Document Type

Article

Publication Date

1-1-2019

Publication Title

Journal of Baccalaureate Social Work

Volume

24

Issue

1

Pages

27–47

Publisher Name

The Association of Baccalaureate Social Work Program Directors

Abstract

The advanced standing model of social work education, which affords graduate credit to qualified BSW students who pursue their MSW, has not been without issue or controversy, including questions of potential differences in performance on various educational outcomes. Specifically related to research curriculum, the importance of which is often not wholly embraced by students, this article reports the results of a secondary data analysis comparing research knowledge among advanced standing and traditional MSW students as well as among the various undergraduate majors (i.e., BSW, psychology, and sociology). Results suggest that research knowledge is similar and low across student subgroups. Important differences in research knowledge were found among student groups based on undergraduate major, with BSW undergraduates without advanced standing, on average, scoring lower than any other group. Implications for BSW research curriculum are considered

Comments

Author Posting © The Association of Baccalaureate Social Work Program Directors, 2019. This article is posted here by permission of The Association of Baccalaureate Social Work Program Directors for personal use, not for redistribution. The article was published in Journal of Baccalaureate Social Work, Volume 24, Issue 1, January 2019, https://doi.org/10.18084/1084-7219.24.1.27

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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