INTERNATIONAL ADVISORY COMMITTEE (IAC)
CONSULTATION REPORT(Draft)In Responding To
The Good Practice (GP) Education Initiatives
Of
Department of Social Welfare
Graduate School of Social Studies
DOSHISHA UNIVERSITY
Kyoto, Japan

Prepared by
Dr. Daniel B. Lee
Professor, Loyola University Chicago, USA
With
Dr. Jonathan Bradshaw
Professor, University of York, UK
Dr. Per Grunnar Edebalk
Dean and Professor, Lund University, Sweden
Dr. Jung Boo Song
Professor, Sangji University, Korea

March 29, 20081

International Advisory Committee (IAC) Consultation Reporton the Doshisha University GP Education Initiatives
Introduction
On March 11, 2008, IAC and Doshisha University Good Practice Initiative Project(GPIP) faculty met and examined their respective educational programs in the light of
GPIP. This report is provided as an initial consultation input of IAC, and is organized infour parts in summation of individual response reports of the committee members and inreference to Graduate Social Work Curricula of each Program (Master and Doctoral):1) Field Education
2) Specialization in the Field of Practice3) Research Advancement
4) International Program Development.
The GPIP is sought for an integration of the circular model of theory to practice andpractice to theory with emphasis on research and specialization in graduate education ina global context. The major questions raised include:
1) Should field work be credited as a part of regular courses, and if so, should it be as
compulsory or required, and how many credit hours be granted?
2) What should it take to increase the level of professional competence in specific fieldof practice in responding to the existing and emerging social problems home andabroad?
3) How to equip graduate students with abilities to do independent research works andto carry out their research projects in international settings?
4) What is the role of IAC in raising the level of Doshisha`s graduate social
welfare/work programs in par with global trends in social work education? This report
does not answer all of the above questions, but provides both individual and collective
opinions of IAC members on these matters of concern at a starting point. (See thereports of Drs. Bradshaw, Edebalk and Song). Due to variations of the curricular
structure and course offerings in each comparing schools, the scope of cross-comparison
is limited, and thus its implications for Doshisha should be carefully observed.
Despite its limitation, however, it is the hope of IAC that this report serves as crossreferences to the innovative efforts of GPIP.

2

Part One. On Field Education•

An Overview
Field education is an integral part of professional social work education where theintegration of theory and practice takes place and students are helped to gain practice skills,
professional values and conducts of ethics. Although there are variations with regards to credit
hours, it is, in general, compulsory or required both in undergraduate and graduate--master
degree social work programs.

In case of the U.S. all accredited social work programs, bothundergraduate and graduate, must require all students to complete field practicum as a part ofregular curricular requirements.

All IAC schools except Japan (i.e., Doshisha) adopt fieldwork as compulsory and credited course (See Table 1).
Table 1.

Field Education: Cross-National/School Comparison (Master in SocialWork)_____________________________________________________________________________________________
Field Education

Country/Schoo1

Cross Comparison

U.S.

U.K.

Sweden

Korea

Japan

LoyolaYork

Lund

Sangji

Doshisha(none) 0-1- 2- 3- 4- 5 (all)_____________________________________________________________________________________________
Compulsory

yes

yes

yes

yes

elective……………x

Credits Hours

6

ina

20

6

16

……………xDuration (days)

150*

200

100

ina

ina

……… x

Placement Type

C, B

B

ina

ina

ina

………..x

Settings

2

2

ina

ina

open

……….x

Filed Supervision

yes

yes

yes

yes

yes

….….…… x

Field Liaison

yes

ina

ina

ina

yes

...x

Clinical Seminar

yes

ina

ina

ina

ina

.. x

(Concurrent, Block)______________________________________________________________________________________________+ina (information not avalable))*A minimum of 1,200 hours of agency internship
It is pretty much the consensus of the IAC that professional social work
education underscores the importance of supervised training in the field of social
work service settings for experiential learning and professional socialization. There
are a number of options with regards to credit hours assignment depending on the
curricular structure of each social work program.

3

All agreed that the qualification

of field supervisors is an important consideration for quality control of educational
outputs.

