Social Work

Social Work - MA

2018

Social work is about changing lives for the better.  Designed as a route into professional practice for graduates, the Kent MA is taught by qualified social workers. You have access to placements across a range of settings, allowing you to develop your practice and research skills and apply knowledge to practice.

2018

Overview

Our graduates become confident, competent practitioners and 89% of our recent graduates are in work/further study six months after graduation. Home/EU students may be eligible to apply for a Department of Health bursary for both years of study.

The School of Social Policy, Sociology and Social Research (SSPSSR)

Social Work at Kent is part of the School of Social Policy, Sociology and Social Research, operating across Canterbury and Medway campuses.

The School supports a large and thriving postgraduate community. We have close links with employers such as Kent County Council, Medway Council and Avante Care, who not only provide student practice learning opportunities but are also engaged in joint research projects with us.

Our learning community also includes service users and carers who work with us to ensure that this programme and our research work represents a wide range of perspectives, including those of people who receive services.

The Social Work MA is based at the University's Medway campus and benefits from the excellent new facilities on site. Students also benefit from the insights and experience of a wide range of practitioners from different settings, through their teaching and evaluation of practice learning portfolios.

Funding

The NHS Business Services Authority (NHSBSA) is responsible for the administration of a social work bursary. Please refer to the NHSBSA website for the latest available information including the eligibility criteria.  We are awaiting confirmation of the number of bursaries that will be allocated for students on this programme but anticipate that there are likely to be fewer bursaries than students registered.

For information on other funding opportunities, see postgraduate fees and funding.

Think Kent video series

Over a third of the UK’s 6.5 million carers are aged 65 years and over. Older carers have a distinctive profile. They disproportionately provide intensive levels of care and tend to care for longer hours over many years. Reluctance to identify as ‘a carer’ and ask for help from services also means older carers care unaided.

In this talk, Dr Alisoun Milne explores why older carers are at significant risk of poor physical and mental health, reduced quality of life and poverty, and cannot be assumed un-problematically to protect their own health and well-being. These are matters of social justice.

National ratings

In the Research Excellence Framework (REF) 2014, research by the School of Social Policy, Sociology and Social Research was ranked 2nd for research power in the UK. The School was also placed 3rd for research intensity, 5th for research impact and 5th for research quality.

An impressive 94% of our research-active staff submitted to the REF and 99% of our research was judged to be of international quality. The School’s environment was judged to be conducive to supporting the development of world-leading research, gaining the highest possible score of 100%.

The Times Good University Guide 2016 ranked Social Work at Kent 1st for research quality.

Course structure

The programme incorporates critical analysis and practice-based skills. This includes a two-day observational practice learning opportunity and a 70-day practice learning opportunity in Stage 1, with a further 100-day placement in Stage 2.

The majority of the Readiness for Direct Practice module (22 days) is taught in the autumn term of Stage 1. The remaining portion (eight days) is taught as part of practice placement preparation and as ‘recall days’ during both placements. These practice-based opportunities, along with your academic work, provide the basis for your professional development.

There is considerable emphasis on participative seminars and class sizes are generally smaller to facilitate this approach. The student body is a cosmopolitan mix of mature and younger graduates creating a rich and diverse learning environment. You are allocated an academic adviser to support and mentor you throughout the programme.

Detailed module descriptions are provided below.

Modules

The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.

Modules may include Credits

The module will cover the following topics and issues:

• The nature, history and application of social work values, their links with codes of practice and the regulation of professional conduct.

• The conceptual and philosophical context of rights, responsibility, justice, care, authority and power in social work.

• Challenges inherent in balancing these dimensions of the social work role in practice, including statutory duties.

• The management of potential conflicts between personal and professional values

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15

In this module students will be introduced to concepts of professionalism and ‘relationship’ in social work and the role of self-monitoring and reflection. They will learn about, critically discuss and practise a range of communication and interpersonal skills. These will include: the commencement of effective contacts with service users and colleagues; active listening and attending skills; the role of non-verbal communication; empathy; effective use of questions; paraphrasing and summarising; challenging constructively and managing conflict; the use of electronic and telephone communication; and working with people with special communication needs. Students will also explore the use of feedback in the classroom and in professional practice and supervision.

