Virtual Communication for Field Education Placements in a Global Context - Information Communication Technologies for Human Services Education and Delivery - page 149

At this time students may require the most sup-
port in making connections between theory and
practice. Unfortunately many individual student
travel plans post placement and the academic/
university calendar in Australia does not easily
accommodate these needs.

these components are inevitably reliant upon the
resources available at the home university.

referenceS

Abram, F., Slosar, J., & Walls, R. (2005). Reverse
mission. A model for international social work
education and transformative intra-national prac-
tice. International Social Work , 48 (2), 161-176.
doi:10.1177/0020872805050490

concluSion

With ICT an integral component of education
generally and internationalization of curriculum
promoted in various forms for tertiary students,
international placements for social work students
reflect the benefits of ICT whilst challenging its
application. The distinguishing features of social
work education are that it is “field” located and that
the student is under professional supervision.
Whilst communication amongst key players in
social work placements is becoming increasingly
dependent upon various modes of technological
communication, ICT remains ancillary to and
dependent upon certain core characteristics of
field education which apply generally, but require
more complex planning and greater resourcing for
international placements. We refer here to the need
for: well conceptualized policy for international
placements; pre departure preparation regarding
cultural awareness with particular attention to self
reflection and realistic expectations; appropriate
organizational structures for learning and living
in another culture; clear contracts with the pro-
fessional supervisor/s and other parties engaged
with students and an understanding of roles and
responsibilities of key players.
Our experience has highlighted the importance
of a policy for international field education based
on social justice principles, structures in coun-
try of destination which can accommodate the
student “being” in a very different context and
social work curriculum (other courses in addi-
tion to pre-placement briefings) which place the
student in both global and local paradigms. As
with access to effective communication medium

Bowles, W., & Colllingridge, M. (2008). On-line
student supervision training - accessible and co-
operative learning in social work (Unpublished
briefing paper). Charles Sturt University, NSW,
Australia.

Boyle, D., Nackerud, L., & Kilpatrick, A.
(1999). The road less travelled. Cross-cul-
tural, international experiential learning.
International Social Work , 42 (2), 201-214.
doi:10.1177/002087289904200208

Combined Schools of Social Work. (2008). CSSW .
Retrieved January 14, 2009, from http://www.
cssw.com.au

Cornelius, L., & Grief, G. (2005). Schools of social
work and the nature of their foreign collabora-
tions. International Social Work , 48 (6), 823-833.
doi:10.1177/0020872805057094

Fook, J. (1996). The reflective researcher . St.
Leonards, NSW: Allen and Unwin.

Gray, M. (2005). Dilemmas of international
social work: paradoxical processes in Indigeni-
sation, universalism and imperialism. Interna-
tional Journal of Social Welfare , 14 , 231-238.
doi:10.1111/j.1468-2397.2005.00363.x

Gray, M., & Fook, J. (2004). The quest for a
universal social work: Some issues and implica-
tions. Social Work Education , 23 (5), 625-644.
doi:10.1080/0261547042000252334