In the U.S. (e.g., Loyola), the supervision by a licensed social worker ismandated, and the School offers its field instructors training opportunities andperiodical orientations on curricular changes, evaluation and grading systems, etc.
In Sweden the Schools are responsible in selecting and training field supervisors.
Lund has developed a syllabus on supervision and offers courses to supervisors(Edebalk Comments, p. 1).
•

The Compulsory Requirement of Field Practicum and Crediting Field
Practicum
Moving towards making field practicum as compulsory and credited course

for Master degree program in social work is in par with global trends ofprofessional social work education (e.g., Loyola, Lund, and York). Obtaining andmaintaining trained and qualified supervisors in the field education are important
for the program integrity as agreed by all.
The Doshisha’s proposed plan in categorizing the foci of three fieldplacement module which includes: 1）the year-around field practicum, 2) the fieldresearch, and 3) the intensive field visits in international settings may need aperiod of experimentation to measure their outcomes as to what extent graduate
curricular objectives of field education are met. Dr. Bradshaw made some of his
observations with regards to international placements concerning language andcultural issues in addition to the difficulties in evaluating students’ field practicum(Comments, p. 3).

Loyola has developed two clinical integration seminars for allpracticum students as a part of fieldwork requirements. Students and field
supervisors develop learning contracts jointly and endorsed by faculty at the startof each placement period, and based on the evaluative input from supervisors, theliaison faculty enters the final grades. The school specifies what are expected of
students from field internship at each level of their professional education in theStudents Manual.

Clinical seminars are integrated into the field educationaccording to the specialization of students with instructional foci on (1) clarificationof field issues, (2) nurturing the circular learning of theory to practice and practiceto theory, and (3) seminar discussions on ethical and professional identity concerns.
Unlike UK, the credit hour assignment to fieldwork varies from school to school in
the U.S.

Loyola has recently changed the credit hour structure of fieldwork from15 to the current 6 credits. It is worth to note that some field agencies pay students
for their internship, and others to offer opportunities for employment.

4•The Quality Control of Supervision and Training of Supervisors
As proposed by the Doshisha GP Initiatives, it seems imperative

to develop and maintain a system of quality control over supervision in the fieldeducation and that training opportunities are made available to both current andfuture supervisory experts in various social welfare fields of practice. Doshisha has
already begun Supervisory Training Workshops encouraging graduate students totake part in them (Outline of GP Education Program, p. 2).

In addition, aCertificate of Supervisor program may be instituted according to the level ofqualification set by the School. This implies the seriousness of field education andencourages field supervisors to upgrade their level of expertise in field instruction.
•

Integration of Research in Fieldwork Education

It is a good idea that Doshisha wants to incorporate research components into
fieldwork as ways to nurture students’ problem solution based on empiricalresearch. The paradigm shift in social work education worldwide toward anevidence-based social work practice is widely recognized.

Dr. Edebalk notes theimportance of research competence for professional social workers to communicate
with researchers and to read scientific journals and reports (Comments, p. 2).
Likewise, MSW students at Loyola require three courses on research (9 credit
hours) in addition to statistics as an admission prerequisite. The aim is to make acompetent research consumer.
•

The Field Practice in Overseas Settings: Promises and Challenges
Dr. Edebalk notes the importance of “appointing reliable supervisors” inoverseas practical training since such training could lead to “academic tourists”
unless it is carefully planned and monitored (Comments on GP Education Program,p. 2).

Dr. Bradshaw points out the issue of language difficulties and culturaldifferences in overseas practical training as a challenge to overcome for social work
students (Comments on GP).

The current trends in social work education,

however, moves toward exploring and extending field practice education acrossgeographical and cultural boundaries in meeting the global demands of humanneeds and problem solution. In this vein, international social work and social
welfare field education as proposed by Doshisha is not only timely but innovativewith regards to expanding collaborative research opportunities for both faculty andgraduate students as well for undergraduate students for comparative learning in5the contexts of cross-cultural realities and practical systems of social services.
Loyola began field exchange programs with a university in Mexico in that aselected number of graduate students of both institutions spend a summer period
in other cities under the supervision of the Institute of Migration Studies faculty at
Loyola.

Perhaps, the international alumni networks can be utilized inrecruitment and placement of native and international students in culturally andlinguistically congruent field settings if training and certificate programs insupervision are strategically placed. Doshisha has the links with University of
Hawaii School of Social Work Program in facilitating its Summer Fieldwork for UG
students in Japanese speaking settings where language and natal culture
familiarity are not the issue at hand.