In addition the module will introduce students to the theoretical underpinnings of models of personal and professional communication. They will also be encouraged to critically explore and reflect on the application of social work values and will analyse the impact of inequality, power and diversity in relation to engaging with the experiences of others. Understanding and working with reluctance and resistance will also be addressed along with models and skills in ending relationships and evaluating practice

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15

The curriculum will address the need for social workers to have in depth knowledge and understanding of the law and its applications to social work practice. The history, context, and nature of English law and law making will be covered including natural law and positivist law and their intersection with ethics and philosophy. The ‘legal framework’ of English social work including legislation, quasi-legislation and social policy will be outlined as will the process - and political context - of policy-making and implementation. Primary, and secondary legislation, policy and guidance and the cases that together constitute ‘the law & policy’ relating to key service user groups will be outlined alongside understanding of the application of legislation and policy as it relates to social work activities, duties and decisions. Judicial interpretation relevant to social work, the role and nature of Courts and the legal profession, legal procedure and the nature of evidence will also be covered. Human Rights and equality law with a particular focus on justice and the promotion of equality in the areas of “race”, gender and sexual orientation, disability and age will be addressed as will legal systems and frameworks relating to safeguarding, mental capacity & confidentiality.

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15

Students will participate in up to 30 days undertaking a ‘Developing Skills for Practice’ programme consisting of university based experiential learning, self-directed study, shadowing experienced social workers and other observational visits. The majority of these days will take place during the Autumn term of the first year to prepare students for their first placement through practising key generic skills and increasing their understanding of the social work role, without the immediate pressure of assessment.

Students will attend placement for a total of 70 days and carry out direct work with service-users in a social work or social care organisation. They will develop skills, knowledge and values through experiential learning supervised by a qualified practice educator. Involvement in practice activities will enable students to demonstrate effective use of knowledge, skills and commitment to core values in social work in a given setting in predominantly less complex situations, with supervision and support. They will be expected to show capacity to work with people in situations where there may not be simple clear-cut solutions.

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30

This module will explore and critically reflect on the role of theory in social work and its intersection with the development of interventions and social work skills. Threaded throughout the module will be a focus on the importance of developing a critical understanding of social work processes, including models and methods of assessment, the application of theory in complex social work cases and recognition of social work intervention as a theoretically informed activity. Specific approaches and perspectives will be explored e.g. systemic and therapeutic approaches, and critically reviewed in assessment and intervention with individuals, families, groups and communities. The role and nature of social work models and interventions will be explored, e.g. social constructionist approaches, task centred practice, and students will be encouraged to develop a critical understanding of the importance of groups - including families - in social work practice. The module will facilitate the students’ capacity to critically evaluate theories and methods including an appreciation of practice paradigms and practice related theories within wider social sciences perspectives.

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15

Taking an ecological approach to social work, the module will highlight the need for a systematic analysis of influences on individuals, families, groups and communities at micro, meso and macro levels. This will include the role of social processes on individuals and families and theoretical approaches to human growth and development. The module will explore bio-psycho-social influences on behaviour, individual identity and the life course, and contrasting approaches, such as ‘critical material’, discursive and intra-psychic, to understanding the individual in society. Broader social influences on individuals and families will also be examined, such as diversity and difference throughout the life span, acknowledging cross-cultural differences in attachment, development and separation.

Applying the module content to social work practice, students will be encouraged to understand the significance of life stages and the need to adopt a life course perspective in social work with specific service user groups. The module will highlight the significance for social workers of the intersection between psychological models and understanding the concept of ‘need’. At the macro level of understanding, the module will explore the interaction between disadvantage in society, marginalisation, isolation and social exclusion with psychological and social factors that bring service users to the attention of social workers.

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15

This module will enable students to develop and demonstrate their readiness for direct practice with service users, through undertaking a range of guided practical activities both within and outside the university. This module incorporates a number of skills development days, and the ‘readiness for direct practice’ assessment, which are both requirements of the Social Work Reform Board. Students are required to pass this module before progressing to their first practice placement.

Class-based activities will encourage the development of skills used in communication, observation and reflection, and relating theory and practice, enabling students to practise and further develop the skills and knowledge they are learning in other modules, in particular SO896 Communication and Interpersonal Skills and SO923 Social Work Theories, Interventions and Skills.

Learning activities will also address the importance of professional behaviour and boundaries, awareness of values and diversity in social work, an initial awareness of risk and safeguarding, the role of professional supervision, and the importance of emotional resilience in social work.

Students will also develop their awareness of the perspectives of service users and carers, and will gain understanding of the context of social work and how social work is organised and practised in a range of settings. Students will have contact with practitioners and service users and carers within class sessions and through visiting social care settings. Each student will also undertake a two-day shadowing placement with a final year student and practice educator in a social work setting. During this they will observe and discuss examples of social work practice and meet service users and/or carers.

Students will develop their self-awareness and skills of reflection on their learning and experiences through individual activities and class discussions. They will be guided to identify their individual learning needs and monitor and reflect on their own progress.

