-world scenarios, and the practice learning modules bridge the gap between academic knowledge and social work practice. It is crucial for educators to consider diverse teaching methods and create opportunities for shared learning and critical reflection. Action learning can facilitate this by providing a framework for practical learning transfer and structured reflection. Incorporating action learning sets into a social work curriculum can better prepare students for practice, strengthen their professional identity, and enhance their social, emotional intelligence and resilience.

KEYWORDS:

• Social work education
• action learning
• practice learning
• student identity
• student wellbeing

Background

The social work degree was launched at University College Jersey in September 2019. The course was the first of its kind on the island. It was introduced in response to The Report of the Independent Jersey Care Inquiry (2017) into the abuse of children in the island's care system over many years, which concluded with 8 key recommendations. The Government of Jersey and University College Jersey, in partnership with the University of Sussex, introduced the new social work degree in response to Recommendation 4: Building a sustainable work force.

The social work course was designed to enable students to study locally, gaining deeper understanding of the social work profession within relevant historical, political and practice contexts unique to Jersey. In 2023 the course was revalidated with The University of Plymouth in response to the needs of the island. The new course takes a hybrid approach to learning, incorporating online resources to allow students to pursue the degree while maintaining employment. This approach particularly benefits professionals in the health and social care sector, enabling them to advance their careers by studying social work. The development of the new course encompasses a more diverse range of teaching and assessment methods to widen participation.

In a bid to ensure up-to-date industry knowledge and local experience, University College Jersey advertised for social workers who had practiced in Jersey, to lecture on the course. In 2021 it was agreed that I would undertake the part-time role of Social Work Lecturer on the course, alongside my role coordinating the Assessed and Supported Year in Employment (ASYE) in Children’s Social Care Services. It is within this context that I was first introduced to the concept of action learning.

My journey into action learning

In 2022 Jersey was anticipating the first cohort of locally trained ‘home grown’ newly qualified social workers. At that time, as ASYE Coordinator, I was developing the new ASYE Programme in statutory services. I completed the ‘Introduction’ and ‘Foundation in action learning’ ILM courses through the Centre for Action Learning which was funded by Skills for Care, with a view to embed action learning in the ASYE Programme. I completed the course with a group of ASYE Coordinators from across the UK. We participated in, and later facilitated action learning sets together as part of the course.

As a more established group, we became accustomed to the action learning process, and it became more of a ‘way of working – even a philosophy’ (Abbott and Taylor 2013, 11). In this sense, I felt that the action learning ethos very much aligned with the social work profession, as De Montigny (1995) once claimed: ‘being a social worker is not just a job. It’s a way of life’ (cited in Webb 2017, 8).

Personally, I found that action learning sets helped me to develop my professional identity, which was important in an isolated role. The sets helped me to learn from others, and to process some of the questions I was experiencing at the time, given that the social work degree and the ASYE Programme were in their early stages of development. Through this experience, I understood the value of action learning and what it can offer to newly qualified social workers, which has been well documented (Baines 2020; Dunphy 2010; Wells, Animashaun, and Gibb 2017).

At that time, I was a part-time lecturer at University College Jersey, where I was the module lead for the ‘practice learning’ module, which runs alongside the social work placement. I found myself questioning, what would happen if we introduced action learning to social work students before they qualify? I started to consider how action learning might compliment, even enhance the practice learning module, and bridge the gap between theory and practice. The aim of my account of practice is to develop a rationale for the use of action learning in social work education, specifically in relation to practice learning and social work placements.

Why practice learning modules?

Cleak, O’Connor, and Roulston (2023, 742) state that placements are ‘integral to the development of social work students’ competence and professional identity’. It has been highlighted that social work education has to be ‘informed by the challenging realities of frontline practice’ (Lane 2023, 40) and that it offers an ‘important space where to build critically self-reflective practitioners’ (Sicora 2019, 63). However, social work placements should be accompanied by structured teaching, and they should be aligned to what students study in university settings (Cleak, O’Connor, and Roulston 2023). It is the practice learning module, which makes ‘a significant contribution in bridging the gap between the academic world and the realities of current social work practice’ (Lane 2023, 33). In what follows, I will propose that action learning offers a vehicle to achieve this, given the opportunities for reflection, process of learning and the transfer back to the workplace (Abbott and Taylor 2013, 22). Research has also highlighted that students would value more group tutorials and shared learning experiences as part of practice learning, highlighting a want for more ‘formal opportunities to meet other students’ (Cleak, O’Connor and Rouls, 2023, 740). Group supervision can offer students these opportunities, however Abbott and Mayes state that this can be enhanced by taking an action learning approach, as it has been linked to ‘transformational learning at a deeper level’ (2014, 75). I have previously used various models of group supervision as part of the practice learning modules, including action learning sets and students have responded well. However, my aim is to fully embed a programme of action learning into the social work degree going forward with these modules, which will involve undertaking the role of ‘accoucheur’ in initiating the process (Abbott and Taylor 2013, 129). I believe action learning will have a particular impact in preparing social work students for practice; developing their professional identity; their social, emotional intelligence and resilience. What follows will explore these themes in more detail.