The social work issues of migration andrefugee, homeless and displaced population, immigrant youth and families,
housing,care of elderly, disabled, and mentally handicapped populations, forinstance, are among relevant study foci for research, practice and policy
development from global perspectives.
Part II. Specialization in the Domain of Practice and System of Connecting Levels•

An Overview
The schools that have undergraduate programs in social work tend to allow

students to advance their graduate social work studies faster than those regularstudents with no undergraduate social work major in U. S.

In case of Loyola, theso called advanced standing students are exempted from taking the same
foundational courses that are designed for the first year graduate students who did
not major social work from their UG degree programs, thus avoiding the issue of
redundancy.

In general it takes two full academic years for regular full-timestudents to complete the MSW program, and three to four years for part-timestudents to complete the same program. As shown in Table 2, the core curricula
include the courses on (1) human behavior in social environment, (2) practicemethods, social (welfare) policies, (4) social work research, and (5) field work
(internship).

In general, the first year graduate social work courses arefoundational, followed by more advanced courses in the second year when required
elective courses for each area of specialization or concentration are to be taken. The
Master degree in Social Work serves as an academic and statutory basis for aprofessional qualification in social work for all IAC countries.
Table 2.

6

The Curricular Structure of Master Program, Core and Advanced

U.S.

U.K.

Sweden

Korea

Japan

LoyolaYork

Lund

Sang-Ji

Doshisha

HBSE I (1)Human Development--

HBSE II (1)Ethnicity, Race &

---

--

--

International SW

Culture (1)Ind. & Fam. I (2)Practice framework.

Social WorkSW Assess./Tx.

Systems of SWI
Seminar SSWI

Ind & Fam II(2)Inter. Skills I & F

Small Group(2)Systems of SWII
Seminar SSWII

S Welf & S Work (3) Core Groups

Social Policy
SW Thoughts/Philo
Seminar/SW T & P

SW & Law(3)SW Law & Policy

Social Security
Social Assistance

Strategies

Systems SSIII

Community(3)Seminar SSSIII

SW Research(4)Evidence & Know.

Research

SW Research

Practice Research(4)Advanced Research(4)Dissertation
FW I & II (5)Practice Leaning I

Cl Seminar ( I, II)

Reflect Learning 1

FW III & IV (5)Practice Learning II

Thesis

ThesisField Practicum

Cl Seminar (III,IV)

SP: Child/Family+Child/Families

SW with Children

Youth SW
Family Dx/Tx*
Advanced FT**
Marital Tx*
SP: Health *7

Health & Disability

Disability & Rehab.

Care of the disabled &SW with Elderly

the elderlySW with Health &Medical Services
Mental Health

Mental Health

Drug Abuse

SP: School SW+______________________________________________________________________________________________+Each specialization (i.e., concentration) integrates the required and elective courses in each of the sequences
including the field practicum III & IV at the advanced levels.
*These course are taken by the students whose concentration is in health/mental health, child and family, or
school social work. Other courses are not listed here (See the course listings of MSW Program.

As shown in Table 2, the curricular of the MSW Program in the United States
as demonstrated at Loyola University Chicago are organized according to five
sequences including: 1) Human Behavior in Social Environment (HBSE), 2) Social
Work Practice Methods, 3) Social Work Policy, 4) Social Work Research, and 5)
Field Practicum.

This structural pattern of five curricular domains is universal

across the MSW Programs in the U.S. in accordance with the CurriculumStandards of CSWE Commission on Accreditation. The first year of the MSW
Program is geared towards the foundation of social work education across all
sequences followed by the more advanced level of all those sequences in the second
year of MSW Program.

In addition to the required courses at both levels offoundational, and advanced, curricula, elective courses are provided to strengthen
the interest areas of specialization or to meet certain requirements of pre-requisite
courses including statistics or basic courses from the field of biological/physicalscience.

Elective, up to four credit hours of selected courses, are permitted fromother departments including education, human resources & industrial relations,
pastoral studies, law, political science, sociology, psychology & child development(Loyola University).
•

TowardAdvancementofHighlySpecialized

SocialWork/Welfare

Practitioners and Researchers To Lead Social Work/Welfare Field
Internationally
Not many schools have yet set such goals of international linkage as what
Doshisha has set out in GP Education Program, envisioning for future leaders ininternational social work and social welfare arena.

