Handbook of Applied Teaching and Learning in Social Work Management Education: Theories, Methods, and Practices in Higher Education

Contents
About the Editor
Chapter 1: Introduction: A Transdisciplinary Approach to Social Work Management Education in Higher Education
	Social Work Management Education as a Transdisciplinary Approach to Higher Education Didactics
	Building on the Work of Previous Scholarship in Social Work Management Education
	Transdisciplinary Framework for Social Work Management Education
	The Structure of the Book
	Conclusions
	References
Part I: Theoretical Concepts, Didactics and Scope of Applied Teaching and Learning in Social Work Management Education
	Chapter 2: Applying Threshold Concept Theory in Social Work Management Education: The Pedagogy of Emotional Labour in Social Work Practice
		Introduction
		Threshold Concept Theory
			What Is a Threshold Concept?
			Key Characteristics of Threshold Concepts
		Threshold Concept Theory in Social Work Management Education
		Emotional Labour as a Threshold Concept in the Field of Social Work Management
		Conclusion
		References
	Chapter 3: Systematisation of Types of Didactic Orders to Support Academic Teaching and Learning Processes in the Field of Management of Social Work
		Introduction
		Theoretical Background
			Academic-Pedagogical Special Language as a Teaching Medium in Management of Social Work
			Academic Teaching and Learning Processes from the Perspective of an Action-Oriented Approach
			Taxonomic Considerations
				Relationships Between Didactic Orders, Learning Goals, and Taxonomies
				Proposal of a Taxonomy with Reference to Action
			Operators as a Systematisation Basis for Didactic Orders
		Summary of the Empirical Study
			Research Question, Study Design, and Investigation Process
			Summary of the Results
			Discussion
		Conclusion
		References
	Chapter 4: The <>, or How to Teach Learning for People Who Have Forgotten to Learn
		Learning in the Contexts of Social Work, Social Work Management or Social Pedagogy
		The Gamification Approach Within a Theory of Learning – A Constructivist Introduction
		Our Brain, or the Neurophysiological Basis of Learning
			Interim Summary of Derivative Results for Social Learning Contexts
		Active Learning Strategies Revisited in Relation to Social Work Management
		General Process of Systematic Learning
		Basic Principles for the Lead through of the < > in Social Contexts
			Types of Learner
			Rhythm of Learning
			Place and Environment of Learning
			Systematic Acquirement of Information for Learning Results in Social Work Management Teaching Settings
				Time Management
				Applied General Learning Principles in Social Work Management Teaching Settings (and Beyond)
				Selective Methods of Proceeding in Applied Learning
			Good Learning Methods in the Realm of Text Analysis
		The Task of Successful Learning in Teaching Settings of Social Work Management
		References
Part II: Socio-Economic Conditions and Institutional Contexts for Social Work Management Education
	Chapter 5: Thinking Social Economy from the Social Side: A Mutual Relationship Between Social Work and Management in the Social Economy
		Introduction
		Space and Scope of the Social Economy
		Some Remarks on the Genealogy of the Social Economy
		The Business and the Lifeworld of Its Addressees
		Entrepreneurship – The Business Alternative in Social Economy
		Innovation as Task
		Implications for the Educational Programme
		Stewardship as Competence
		Conclusion
		References
	Chapter 6: Introducing Creativity into Social Work Managers’ Curricula: Conceptual and Practical Aspects
		Creativity, Social Work, and Social Work Management Education
		Creativity and Generation of New Ideas
			Fluency
			Flexibility
			Originality
			Elaboration
		Creative Thinking and Social Interaction
		Creativity and Critical Thinking
		Creativity and Motivation
		Educational Programs, Professional Identity and Creativity
		Conclusions
		References
	Chapter 7: Ethics as a Frame to Encompass Complexities: Interdisciplinarity and Resonance in Teaching and Learning in Social Work Sciences and Social Work Management
		Introduction
		Social Work Management Seen from a Viewpoint of Ethical Thinking
		Ethical Thinking as an Integrating Framework for the Discipline of Social Work Sciences and Social Work Management
		Theories That Guide Teaching and Learning: Theory of Interaction Rituals and Theory of Resonance
		Practical Examples and Implementation to Teaching and Learning in Social Work Sciences and Social Work Management
			Scenario 1: Performative Interventions
			Scenario 2: Socio-analytical Self-Positioning
		Conclusion
		References
	Chapter 8: A Plea for a More Internationalized University Education in Social Work Management
		The Social Economy: A New Important Sector in the European Union
