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33. Faculty Perceptions of Gatekeeping and Student Suitability in the Context of Traditional and Online Social Work Programs

Author

Halaas, Beth, Li, Jinyi, and Reveles, John M.

Abstract

Gatekeeping and the process of assessing student suitability for social work education is increasingly being impacted by the rapid growth of online programs. It remains unclear if suitability concerns within social work programs are operationalized differently between traditional and online/hybrid programs. This quantitative study used previously established student suitability constructs of social consciousness, ethical suitability, practice suitability, and personal suitability to examine attitudes of social work educators and administrators regarding gatekeeping in their respective online/hybrid and traditional social work programs. The study utilized a multivariate multilevel regression analysis to investigate the effect of participant background characteristics regarding perceived emphasis on gatekeeping within participant's own programs. Findings showed a large discrepancy between what was important to participants and what was perceived to be emphasized in their respective programs regarding suitability and gatekeeping. This study suggests that social work faculty and administrators need to pay particular attention to uneven gatekeeping practices related to technological and pedagogical shifts in the evolving social work education landscape.

Published
2020
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43. Competencies for Effective School Leadership: To What Extent Are They Included in Ed.D. Leadership Programs?

Author

Dunlap, Jody, Li, Jinyi, and Kladifko, Robert

Abstract

Purpose: With the increasing need for well-­-prepared and leading practitioners in the field of education as well as the renewed efforts to further distinguish the EdD from the PhD in higher education in recent years, the curriculum of EdD programs nationwide has been questioned and criticized for its disconnection from the needs of leading practitioners and schools. The primary purpose of this study is to examine the practical relevance of the coursework of EdD programs in PK-­12 school leadership. Methods: Three hundred and forty-two principals from California public schools, and 43 EdD program graduates and 38 doctoral faculty members from the California State University system participated in this study. A survey instrument developed on the basis of ISLLC 1996 and ISLLC 2008 was used to measure respondents' perceived importance of the knowledge, skills, and values for effective school leadership and the extent to which they were included in the EdD coursework. MANOVA and discriminant analysis were conducted to answer the specific research questions. Findings: Results indicate that the curriculum of the EdD leadership programs lacks practical relevance. In practice the EdD has not been differentiated from the PhD with respect to the coursework. Implications: The practical relevance of the coursework should be considered in the assessment and evaluation of the quality or effectiveness of an EdD program, and used to distinguish the EdD from the PhD. The findings add empirical evidence to the renewed debate over the distinction between the EdD and the PhD, and spur revitalization of the EdD.

Published
2015

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