The IAC members laud this.

Unlike other schools, Doshisha offers International Social Welfare courses to bothundergraduate and graduate students, and brings visiting scholars annually to8teach their respective areas of expertise from global perspectives. Courses likepedagogy, leadership development, analysis of global social issues, public
administration, international collaboration, conflict resolution, world economy andgeopolitical dynamics, comparative social welfare systems, etc. could be taught ininterdisciplinary settings. Any one of the existing or planned research institutes
and centers could tie to student/faculty research projects, dissertation works, andplacements of field education (e.g., UN agencies, regional and international
NGO/NPO

organizations,andinter-government

programs).

A

strategic

implantation of leadership in each of specialized area of practice, research, policy
and teaching is critical for formatting the net basis of future leadershipdevelopment.

The effective use of the International Advisory Committee as

outlined in the GP Education Program can also lead to constructive feedback andconsultative benefits.
Table 3. Specialized Area of Practice (Concentration) & Certificate Program
U.S.

Sweden Korea

Japan

Loyola* York

Lund

DoshishaChild & Family

yes

yes

yes-

yes

Health & Disability

yes

yes

yes

yes

Mental Health

yes

yes++

yes

Youth Social Work
School Social Work

UK

yes
yes

Addiction (drug abuse)
Elder Care (Gerontology)

SangJi

Cross Comparison

yes

yes

+Child and Child Welfare

yes++Addiction researchSocial AssistanceyesSocial Policy

yes

Leadership & Development
In the Social Services

yes___________________________________________________________________________________________*For each specialization domain of practice, MSW students at Loyola must complete 12 credit hours ofrequired courses in Schools, 9 credit hours in Child & Family, 6 credit hours in Health, 9 credit hours
in Mental Health, and 12 credit hours in LDSS specialization.

As shown in Table 3, University of York has dual tracks, social policy

9and social work practice at a master degree level. Loyola University has
just launched another domain of specialization, Leadership andDevelopment in the Social Services (LDSS) under the Master Degree inSocial Work unlike the former where the Master Degree in Social Policy isawarded to the students who major in social policy. Its curricular component
has a strong emphasis on international comparative policy research, thus
attracting students from many foreign countries. The University of Lund
offers various “Independent courses for Professional Social Workers” beyond
its undergraduate social work education which takes 3 ½ years to complete
for Bachelor of Science (Bs) in Social Work including compulsory field workof 20 credits or one term (University of Lund). It is in the Ph. D. Program
where students are provided with individualized opportunities for
specialized areas of research which will be addressed in the following
section.
As shown in Table 4 below, all, except Loyola, require thesis ordissertation at Master degree level. Some years ago, Loyola has changed
the Master thesis requirement with practical research project in par with
the national trends in social work. Since the main goal of MSW Program in
the U. S. is to produce professional social work practitioners, its emphasis is
more on nurturing practice competence as compared to UK, Korea andJapan where research competence is more emphasized as a prerequisite for
doctoral degree with some exceptions in both sides.
.
Table 4. Master Degree Requirements & Characteristics: Comparison
Character.

US

UK

SN

KE

JN

LoyolaYork

Lund

Sang-Ji

Doshisha

Identity

SWork

SPolicy/SWk SWork

SWelfare

SWelfareDegreeMSW

MAsp/MSW

MSW

MA

MSW

Credit Hours

60

180/240

Internship (FP)yesno/yesyes

yes

yes/no

yes

yes

yes

Placement Type# c, b/bThesis/Dissert.

no

yes

Foreign Lang.

no

Duration

2 yrs+/-

2 yrs.

2 yrs.

2 yrs.

2 yrs.

Faculty

SW*

SW

ID**

SW

SW

10

yes

Students

500+

ina

ina

Pedagogy+

123457

1267

Partnership^

yes

ina

ina

Accreditation

CSWE

GSCC

NBESWPAHistory

1914

19

1977

ina
123467
ina

ina

1966?