1. Preparation for practice

Social work placements are essential for students to prepare for practice, and social work educators must provide students with the tools and methods to reflect upon their successes and their mistakes (Sicora 2019). Action learning could play a pivotal role in enhancing the placement experience by providing shared learning opportunities in the university setting. This was highlighted by Dunphy (2010) who emphasise the link between action learning in university settings and reflecting on work-based learning. Dilworth (1996, cited in Dunphey et al. 2010) also predicted that action learning would become more prominent in higher education, as it bridges the connection between taught content and the needs of industries.

Currently the students are encouraged to reflect on their placement experience during university recall days. Initially, we did this through group discussions, however as time went on, I found that we needed more structure to enable a deeper level of reflection. So, I tried action learning sets with social work students, and I found that they enabled a much more productive and meaningful interaction when exploring issues on placement. Rather than a general discussion where students may digress, action learning keeps the focus on the person and the problem at hand (Abbott and Taylor 2013, 21). This is why I plan to fully embed action learning as part of the curriculum for future practice learning modules.

The value of action learning has been explored in relation to newly qualified social workers (Baines 2020; Dunphy 2010; Wells, Animashaun, and Gibb 2017). Baines states that listening to people bringing their dilemmas to the action learning sets in her ASYE programme ‘really opened my eyes’ (2020, 221). This would also bring value to social work education, which must embrace ‘real world’ examples to help prepare students for practice (Cleak, O’Connor, and Roulston 2023). Using action learning as part of the practice learning module would provide the students with an opportunity to analyse these real-life scenarios in a safe and supportive environment. It would also offer students a richer experience, gaining an understanding of various workplace settings. Wells, Animashaun, and Gibb (2017) strived for this as part of an ASYE Programme by bringing together newly qualified social workers across both adult and children’s social care services. Currently there are 10 students on various third sector placements in Jersey, and discussions in class expose them to scenarios in different settings. This could be further enhanced through the facilitation of action learning sets as part of their practice learning module. This is echoed by Strang (2021, 83) in their exploration of peer support group supervision: ‘The benefits of increased knowledge and cross-placement learning are particularly beneficial in the context of generic social work degree courses’.

Another reason to fully embed action learning in social work education is because it is being implemented in social work organisations, so it would be prudent to prepare the students for this experience and for them to become familiar with the process. Baines (2020) describes feelings of nervousness in attending action learning sets as part of her ASYE programme, and the anxiety of the first set, when she did not know many people in the group. She goes on to highlight the importance of having a ‘good respectful group to challenge your thoughts, praise and listen to you’ (2020, 222). I wondered if we had an ideal opportunity to commence action learning with students, who had been on their educational journey together for 18 months before they commence their first placement. This would offset some of the initial anxiety of undertaking action learning post qualification and enable social work students to get the most out of this opportunity.

2.	Professional identity

Dent states that, ‘professional identity engenders a strong sense of meaning and worth for the individual and the collective as members of a profession; social work is no exception to this’ (2017, 21). The development of professional identity starts with social work students, and Dent goes on to highlight the importance of education and training in this process. Professional identity is key for students in their preparation for future challenges and complexities of practice (Bruno and Dell’Aversana 2018), however they can face challenges with their professional identity due to ‘ … straddling occupational, educational and domestic domains’ (Hamilton 2019, 774). Therefore, it is important that social work students have a safe and supportive environment to reflect upon these challenges and develop their sense of identity. This is another area with which action learning sets can support students, as they allow participants to ‘ … become aware of your social position, role and identity in a group and how this fits into the wider cultural and societal expectations of you as a person and as a social work practitioner’ (Abbott and Taylor 2013, 85). This may be particularly relevant in Jersey, given the unique challenges of social work in an island community, and the context of the social work degree.

The impact of action learning upon professional identity has been evidenced through their use with newly qualified social workers. When describing her experience of action learning sets on the ASYE Programme, Baines states that action learning taught her a lot about herself and taught her to reflect and think about her work ‘on another level’ (2020, 222). This suggests that action learning can have a similar function in social work education, which plays a key role in supporting students to develop, ‘ … a knowledge of self and the impact this can have on their work with service users’ (Lane 2023, 43).

Social work identity is closely intertwined with The Code of Ethics for Social Work (British Association of Social Workers [BASW], 2021), which highlights the importance of social justice, empowerment, and reflection. Social work education plays a role in promoting these values (Smith et al., 2018 cited in Hamilton 2019, 595). This provides a further rationale for using action learning sets to support social work students. Firstly, because they provide a space for students to critically evaluate the role of values and ethics in their placement setting. Secondly, it could be argued that the process of action learning actively role models these values, as this way of learning offsets the more ‘expert-driven’ teaching methods (Dunphy 2010, 305). Action learning takes a more humanistic approach to teaching and learning, which views the lecturer as ‘class facilitator, not the class controller or director’ (Bates 2019, 64). Abbott and Taylor also align action learning to anti-oppressive, anti-discriminatory practice in that they are a ‘powerful tool and a way of working with your colleagues, with service users and families to reframe social work power, explore discrimination at multiple levels of society and promote genuine empowerment in the process’ (2013, 74). They go further to argue that action learning provides practitioners with the confidence and skills to ask difficult questions, and challenge oppression and discrimination. We endeavour to instil these values in our social work students, so they practice in this way with the people they support.

