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The PhD by Publication offers doctoral students an opportunity to focus on publishing during their candidature. A considerable body of literature has explored questions of legitimacy, consistency and quality of this model of scholarship, while students have reflected on how this approach helped build a publishing track record and develop skills associated with writing scholarly articles [Jackson, D. (2013). Completing a PhD by publication: A review of Australian policy and implications for practice. "Higher Education Research & Development," 32(3), 355-368; Robins, L., & Kanowski, P. (2008). PhD by publication: A student's perspective. "Journal of Research Practice," 4(2), 1-20]. However, there is a need to explore how this approach both shapes and reflects the student experience of doctoral studies. This auto-ethnographical article analyses my own experience of the PhD by Publication. On the one hand, this method suited my multidisciplinary research topic and approach to research and assisted the flexibility and creativity of my research. On the other, I began to view my value as a researcher and the value of my research, in terms of the quantitative performance metrics of research in output, citation counts and h-index. Concept of performativity, I analyse how the PhD by Publication potentially reshapes what it is to be a doctoral student, and how the value of doctoral students is construed by themselves and others within their university.

This article draws on the concept of cultural humility, to describe and analyze a decolonizing approach to co-designing a primary prevention basketball program for young African-Australian people in Melbourne, Australia. We explore the potential for genuine collaboration and power-sharing with a culturally diverse community through collaboratively developing the co-design process and resultant program design. This article highlights the central role of UBUNTU in the co-design process, prioritizing African ways of knowing, being, and doing within a Westernized social work and design context. Through reporting on the stages of program design, we offer an example of how Indigenous knowledges and philosophies such as UBUNTU might be incorporated into co-design through cultural humility. We suggest this allows for a transformation of design tools and processes in ways that undermine oppressive and marginalizing power imbalances in design and social work. [ABSTRACT FROM AUTHOR]

The contemporary context of Australian social work education creates opportunities for social work educators to reimagine curriculum design and delivery. We propose that design thinking offers one means of broadening approaches to social work teaching in creative and innovative ways. With a focus on the application of knowledge to industry 'problems' and 'person-centered' solutions, design thinking may complement the social justice values of social work and help advance the social change mandate of the profession. In educational settings, it may encourage students to engage more actively in processes of knowledge translation and in the identification of person-centered solutions to social problems. Yet there is very little literature on the application of design thinking in the social sciences and even less specifically relevant to teaching social work. Our paper reports on an international scoping review (n = 73) of existing approaches to teaching design thinking in higher education settings and considers their potential application to creative and innovative social work curriculum. This research contributes to understandings of the potential of design thinking for critical social work education in a changing higher education context. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic has created major challenges globally. The social work and human services profession has been required to rapidly respond to policy and social changes. This research aimed to understand how the pandemic has affected social work and human services staff within Melbourne, Victoria. In this paper, we analyse the practice and policy implications of these responses, and outline learning for the human services sector. We draw on interviews with social work and human services practitioners, exploring their experiences during the pandemic, including social and economic impacts on service users and agencies, and organisational and practice changes. Participants highlight compliance requirements, digitalisation of services, loss of social connection for service users and service impacts. In addition, participants highlight how people from low socioeconomic backgrounds were immensely affected throughout COVID‐19 lockdowns. However, this research also identifies service benefits, resulting from the rapid adjustments made by agencies that need further exploration for future practice. This article highlights how, despite the challenges posed by COVID‐19, agencies and workers developed innovative responses to this crisis. Drawing on these insights can help to understand how such initiatives can be implemented in the future. This article contributes to knowledge about innovation in a time of crisis. [ABSTRACT FROM AUTHOR]

We write as Australian youth work educators. We consider some of the ethical challenges involved in teaching youth work 'in a warm climate', situated in the diaspora of English youth work but where youth work also has a uniquely Australian character, placing us in an ethically liminal space in our teaching between an understanding of youth work that is robustly defended as being both 'good' and 'true', and what we do, which is different from this, and has its own character and strengths. We situate this in the policy history of youth work in Australia, particularly in the 'neoliberal turn' that this has taken in the last four decades which has created ethical challenges for us, just as it has for those elsewhere. Two guiding questions shape this paper. The first is, given our differences, what challenges do we face in maintaining connections with 'good' youth work and its value base as traditionally defined and defended in England, and relatedly, given that policy and funding regimes in the UK seem to be aligning more with an Australian model, is there anything that the youth work community in the UK can learn from the Australian experience? [ABSTRACT FROM AUTHOR]