______________________________________________________________________________________________*Social Work discipline primarily#Types of Field Placement includes concurrent with class works (c), and/or block placement (b).
**Interdisciplinary including Economics, Sociology, Psychology, etc^Partnership involves MSW program offered at the other higher education institution (e.g. Carthage
College in the state of Wisconsin), as well as several dual degree programs with other department,
schools and institutes including Loyola’s Institute of Pastoral Studies, School of Law, & Institute of
Human Resources, Industrial Relations, School of Law & Women Studies, several local TheologicalSeminaries, and Erikson Institute Advanced Study in Child Development.
+Pedagogy includes: 1=Lecture, 2=Small Group Discussion/Presentation/Seminar/Workshops, 3=Useof Media, 4 =Experiential Learning, 5=Long Distance Learning (internet), 6=Tutorial, 7=Independent
Learning.

York has a separate MA Program in Comparative and International Social
Policy which enrolls an average of about 12 students, and a third are from overseas.
This degree consists of a total of 180 credit hours, of which 100 credits accounted
for by taught classes and 80 credits by work for a research based dissertation.
Courses are structured around 2 x 1 or 3 x1 hour lecture session plus 1 hourseminar each week for 9 weeks. Required are: Social Policy Analysis, Globalizationand Social Policy, Comparative Social Policy: Themes and Issues, Dissertation
Workshop and Dissertation (University of York).
As Dr. Bradshaw observes the Doshisha’s attempt to expand MSW
curricular requirements, he provides the historic background of dual domains ofBritish social work education in social policy/administration and social work
practice which has occurred in the U. S., as well as, in other parts of the world (e.g.,
Korea). It may be clear for the programs that separate these two curriculardomains of social work practice and social welfare policy into two separate degree
programs where one emphasizes on cultivating analytic minds in examining policy
issues while others on systemic integrations of knowledge and problem solving
practice skills in clinical settings.

From the GP perspective, it is understandable

for Doshisha to cultivate the virtue model of practice to theory, theory to practice in11its graduate social work education for the 21st century.

It is an on-going debate ofnature vs. nurture determinants in shaping our understanding of human behavior
that has been also causing tension in social work education in terms of balancing
case (micro practice) vs. cause (macro policy) arguments. The U.S. CSWE
Commission on Accreditation has recognized the importance of incorporating both
domains of social work curricula while providing each school to develop its own
unique ways to address curricular demands in balance.
Certificate Programs can be added as a part of the standing graduate
program or as a postgraduate program to nurture specialization in a particularfield of practice or research.

Loyola for instance has developed several certificate

programs in school social work, non-profit management and philanthropy, child &adolescent

psychotherapy

that

offer

post-graduate

coursetorespective

professionals. Lund has a similar program.
III. Research Advancement
The Curriculum Review Committee chaired by Prof. Koyama raised several
questions with regards to reformation of some of the current social welfare degree
programs at Doshisha (January 19, 2008).

The more basic structural question in

my view and before the IAC is: Does the proposed change in your MSW program
aim at producing professional social work practitioners similar to the Loyola modelor like the dual model of the Lund where professional social work practice degree of
MSW and research focused MA in Social Policy coexist? If Doshisha aims at thefirst model, that is: one primarily focused on professional social work practitioners
with advanced knowledge and skills, the curricular structure needs more
integration of knowledge and skill domains including field practice to fit themarket expectations of specialization.

If the aim of MSW at Doshisha is more forthe dual tracks, like what Prof. Bradshaw addressed in his Comment (p. 3), one oftracks with foci on research and special topic areas (e.g., social security, NPO,
international social welfare systems, care system for the aged or the disabled,
migration, etc.) is considered as a preparatory interim process for doctoral studies,
a combined existing tutorial and compulsory systems of instruction may be durable.
If your MSW and Ph. D. programs incorporate international areas as a domain of
specialization, it seem more appropriate to structure your curricula, class and field
instruction, special research projects, supervision and thesis/dissertation in a waythat a sufficient integration of general and specific domains of knowledge, skills
and12valuessalienttosocialwork

discipline,

globalworldviews,

andinterdisciplinary collaboration can be achieved.
On research methodology, more schools including Loyola, where professionalsocial work degrees are offered in the U. S., allow graduate students to choose
qualitative or mixed methods approaches in the light of recent shift in employing
postmodern and narrative paradigms. Still, many schools like University of
Chicago or Washington University in St. Louis where social policy is more focusedtend to expect students to use quantitative research methods. On the whole,
doctoral education is geared toward producing competent researchers globally.
The Doshisha’s forward vision in strengthening the curricula model of goodpractice by integrating both of practice based research and theory based practice iscommendable.