Action learning empowers students to develop their professional identity and take an active role in their learning, linking to self-determination and empowerment approaches, which are in line with social work ethics and values (BASW 2021). In Strang’s study, it was noted that ‘the group experience encouraged them to recognise gaps in their knowledge and skills and proactively seek to further their learning in identified areas’ (2921, 84). Therefore, it is hoped that action learning would not only enhance the students’ professional identity at this early stage of their social work career, but it would also teach them to be self-sufficient post qualification in line with continued professional development. This provides a further example of why action learning can have a positive impact on social work education.

3.	Social, emotional intelligence and resilience

Action learning can facilitate practitioners becoming socially and emotionally literate (Abbott and Taylor 2013), which has been linked to practitioners building their resilience in social work practice (Legood, Cleveland, and Warhurst 2019). Embedding resilience into the new social work course has been a priority, given that the social work profession is vulnerable to high stress levels and burnout rates. This has been exacerbated by higher caseloads as a result of austerity, Covid 19 and the cost-of-living crisis (Hall 2023). Newly qualified social workers seem to be particularly vulnerable to this, as is evidenced in ‘The State of the Nation Report’ (Social Work England 2023). The report revealed that 24.1% of those who left the social work register in the registration period November 2021–2022 had been registered for less than a year. This is particularly perturbing considering that 28.7% of leavers had been registered for at least 10 years, although there were 4 times as many in this group. Although it cannot be confirmed if all these social workers were newly qualified, it also correlates to 35% of social workers aged 20–29-year-olds left social work posts in local authorities. This does paint a concerning picture about social workers leaving the profession at an early stage of their career (Samuel 2023). Therefore, instilling resilience in social work students at an early stage is pivotal and this has been supported by the literature (Hitchcock et al. 2021). For this reason, we are looking to develop new approaches to the social work curriculum, which support social work students with developing the coping strategies for the complexities and challenges of the profession. I feel that action learning could play a significant role in this, as regular action learning sets could provide students with a ‘secure base’, which they need to feel safe and supported while they are on placement (Lane 2023). Action learning supports students to work together and ask questions which, ‘ … stimulate the emotional and social centres of the brain’ (Abbott and Taylor 2013, 65–66), which in turn can develop their resilience.

Having worked with newly qualified social workers, I also feel that action learning could contribute to a long term, sustainable support network for the students, as it connects them to a ‘community of practice’ (Lave and Wenger 1991), which may endure beyond their studies. Whilst living on a small island can compound some challenges to the social work profession, a benefit is that the students could easily keep in touch after they graduate and continue the action learning sets if they wish. This is important, as Abbott and Taylor argue that ‘current systems of casework supervision do not go far enough in ensuring that social workers are supported in a role which demands complex decision making in a context of continual change and emotional stressors’ (2013, 66). Equally, the social work profession is vulnerable to high staff turnover, high caseloads and staff sickness, which mean that social workers cannot always rely on consistent, regular supervision. Therefore, having a pre-established action learning set could help future social workers develop their resilience and remain in the profession. Communities of practice have also been linked to student and graduate professional identity (Bruno and Dell’Aversana 2018) and the bridging of social work theory to the realities of frontline practice (Lane 2023). This compounds the benefits of action learning as part of social work education and emphasises the importance of introducing social workers to this way of learning sooner rather than later.

Conclusion

In this article I have proposed that action learning would have several benefits to social work education, with a particular focus on the practice learning module alongside social work placements. In conclusion, there are some key areas, where action learning could enhance the student experience and their readiness for direct practice: preparation for the workplace; applying theory to practice; developing professional identity; enhancing social, emotional intelligence and resilience. Embedding action learning into the teaching and learning on the social work degree embraces a more transformative, humanistic approach. This embodies social work ethics and values, and anti-oppressive, anti-discriminatory practice. I have initiated action learning into some practice learning seminars, however considering the insights gained from my account of practice, I am inspired to extend my efforts to undertaking the role of ‘accoucheur’ (Abbott and Taylor 2013, 129), fully embedding a programme of action learning into the new social work curriculum. I intend to evaluate our progress over the coming year, focusing on the above themes and any emerging findings. Longer term, I am interested to see how implementing action learning into social work education translates to graduates’ first year of practice and beyond, in terms of a sustainable support network and impact on resilience, wellbeing and social work retention.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Jessica Garner

Jessica Garner is the Programme Lead for the BA (Hons) Social Work (Jersey) at University College Jersey. As a registered social worker with extensive experience in child and family social work, Jessica has recently transitioned into social work education, contributing significantly to the development of the social work degree and the Assessed and Supported Year in Employment (ASYE) Programme in Jersey. Her dedication to social work education is evident in her focus on the importance of practice placements, student well-being, and ensuring graduates are fully prepared for direct practice.