		European Union Funding for Social Enterprises
		Social Managers: Acting Locally and Thinking Globally
		The Long Tradition of (Comprehensive) Internationalization in Higher Education Institutions
		The International and Global Orientation of Universities
		The European Education Area (EEA) and Selected EU Programmes
		Internationalization at Home (I@H) and Internationalization of the Curriculum (IoC)
		Quality (Management) in Internationalization in HEIs: CeQuInt
		Leadership and Internationalization Strategies
		The Important Role of the University Staff in Internationalization
		Many Students Are Interested in “Going International“
		How a Master Programme in Social Economy Realized Internationalization
		Activities and Offers for Internationalized Study Programmes
		Conclusions
		References
Part III: Methods of Teaching and Learning: Best Practices and Case Studies
	Chapter 9: Universal Design and Social Work Management Education
		Introduction
		Universal Design in the Irish Context
		Universal Design for Learning
		Universal Design for Learning and Social Work Management Education
			Universal Design for Learning and the Delivery of Social Work Management Education
			Universal Design, Universal Design for Learning and Social Work Management Practice
		Limitations to the Concept of Universal Design for Learning
		Conclusions
		References
	Chapter 10: Fieldwork and Supervision as a Teaching Method and Learning Strategy in Chilean Social Work Management Education: Innovation in the Training of Social Work Student Supervisors
		Introduction
		Social Work Field Practice in Chile
			How Has Social Work Been Practised in Chile over the Last 50 Years?
			Social Work Field Education and Training at the Universidad Católica de Chile
			Training and Education Need of Supervisors at Universidad Católica de Chile
		Social Work On-Site Supervision: Some Concepts and Functions
		“Internship Supervision Virtual Community: Coordinating the Evaluation and Feedback Given During Social Work Training” Teaching Innovation Project
			Drafting Supervisor Profiles
			Design of the “Social Work Practical Learning Supervision Skills” Course
		Conclusions
		References
	Chapter 11: Teaching Testable Explanations and Putting Them into Practice
		Introduction
		Defining Human Behaviour Theories-Testable explanations
		Models for Teaching
		Description of the SALT Model
		Background About Teaching and Learner Requirements
			Example of SALT Model Application in the Classroom. Based on a 16-Week Session
		Method
		Data Analysis
		Results
		Discussions
		Conclusion
		Recommendations
		Summary of Main Findings
		References
	Chapter 12: Teaching Social Work Management Through Service Learning
		Introduction: Understanding Practice in Social Work Management and Administration
		Service Learning as a Teaching Method
		Service Learning as a Teaching Tool to Develop Students’ Social Work Competencies
		Master of Social Work Programme at Ilia State University
		Teaching During Covid-19 Pandemics
		Short Description of Social Programme Development and Evaluation Course
		Application of Service Learning Projects During the Covid-19 Pandemics
		Reflective Writing as a Teaching Tool to Promote Students’ Learning
		Mixed Methodology to Assess the Students’ Learning Outcomes
			Research Questions
			Qualitative Data Collection
				Student Journal/Diary Notes as Part of the Course Assignment
				Focus Groups
				In-Depth Interviews with Community Partners
				Quantitative Study
				Data Analysis
		Summary and Conclusion
		References
	Chapter 13: Learning Hybrid by Doing Hybrid: Teaching Critical Digital Skills in a Safe Learning Space
		Introduction
		Critical Digital Skills for Social Work Management
			Hybridization of Social Spaces
			The Need for New Competencies for Social Workers
			Digital and Data Literacy
		Teaching Digital Skills—A Case Example
			Course Design
				Learning Environments as Experiential Experience Spaces
				Assessment
				The e-Portfolio Structure in the Case Example
			Research Methodology for Course Analysis
			Key Learnings and Take-Aways
		Conclusions
		References
	Chapter 14: Values Building in Social Work Education in the Visegrad Countries: Implications for Education of Social Work Managers
		Introduction
		Professional Values and Their Building in Social Work Education
		Legislative Context of SW Profession and Education in Social Work and Social Care Services in the V4
		Methodology
		Results
			Non-existence of the System and Disconnection of Methods
			Theoretical Teaching Without the Necessary Dynamism
			Spontaneous Values Building in Social Work Students
			The Ideal of an Integrated Approach
		Discussion
			The Fundamental Connection Between Theory and Practice
			Implications for Education of Social Work Managers: Reflexivity as a Key Concept