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10

This module is an integral part of practice learning and is designed to sit alongside the Practice Placement 1 module (SO921). It offers an opportunity for students to demonstrate their learning in academic form. The two assignments incorporated in the module are based on work the student undertakes during their practice placement and enable students to demonstrate their competence in practice over the course of the placement. Student will have the opportunity to apply relevant theoretical learning to their own practice and demonstrate reflection and critical thinking.

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15

This module is an integral part of the practice learning and is designed to sit alongside the Practice Placement 2 module (SO922). It offers an opportunity for students to demonstrate their learning in academic form. The assignment incorporated in the module enables students to critically reflect on their practice and their own development over the course of their learning. Students will have the opportunity to apply relevant theoretical learning to their own practice and demonstrate reflection and critical thinking.

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15

Students will attend placement for a total of 100 days and carry out direct work with service-users in a social work or social care organisation. They will develop skills, knowledge and values through experiential learning supervised by a qualified practice educator.

Involvement in practice activities will enable students by the end of last placement to have demonstrated the knowledge, skills and values to work with a range of user groups, and the ability to undertake a range of tasks at a foundation level, the capacity to work with more complex situations; they should be able to work more autonomously, whilst recognising that the final decision will still rest with their supervisor; they will seek appropriate support and supervision.

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30

The overall aim of this module is to equip students with the advanced knowledge and understanding required for them to function effectively as social workers in mental health and adult social care settings. This might include working in a multidisciplinary mental health team, with older people, people with a physical or learning disability, or with people from all of these groups. The module considers models of understanding mental health/distress, disability and old age, in particular the contrasting perspectives of the individual/medical model and social models. The module will ensure that all students are able to recognise and understand key definitions and diagnostic categories applied in contemporary service settings, at the same time as critically questioning the nature and validity of such definitions.

The module will enable students to acquire critical understanding of the impact of injustice, social inequalities and oppressive social relations on the lives of adult service users and carers, including: a) the role of these factors in contributing to the development of mental health and other problems and, b) their impact on the lives of people who already have mental health needs and/or disabilities and their families. The module will enable them to critically analyse and evaluate key concepts such as ‘care’, ‘need’ and ‘risk’ in adult services, and demonstrate the knowledge necessary for them to assess and make decisions in conjunction with service users, including when conflict and disagreements arise. It will highlight the evidence relating to the abuse of adult service users and the safeguarding strategies used to prevent it.

The module will provide specialist input on the legal and professional frameworks that shape or prescribe social work practice in mental health services and in adult social care, including the use of online learning materials during private study time where appropriate.

The module enables students to critically analyse the ideas that underpin personalisation and person-centred practice and how these relate in a practical sense to processes of self-directed support and individual budgets as ways of delivering services.

Through groupwork and seminar discussions, students will demonstrate their capacity for effective and appropriate communication with others. They will have the opportunity to critically reflect on their personal attitudes towards disability, difference, and old age.

The assessed work for this module will encourage students to gather and evaluate library and web-based resources appropriate for intermediate level degree study, and integrate a range of theoretical perspectives and evidence from research in order to construct a coherent argument in writing.

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15

The aims of this module are threefold:

Firstly, to equip students to become ‘critical consumers’ of research as practitioners by providing them with the knowledge and understanding necessary to evaluate research appropriately;

Secondly, to provide students with the opportunity to independently carry out an in-depth inquiry to investigate a research question(s) of their choice, producing a coherent review of the relevant literature, a logical discussion and a clearly communicated set of conclusions in the form of a dissertation;

Thirdly, to prepare students to become ‘research-minded’ practitioners in order that they have the capacity to undertake research in practice settings and/or take a lead role in supervising others in such work.

The module provides an introduction to a range of qualitative and quantitative research methods including different types of interview (narrative, biographical, in-depth, semi-structured, structured) ethnography, focus groups, surveys and questionnaires, experimental and quasi-experimental research, randomised controlled trials, documentary and textual analysis, systematic reviews and meta-analysis, and approaches that involve mixing methods. The module outlines the different epistemological and ideological foundations of contrasting research paradigms.

The module includes exposure to the techniques involved in analysing both qualitative and quantitative data, as well as considering ethical issues relating to research. The module will demonstrate the existence and value of repositories of both quantitative and qualitative data and how these may be accessed and utilised.

Each week students are provided with research articles that are compulsory reading for discussion in seminars/workshops. Each reading provides an example of methods as used in research, their potential in addressing specific kinds of research question, and their relevance for social work practice.