One of the social work principles, “Start where people are” fits wellwith your founding president’s spirit of “Treasure Each and Every Person” when
considering contextual learning and teaching in this changing environment of
globalization and social justice.

In Sweden, according to Dr. Edebalk, the Schools

are moving toward a better cooperation between the Schools of Social Work and theGovernment social service programs with emphasis on nurturing both students
and practitioners to use more scientific knowledge generated from research.

Lund

was funded in this effort from the Swedish National Board of Health and Welfare.
•

On Master Thesis

A number of points raised in Koyama’s report are addressed in different
sections of this report. On Master Thesis, the question of supervision by one
faculty vs. joint supervision was raised•

On Doctoral Education

In responding to the Koyama Report on Doctoral Program (p. 6, 7), Prof.
Edebalk suggestions that one of the selection criteria for PhD students could bebased on the quality of their Master Thesis. It is difficult to have the balance ofteaching and research for faculty as pointed out by Dr. Bradshaw (Comment, p. 2)
in research focused programs where maintaining the research funding from grants
keep research faculty from devoting their time to class room teaching.

Like York,

many U.S. research one universities experience the same problems noted by Dr.
Bradshaw.
To recruit best students to graduate programs, doctoral in particular, is largely
dependent on both active and noted faculty scholarly activities on research andscholarship plus research opportunities for applicants.

York tends to bring many

international students because of its curricula attraction for its broad spectrum of13

international comparative social welfare policy instructions.

On the other hand,

Lund attracts doctoral students for the benefit package including salaries, officespace and computer, research opportunities, etc.
As shown in Chart 1 below, some selected characteristics of Ph. D. Programs
represented by the IAC member schools are highlighted for a comparative look attheir goals, courses, duration, and other requirements.
Chart 1:

Characteristics of the Compared Ph. D. Programs

Features

Countries of Each Program

Goals

U.S.

Expertise in Research, Scholarship & Teaching

UK

Expertise in Comparative International Social Policy and Social Work
Research

SN

Proficiency in Research, and Professional Implementation of Social
Policy

KE

ina

JN

Formation of SW Values & Ethics, Acquisition of Knowledge, Practice(Support) Techniques, Highly Skilled Researchers, Leadership&Management Role in the field of Social Welfare
CoursesUS

The History of Ideas in Social Work Treatment, Special Topics –Ethics in Research (Interdisciplinary enrollment), The Nature of ClinicalKnowledge, Research Methodology, Advanced Statistical Measures(Interdisciplinary

enrollment),

SocialTheoryandSocialPolicy,Organizational Analysis, Seminar of Dissertation Planning, Electives(Students choose their electives from among the course offerings of the
School,, the University, one elective could be taken from other accredited
university. In addition, students can arrange independent studies in
consonance with students research interests.
Comprehensive Exam, Dissertation Proposal and Hearing, Dissertation
Supervision
UK

Supervision in a wide range of areas including:
Crime, criminal justice; Demography; Disability studies; Employment,
unemployment and the workplace; environment; e-social policy; families,
children and young people, gender and ethnicity; governance delivery &evaluation of public policies; health policy & provision; housing,homeless & urban regeneration; inter-professional and inter-agency
working; older people; poverty & income protection; quantitative &14qualitative research methods; social exclusion & inclusion; violence &abuse, etc.
SN

Behavioral & social science theory courses
Empirical research methods courses
Theory and development of social work methods courses
Other courses including independent study areas
Dissertation writing

KE
JN
Duration

US

Usually 4 to 5 years, the limit of eight years from the first course at
Loyola.

UK
SN

Usually 4 years, of approximately half of the time devoted to writing
dissertation

KE
JN

•

The Issue of Isolation for Doctoral Students
As raised in Koyama’s report (January19, 2008, P. 7), several points are

made in responding the issue of isolation for PhD students at Doshisha due largely
to the tutorial system of instruction.

One of the assessment criteria ininterviewing doctoral applicants at Loyola for admission has to do with what theapplicant brings to the Program in terms of his or her professional, cultural, andpersonal assets that can enrich process learning for the entire cohort class. The
system of credit courses required for all students for the first two years of doctoral
program facilitates cross-referencing and group process learning among theircohort.