		References
	Chapter 15: Analysis of Mission Statements of Social Service Organisations as Practical Anthropology – An Example from Teaching in Social Work Management at a German University of Applied Science
		Introduction
		Theoretical Foundations
			Philosophical Anthropology and Systems Theory
			Ethics in Social Work
			Mission Statements as Managerial Instruments
		Teaching and Learning Approach – The Module ‘Foundations of Pedagogical Anthropology’
			Background of the Module
			Anthropological Images of Humankind
				Overview
				Practical Implementation
			Social Pedagogy and Pedagogical Anthropology
				Schilling’s Model of Pedagogical Anthropology
				Didactic Approach and Implementation Steps
				Transfer Performance for the Dimension of Culture and the Target Group of Refugees
			Analysis of Mission Statements from the Perspective of Social Work Management
				Didactic Approach and Implementation
		Discussion and Conclusions
		References
	Chapter 16: Promoting Self-Determination and Motivation as Leadership Skills: A Didactics to Strengthen Autonomy Support and the Importance of Role Models in Social Work Management Education
		Introduction
		Leadership in the Social Economy
		Learning, Motivation, and Emotion: Psychological Basics
		Self-Determination Theory and Motivational Interviewing as Leadership Competence
			Self-Determination Theory
				Autonomy
				Competence
				Relatedness
			Motivational Interviewing
			Self-Determination Theory and Motivational Interviewing – An Obvious Connection
				Strengthen Autonomy
				Promote a Sense of Competence
				Maintain and Enhance Relatedness
		Self-Determination Theory and Motivational Interviewing in Social Work Management Education
			Self-Determination Theory and Motivational Interviewing as a Teaching and Learning Approach in the Social Economy
			Examples of Use
				SWOT Analysis with World Café to Strengthen Self-Determination
				Goal Planning/Setting (Agreement) and Feedback as a Management Task and Pedagogical Intervention
				Individual Learning Agreement in the Context of the ‘4-C Marketing Model’
				Teaching and Leadership Communication: Open Questions, Active Listening, Model Learning
		Conclusion
		References
	Chapter 17: Community Engagement in Social Work Management Education: A Service-Learning Framework
		Introduction
		Literature Review
		Method
			Research Design
			Sample
			Data Collection
		Data Analysis
		Results
			Focus Group Discussion
			Critical Incidents
		Discussion
		Conclusion
		References
	Chapter 18: Teaching and Learning Challenges in Management Education in Brazilian and German Higher Education Institutions: Implications for Social Work Management Education
		Introduction
		Teaching and Learning Perspectives in Social Sciences
		Challenges in Management Education in Brazilian Higher Education Institutions
		Challenges of Management Education in German Higher Education Institutions
		Concluding Remarks
		References
	Chapter 19: The Use of Virtual Reality Roleplay to Improve Communicative and Digital Skills in a Transnational Collaborative Learning Environment: Implications for Teaching and Learning in Social Work Management Education
		Introduction: Immersive VR Roleplay for Collaborative Learning
		Potentials of Virtual Reality in Higher Education
			Virtual Reality Technologies
			A Didactical Framework for Implementation of Virtual Reality in Higher Education
			Typology of Experimental Use Cases for Immersion and Participation in VR Environments
		The Desktop/VR Roleplay and the Hotel Academy Project
		Experimentation and Evaluation of User Experiences in the VR Roleplay
			Methods
			Sample and Data
			Procedure and Data Analysis
			Results
				Pre-Knowledge Questionnaire
				Users’ Learning Experiences in the User Experience Questionnaire
				Group Discussion and Participatory Observation
			Discussion and Practical Implications for VR-Based Learning
		Validation of the Didactical Framework
			Procedure
			Data Collection and Procedure
			Results from Framework Validation
				Didactics
				Organisation
				Technology
				Economics
				Culture
				Education System
				Institution
				Individuals
		Conclusions and Recommendations for Social Work Management Education
			Practical Recommendation for the Implementation of VR Role Plays
			Cross-Institutional Blueprints for the Implementation into Higher Education Institutions
			Future Research Directions and Practical Implications for Social Work Management Education
		Conclusion
		References
Part IV: Concluding Remarks
	Chapter 20: Conclusions: Social Work Management Education – Implications, Limitations and Directions for Future Research
		Implications for the Development of the Field of Social Work Management Education
		Limitations and Directions for Future Research
		References