Students are required to draft a dissertation proposal for reviewing or evaluating an aspect of social work theory or practice. Through this they are required to apply their learning on the module through the interpretation of study findings and the development of coherent recommendations for social care and social work

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60

The module will offer a specialist focus on social work with children and families. It will address the core principles underpinning the assessment of children in need (including children with disabilities) and their families and offer specialist knowledge and understanding about the legal framework within which social work in children’s services is undertaken. The importance and nature of engaging and working in partnership with parents will be explored as will the nature and role of research and theory in informing interventions and outcomes sought. How social workers work with Looked After Children, including fostering and adoption issues and aftercare will also be addressed. Key messages from Inquiry reports, serious case reviews and government commissioned reports will be weaved into the teaching as appropriate and the role of other professionals in child protection outlined. Effective models of multi-disciplinary and multi-agency working will be identified as will the relationships between child protection and family support; and outcomes, best practice and early intervention. The identification of child abuse and assessment of significant harm, including the assessment of risk, thresholds, child protection investigations, changing practice and policy trends and the different ways in which children might be subject to neglect and abuse will be critically explored. Procedural intervention in child protection and safeguarding work will be outlined and the importance of developing critical analysis skills and effective professional judgement will be addressed in depth.

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15

The module will offer a specialist focus on social work with children and families. It will address the core principles underpinning the assessment of children in need (including children with disabilities) and their families and offer specialist knowledge and understanding about the legal framework within which social work in children’s services is undertaken. The importance and nature of engaging and working in partnership with parents will be explored as will the nature and role of research and theory in informing interventions and outcomes sought. How social workers work with Looked After Children, including fostering and adoption issues and aftercare will also be addressed. Key messages from Inquiry reports, serious case reviews and government commissioned reports will be weaved into the teaching as appropriate and the role of other professionals in child protection outlined. Effective models of multi-disciplinary and multi-agency working will be identified as will the relationships between child protection and family support; and outcomes, best practice and early intervention. The identification of child abuse and assessment of significant harm, including the assessment of risk, thresholds, child protection investigations, changing practice and policy trends and the different ways in which children might be subject to neglect and abuse will be critically explored. Procedural intervention in child protection and safeguarding work will be outlined and the importance of developing critical analysis skills and effective professional judgement will be addressed in depth.

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15

Teaching and Assessment

In addition to assessed work, linked to both taught modules and practice learning, you also complete a dissertation in a specific area of research in your second year.

Programme aims

The programme outcomes make reference to the following:

  • The College of Social Work The Professional Capabilities Framework London: TCSW
  • Health and Care Professions Council (2017) Standards of Education and Training, London: HCPC
  • Health and Care Professions Council (2017) Standards of Proficiency: Social Workers in England, London: HCPC
  • Quality Assurance Agency for Higher Education (2016) Subject Benchmark Statement for Social Work London: QAA

This programme aims to:

  • provide high-quality social work education, including admissions procedures and an assessment strategy and design, that meet:
    • the Standards of Education and Training set out by the Health and Care Professions Council (HCPC 2017)
    • the Standards of Proficiency required for registration as a qualified social worker with the Health and Care Professions Council (HCPC SoPs; SETs 4.1; 6.1)
    • the outcome statements for qualifying education in relation to the Professional Capabilities Framework (The College of Social Work)
    • expectations about standards for the award of the Master's degree in social work as set out in the Subject Benchmark Statement for Social Work (QAA 2016)
  • deliver research-led education which will equip you with the knowledge, skills, confidence and critical understanding necessary to practise social work in complex and demanding environments.
  • provide social work education which emphasises the importance of social work as a moral activity involving the study, application of and reflection upon ethical principles (SB4.6) ensure that you understand the implications of the HCPC’s standards of conduct, performance and ethics (HCPC SETs 2012: 4.5)
  • enable you to learn to become to become accountable, reflective, critical and evaluative (SB4.7) and support and develop autonomous and reflective thinking (HCPC SETs 4.6)
  • enable you to acquire, critically evaluate, apply, and integrate knowledge and understanding in the specified core areas of study (SB5.1) and to integrate theory and practise effectively at an advanced level (HCPC SETs 4.3)
  • promote the development of skills that may be of value in many situations, eg analytical thinking, building relationships, working as a member of an organisation, intervention, evaluation and reflection (SB5.2)
  • deliver social work education that is relevant and up-to-date and which encourages creativity, evidence-based and research-informed practise (HCPC SETs 4.4; 4.7)
  • deliver an effective ‘process curriculum’ in terms of how content is taught, paying close attention to the involvement of service users and carers, practitioners, modelling anti-oppressive and anti-discriminatory practise and confident professional identity (TCSW edref4)
  • maintain and enhance partnerships with regional employers and other stakeholders in order to: secure the supply of appropriate practice placements and suitably qualified practitioners; exchange ideas concerning the content of the qualifying programme; lead at strategic level (TCSW)
  • ensure that you acquire skills, knowledge and abilities commensurate with Master's degree requirements, including independent research skills
  • produce and prepare postgraduates of value to the region and nationally, in possession of key knowledge and skills with the capacity to develop further professionally.