Loyola attracts many part-time practitioners and administrators who

commute long distance for its flexible class hours scheduled in the evenings andweekends.

Once the required structured courses are completed, faculty advisors

will take greater responsibilities in supervising students at every phases ofdissertation until the fulfillment of all required curricula including dissertation
approval.

Doshisha’s requirements for doctoral students including scholarlypresentations and publications of their research works are well conceptualized in
making them field tested for their scholarship development.

There is no one

solution to the issue of students’ isolation, but the curricula structure including
joint seminars as proposed by Doshisha can make it better.

15•On Teaching

Loyola has developed a required course on teaching for doctoral students tobecome better prepared teachers. For this, students actually participate in hand-on
teaching in a class where the instructor evaluates the student’s teaching
performance.

As pointed out in Koyoma’s report (p. 6) in making reference to theCentral Council of Education, if the educational goal of advanced degree is to
produce competent researchers and teachers, it would need to make curriculum
objectives be in consonance with their outcome.

Here, further discussions on theunderlying philosophy of education from both professional and global perspectives
and pedagogical wisdom need to be cultivated as this advisory committee or otherexpertise in a respective field advances along with your GP projects and beyond.
Your School or Department of Education can become a viable resource in expanding
the teaching side of your curricula.

At Loyola, the Graduate School has a systemof recognition in awarding the Graduate Faculty of Year and encourages eachacademic unit to develop senior faculty mentorship for junior faculty.
•

The Length of SW Degree Programs

Generally in the U. S. the length of doctoral program beyond the first two yearsof compulsory course works is determined by the preparedness of each student
toward the completion of academic degree requirements including dissertation. In
your current tutorial system, it seems that the function of individual faculty’s
involvement and student’s progress pretty much determines the length of degreecompletion. The impact of student and faculty ratio on the average degreecompletion may also need to be studied in determining your absolute required
length of PhD Program.

Another consideration as suggested by Dr. Bradshaw is

to do with which track of your MSW or MA needs to shortcut from two years to one
onto PhD program if you adopt advance standing system as implemented in the U.
S. and perhaps in UK too, the students who majored in SW from UG can beadmitted to MSW and complete the degree earlier than those who did not majorsocial work in UG.

Sweden has 3 1/2 year for UG social work degree whereas UK

has 3 years of UG SW plus 2 years of MSW. In U.S., 4 years of UG plus 2 years of
MSW except for advanced standing students who shortcuts one year in their MSW
program.

Korea adopts in general the 4-2-5 systems from UG through MA onto

PhD. Programs. The requirement of social welfare worker’s license is based on the
BA degree in Social Welfare or upon the completion of required SW courses at any

16accredited 4 year colleges and universities and passing the license examination.
Part IV. International Program Development
As the final part of this report, the role of IAC in implementing the Doshisha’s
vision and initiatives on GP Education may become more important in bringing
about varied global perspectives not only during the initial project phase, but for an
on-going consultation basis to serve as a sounding board in your feedback loop. The
question raised in the GP report as to how to shape graduate education in social
work towards producing highly specialized professionals who can lead withcompetency in empirical research and specialized field of practice in internationalsettings is indeed a bold step into the 21st century from Japanese and global
contexts.
The IAC members who are connected to Doshisha as your former visiting
scholars are honored in participating in your vision and strides toward achieving
the educational goals that we all gladly subscribe. Since you have very active
engagements in connection with other universities in many parts of the globe,
exchange programs can be strategically developed to incorporate some of your GP
objectives.

Your institutes headed by GP faculty can enlist graduate students inlinking their thesis and dissertation projects to international settings wherecollaborative research or field training can be conducted.

There are many fineinstitutions in your region including China, Korea, Hong Kong, and other Oceania
countries where your former graduates can serve different roles in facilitating
practicum and research projects for your students and faculty.

Loyola hasdeveloped several institutes within the School headed by senior faculty to function
as academic components to facilitate research projects, curricula developments,
seminars, and international exchange programs.

York has drawn many

international students to its advanced degree programs in social policy.
In closing, as Doshisha positions itself in the cross-road of international fields ofsocial work education, research, policy, and practice, I, with other IAC members,
wish all of the GP faculty, staff and students the very best in the years ahead forsuccessful growth of the School and the University from the benefits of your GP
project accomplishments.

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