Stephen Larmar

Short-term study abroad (STSA) experiences are an increasingly popular strategy used by universities to develop global citizenship in students. Global citizenship is particularly important for emerging health professionals with many health challenges of the 21st century being of global importance. Yet, evidence on the effectiveness of STSA is inconclusive, predominantly due to methodological issues limiting research to date. This quasi-experimental study draws on a recognized global citizenship framework encompassing dimensions of social responsibility, global competence, and global civic engagement to examine the changes in global citizenship pre- and post-STSA experience in health students. The sample consisted of health students (n = 75) who participated in an STSA experience (study tour or practicum) from 16 to 22 days in a less industrialized country and a control group (n = 66) who did not partake in any intervention. The data analysis found that students in the intervention group had significant improvements in their overall global citizenship score and its dimensions separately, except for social responsibility, while no significant changes were seen in the control group. The findings provide evidence to support STSA experiences as an accessible option for universities to promote global citizenship development among health students.

The COVID-19 pandemic is leading to serious socio-economic consequences globally. These impacts are disproportionately disruptive to vulnerable groups and low- and middle-income countries. This paper explores the case of Nepal and challenges faced by NGOs and community-based organisations (CBOs) to reduce child labour in brick production, embroidery (zari) and the carpet industry amidst the strict lockdown laws, and industry closure during the pandemic. The case of the Sakriya Project, a child protection initiative headed by World Education Inc. (WEI) Nepal illustrates challenges and opportunities for social work in building capacity to support this vulnerable population during the pandemic.

With the rapid expansion of online learning as a dominant pedagogical approach in higher education, significant research has been undertaken to explore the impacts of internet-based technologies to promote student engagement. Current advances in online learning have fostered innovative, and often nuanced approaches to teaching and learning that have the potential to promote rich and potentially transformative learning outcomes for higher education students. However, there is a growing body of evidence that clearly highlights that online learning may have a deleterious impact on a student’s sense of connection, leading to experiences of isolation and disempowerment. Such experiences call for an ongoing reimagination of the online teaching space to ensure that students maintain a strong sense of identity within their virtual educational community. This paper emphasises an approach to online learning that serves to foster positive engagement across the student lifecycle. Using Nell Noddings’ framework of Moral Education, we engaged in the process of critical reflection on our own teaching over time, using student data to support analyses.

This paper reports on a research project exploring a socially inclusive approach to providing routine medical care for people living with HIV/AIDs (PLHA) in India. Seven medical practitioners working in an outpatient clinic in a central city in India that gives emphasis to compassionate care were interviewed. The findings of the research indicate that compassionate care for PLHA in India promotes a socially inclusive model of support to increase beneficiary hope and reduce the stigma associated with this population.

This paper reports on a research project exploring a socially inclusive approach to providing routine medical care for people living with HIV/AIDs (PLHA) in India. Seven medical practitioners working in an outpatient clinic in a central city in India that gives emphasis to compassionate care were interviewed. The findings of the research indicate that compassionate care for PLHA in India promotes a socially inclusive model of support to increase beneficiary hope and reduce the stigma associated with this population.

This article draws on and contributes to the body of knowledge on the development of cultural competence and study abroad experiences. The study program has been well established for several years and blends a 12-day intercultural immersion experience with preparatory classroom teaching and relevant assessment. This study builds on an earlier evaluation, adopting a robust qualitative approach. The study confirms that such experiences can significantly contribute to transformation in students’ capacity to challenge superficial cultural stereotypes and critically engage in the interplay among disadvantage, contextual factors, and sociopolitical structures. Developing critical reflection skills is an integral component in promoting transformation.

Social work research concerns itself with vulnerable populations. Methodological challenges including accessing vulnerable populations are especially acute in developing countries where systematized data is often lacking. This article presents a pilot study using respondent-driven sampling to estimate the prevalence of children engaged in commercial sexual exploitation. The results are used to illustrate the feasibility of developing multi-sectoral collaborations to address issues among vulnerable populations. This study demonstrates that respondent-driven sampling is a strong design capable of producing prevalence estimates. Implications for international social workers in facilitating professional capacity building for effective planning, monitoring and reporting of social development projects are discussed.

The School of Human Services and Social Work at Griffith University (Brisbane, Australia) developed the Common Time program in 2002 for its first year undergraduate students to increase student success in academic learning and to facilitate student engagement with staff and fellow students.  Common Time consists of a series of facilitated forums during the initial weeks of each semester, where the first year cohort meet  weekly to discuss general first year issues and receive information relevant to the first year university experience. As the program underwent changes in 2013, this paper discusses the findings of an evaluative research initiative. The results indicate that the revised 2013 Common Time program was, for the most part, effective in orientating and engaging these first year students during their transition into university study.  However, further revisions to the program are needed to improve students’ opportunities to build meaningful social networks in particular.