Challenges to Leadership in a Transitioning Environment
Abstract
This narrative reflects on the role of the authors in the leadership of an undergraduate social work field education program transitioning to a competency-based curriculum while seeking reaffirmation under theCouncil on Social Work Education (CSWE) 2008 Educational Policy and Accreditation Standards (EPAS) and incorporating a master of social work (MSW) program under the 2001 EPAS. Drawing on contingency theories
of leadership, the process described required continuous communication and negotiation with administrators, field agencies, instructors, faculty, and students. Frequently these stakeholders held vested interests, conflicting
priorities, and differing decision-making styles that demanded attention. We had to maximize opportunities for the field program to guide and assist field instructors and students on a path to achieve curriculum
competencies while meeting college expectations for faculty performance. Budget parameters and CSWE standards for field education and administrative leadership also demanded attention. Contingency theory
provided a guide and framework to navigate the transition. This narrative describes that experience and discusses strategies employed in light of power, authority, diversity, and decision-making themes.
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NARRATIVES OF PROFESSIONAL HELPING
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