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Along with the logistic planning, the important focus of international student mobility programmes in social work is on the field supervision process and measuring its outcome. Without a social work council in India for setting uniform standards in field education, this paper proposes a framework for field supervision to support inbound mobility students in India. The study predominantly explores the qualitative experiences of field supervisors from India, Israel, and Australia on fieldwork supervision. The themes evolved from the study are focused on the supervision process, strategies followed, challenges faced, and outcome measurement. [ABSTRACT FROM AUTHOR]

The article focuses on how international social work education can enable students to become culturally competent social workers. It follows the idea that the vital aspect of internationalizing social work education is not about structural prerequisites. Rather, it is in the specific role of intercultural perspectives and how these perspectives can be integrated into structural frameworks for internationalizing social work education. It is highlighted that the acceptance of not-knowing and not-understanding provides the basis of cultural awareness or global mindedness. Therefore, a model for the development of intercultural competence in social work is presented. [ABSTRACT FROM AUTHOR]

Student exposure to international contexts can support students to develop a variety of knowledge, values and skills for social work practice in a globalised world. While various models of internationalisation in social work education exist, semester abroad models have received scant attention in international social work. This article presents perceived learning outcomes for German social work students who participated in an integrated semester abroad programme within the European Union, that are comparable to other international pedagogies. The model showcases reciprocal study abroad arrangements between universities located in neighbouring countries that has implications for such internationalisation beyond exchanges between North-South countries. [ABSTRACT FROM AUTHOR]

This article examines how the Marshall Plan stimulated a culture of economic growth in postwar Germany, specifically through an international exchange programme known as 'productivity missions'. From 1948 until the late 1950s these missions facilitated thousands of encounters between American and European managers, workers and experts in order to spread American industrial and managerial practices and, as a consequence, to boost postwar economic recovery in the capitalist world. Run by the Economic Cooperation Administration and the Organization for European Economic Co-operation, the productivity campaign enjoyed the support of both national governments as well as business associations and trade unions. While there is ample historiography on the political intentions and the economic consequences of the Marshall Plan, we know less about the productivity missions as vehicles of cultural transformation. Based on first-hand reports and archival evidence from both sides of the Atlantic, this article explores the cultural dimensions of the productivity campaign. It argues that the missions were an important catalyst for the dominant role of productivity and economic growth in postwar German society. [ABSTRACT FROM AUTHOR]

This article presents the results and theorization of a 4-year Grounded Theory project that sought to understand the processes and dynamics involved in the professional adaptation of internationally educated social workers now practicing in Canada. In-depth interviews with 66 participants, who undertook social work education outside of Canada and have subsequently settled to practice in the country, were conducted. Results highlight that the social work educational background of the professionals not only offers key conceptual, theoretical, and analytical foundations needed to adapt knowledge and skills to practice abroad, but also provides tools to navigate and negotiate professional adaptation processes as a whole. We conclude that ultimately, social workers may adapt well to their new work contexts because of the transferability of social work skills, knowledge, and values to new practice settings, thus facilitating interventions with services users and also their own process of professional adaptation. [ABSTRACT FROM AUTHOR]

This article uses the case of the Spanish Blue Division to examine the history of transnational exchange and cooperation within the Nazi New Order. In particular, it explores the experiences of the Blue Division's medical services, which were required to engage most closely with the international environment of the Eastern Front. The Blue Division and its medical services shed new light on this topic in a number of different ways. Firstly, they show how the New Order was experienced by those from outside the core Axis states of Germany and Italy, and beyond the minority of ideologically-committed fascist fellow travellers. Secondly, volunteers within the medical corps help to illustrate how the New Order was perceived as a forum for scientific, intellectual and professional exchange, building on the traditional prestige of German science and pre-war practices of international scientific cooperation. Finally, integrating the perspectives of junior officers and rank-and-file troops helps to move beyond the political and cultural elites who dominate the literature on the New Order to show how cooperation and exchange worked on the ground. In particular, it demonstrates where the limits to this cooperation lay, and how individuals dealt with the tensions and conflicts between different national groups. [ABSTRACT FROM AUTHOR]

As critical discussions on the internationalisation of social work continue, the importance of preparing social work students undertaking international study is increasingly recognised. This article describes the preparation process developed for a group of Australian students undertaking international study experiences in Asia. In particular, the content of an online ‘Intercultural Learning Module’ is discussed, highlighting a process that moves beyond notions of cultural competence towards a critical appreciation of cultural diversity, imperialism, racism and privilege. Critical reflection on self and culture to develop intercultural practice skills is discussed and student reflections on the value and impact of these materials presented. [ABSTRACT FROM AUTHOR]

International field work training has focused mainly on the importance of support systems and supervision. However, to the best of our knowledge, there is no detailed framework that specifies the components and strategies that should be included. To fill this gap, this article will explore the use of an experiential 3-week psycho-educational training seminar. Four main components were developed for the psycho-educational seminar on the basis of the approach to traditional field work practicum. In addition, five strategies were adopted to achieve these components. Practical guidelines are proposed for training social work students in international field work abroad. [ABSTRACT FROM AUTHOR]

This article discusses the methodology and findings of a qualitative study on the impact of an international social work course in Germany on four American undergraduate social work students. These students participated in a 2-week study abroad experience at a host university located near Berlin in what was formerly East Germany. The authors examined how the 10 core Educational Policy and Accreditation Standards (EPAS) competencies and their associated professional behaviors of the Council on Social Work Education Educational Policy and Accreditation Standards were exhibited in the students’ journals. This was done by having two independent coders review the journals and code the professional behaviors exhibited. Summative data were tabulated on the basis of frequencies of each respective professional behavior included in the study. Results were reported and implications discussed. [ABSTRACT FROM AUTHOR]

The article focuses on the local and the global relationship in social work education and practice. Topics addressed include challenges faced in the globalization of education, a research conducted for the global agenda of social justice, and local perceptions of social work and macro level issues. It is also suggested that the local-global nexus is for improving policy and practice.

A four-year student exchange project took place between Canadian and EU universities that engaged in a reciprocal agreement between social work students, social service agencies and universities. Sixty-four students completed their practicum through this program. The article gives an account of the students’ learning experiences and their evaluation of this program. It concludes with a discussion of their learning experiences in cross-cultural exchanges and future recommendations for enhancing international social work field exchanges. [ABSTRACT FROM PUBLISHER]