Journal article
Transformational learning and agency for professional identity development: first-year social work student retention and wellbeing
Social Work Education, Vol.44(2), pp.127-144
2025
Abstract
Challenges relating to first-year student retention and learning outcomes are recognized as a multi-faceted issue in the tertiary education sector across many professional programs, including social work. Graduating students can find it difficult to establish themselves in the workplace. The researchers wanted to understand if fostering a sense of professional identity for social work students as part of the research experience might in and of itself enable retention because of improved opportunities for transformational learning, agency, and wellbeing as a student. The participatory action research project was designed around a community of practice of social work students facilitated by two recent graduates to undertake the collaborative design and creation of supportive educational resources. Student empowerment, connectedness, and wellbeing were improved by involvement in the collaborative professional task of doing research, with students reporting increased connection with the university and engagement in their learning. Implications for fostering professional identity development during social work education are explored.
Details
- Title
- Transformational learning and agency for professional identity development: first-year social work student retention and wellbeing
- Authors
- Dyann Ross (Author) - University of the Sunshine Coast, Queensland, School of Law and SocietyTrevor G. Gates (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Law and SocietyBindi Bennett (Author) - Federation UniversityKerry Greene (Author) - University of the Sunshine Coast, Queensland, School of Law and Society
- Publication details
- Social Work Education, Vol.44(2), pp.127-144
- Publisher
- Routledge
- Date published
- 2025
- DOI
- 10.1080/02615479.2023.2300659
- ISSN
- 1470-1227
- Grant note
- The research was funded by the authors’ university as part of their learning and teaching exploratory grants program.
- Organisation Unit
- Indigenous and Transcultural Research Centre; Student Services and Engagement; School of Law and Society
- Language
- English
- Record Identifier
- 99991037902621
- Output Type
- Journal article
Metrics
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- Collaboration types
- Domestic collaboration
- International collaboration
- Web Of Science research areas
- Education & Educational Research
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Source: InCites