Training Faculty Field Liaisons: The Role of Social Capital Theory

Abstract

As the social work profession’s signature pedagogy, it has become crucial to evaluate and reflexively review the needs of those involved in field education programming—including students, faculty field liaisons, and field instructors. Descriptive qualitative analysis was used to examine the narrative comments of graduate-level social work students (N = 243) and their field instructors (N = 163) at the conclusion of their field experience across a 5-year period. The emergent themes, anchored in the constructs of social capital, highlight the multi-faceted role of faculty field liaisons. This research project concluded that the key component to whether students and field instructors value their participation in field was the perceived value of their relationship with the faculty field liaison. It is these relationship-centered requests that become fruitful considerations for staffing and training in field education programs.

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