‘Running with the Fox and Hunting with the Hounds’: Social Work Tutors' Experiences of Managing Failing Social Work Students in Practice Learning Settings

Abstract

The paper explores the issues raised by social work students failing in practice learning settings
\nfrom the perspective of university tutors, by drawing on existing literature in this area from
\nsocial work and nursing, as well as findings from a small‐scale empirical qualitative study. The
\nqualitative study was influenced by practitioner‐researcher and practice‐near paradigms; and is
\nbased on interviews with twelve social work tutors in England. The findings reveal that tutors
\nare able to articulate the important tasks and functions of their roles when issues of failing
\nstudents in practice learning settings arise, although the process can be challenging. The
\nchallenges include: supporting practice educator and student, concerns about other tutors’
\npractices, the difficulties in promoting appropriate professional standards and values within
\nhigher education contexts and frustrations with practice educators and placements. Only a
\nthird of the respondents (four) however, articulated their gate keeping roles and
\nresponsibilities although this was not without its difficulties.
\nGiven the current reforms in social work education in England at this present time, with greater
\nemphasis on threshold standards at entry level, and at key stages throughout the programme
\nof study, the research is timely in terms of the critical consideration of the tutor role and
\nchallenges inherent in promoting appropriate standards.