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Álvarez-Pérez, P., Ferreira, J. & Pena, M. (2020). Alternative model for Social Work undergraduate training. XVII FORO INTERNACIONAL sobre EVALUACIÓN de la CALIDAD de la INVESTIGACIÓN y de la EDUCACIÓN SUPERIOR (FECIES).

P. Á. Pérez et al.,  "Alternative model for Social Work undergraduate training", in XVII FORO INTERNACIONAL sobre EVALUACIÓN de la CALIDAD de la INVESTIGACIÓN y de la EDUCACIÓN SUPERIOR (FECIES), Sevilla, 2020

@misc{pérez2020_1733366641559,
	author = "Álvarez-Pérez, P. and Ferreira, J. and Pena, M.",
	title = "Alternative model for Social Work undergraduate training",
	year = "2020",
	howpublished = "Digital"
}

TY  - CPAPER
TI  - Alternative model for Social Work undergraduate training
T2  - XVII FORO INTERNACIONAL sobre EVALUACIÓN de la CALIDAD de la INVESTIGACIÓN y de la EDUCACIÓN SUPERIOR (FECIES)
AU  - Álvarez-Pérez, P.
AU  - Ferreira, J.
AU  - Pena, M.
PY  - 2020
CY  - Sevilla
AB  - Considering participation as a core element for social work practice, this oral presentation analyses engagement of Social Work undergraduate students from a public participation perspective at University level.
Youth faces specific challenges nowadays due to the complexities of our contemporary society (Ewijk, 2018), among which, the new forms of participation in public life. Overall, participation as a dimension of democracies has to be rethought (Nabatchi & Leighninger, 2015) and Bologna process has made it possible through new participatory ways of interaction in the higher education sphere. 
This oral presentation is research-based and a validated student engagement questionnaire was used (Carey, 2013). For a total known population of n=153 Social Work undergraduate students at ISCTE-University Institute of Lisbon (Portugal), a stratified simple random sampling was applied with 95% confidence level and 4% margin of error, leading to a total sample of n=120. Most of the participants are female (83%) with ages between 18-25 (81%).
 Results show different levels of student participation and forms of interaction with the university, among others. Differences arise when data stratification is applied according to the year of studies in which the participants are enrolled and their level of involvement in representative bodies. Social Work’s teaching implications about quality and innovation are discussed.

ER  -