Learning outcomes

Knowledge and understanding

You will gain knowledge and understanding of:

  • social work services, service users and carers (SB5.1.1) the service delivery context (SB5.1.2) and the nature of social work practise (SB5.1.5)
  • theories and models for social work intervention with individuals, families, groups and communities, and the methods derived from them (PCF5.8; SB5.1.4; SoP13.4)
  • the nature, definition, development and application of relevant values and philosophical ethical principles (SB5.1.3; SoP13.4)
  • in-depth appreciation of the principles of rights, justice and economic well-being and their significance for social work practise (PCF4)
  • the relevance of psychological, environmental, sociological, economic and physiological perspectives for understanding the impact of a range of factors on personal and social development and functioning (SoP 13.4; PCF5.4) including spiritual and cultural factors (PCF5)
  • human growth and development across the lifespan including mental health, disability and needs arising from age-related ill health and disadvantage (PCF5.3; SoP13.4)
  • in-depth appreciation of the legal and policy framework for social work practise with individuals, families, groups and communities (SoP13.4) including critical understanding of the scope for professional judgement (PCF5.2)
  • the impact of injustice, social inequalities, policies and other issues which affect the demand for social work services (SoP13.4)
  • concepts of participation, advocacy, empowerment, partnership working, including working with service users and carers, and information sharing across professional disciplines and agencies (SoP13.4)
  • the relevance of sociological perspectives to understanding societal and structural influences on human behaviour (SoP3.4).

Intellectual skills

You develop intellectual skills in:

  • the critical evaluation of knowledge and evidence from a range of sources (SB7.3)
  • using research and inquiry techniques with reflective awareness, to collect, critically analyse and interpret relevant information (SB7.3)
  • practicing as an autonomous professional, exercising your own professional judgement (SoP4) exercising autonomy and initiative in individual decision-making (SB7.4)
  • awareness of the impact of culture, equality and diversity on practise (SoP5)
  • reflecting on and reviewing practise (SoP11) incorporating appraisal of previous learning into future learning and practise (SB7.3)
  • the key concepts of the knowledge base relevant to your profession (SoP13)
  • the potential and limitations of social work as a practise-based discipline to effect individual and social change (SB7.3).

Subject-specific skills

You gain subject-specific skills in:

  • drawing on appropriate knowledge and skills to inform practise (SoP14) using knowledge and understanding in an integrated way in specific practise contexts and to engage in effective relationships with service users and carers (SB7.3)
  • practising safely and effectively within your scope of practise (SoP1) applying creatively a repertoire of core skills (SB7.4)
  • problem-solving including: managing problem solving activities; gathering information; analysis and synthesis; and intervention and evaluation (SB5.5)
  • practising within the legal and ethical boundaries of your profession (SoP2) integrating clear understanding of ethical issues and codes of values in practise (SB7.4)
  • maintaining fitness to practise (SoP3)
  • practising in an anti-discriminatory and non-oppressive manner (SoP6)
  • maintaining confidentiality (SoP7) and maintaining records appropriately (SoP10)
  • assuring the quality of your practise (SoP12) demonstrating habits of critical reflection on your performance and taking responsibility for modifying action in light of this (SB7.4).

Transferable skills

You will gain the following transferable skills:

  • communicating effectively to an advanced/post graduate level (SB5.6; SoP8)
  • applying IT and numerical skills (SB5.9)
  • problem solving skills, including managing problem-solving activities, gathering information, analysis and synthesis, intervention and evaluation (SB5.5)
  • working effectively and appropriately with others, including challenging others where necessary (SB5.7; SoP9)
  • personal and professional development skills including managing uncertainty, change and stress; critical and effective use of research (SB5.8).

Careers

Kent’s social work students have an excellent employability record with 85% of graduates in work six months after graduation (The Destinations of Leavers from Higher Education survey 2014/15).

Social work jobs exist in local authority and health settings (eg social services departments, hospital settings), voluntary organisations (Barnardo's, NSPCC) and private agencies such as private fostering agencies and care homes.

Some graduates choose to undertake agency work.

Professional recognition

Successful graduates are eligible for professional registration with the Health and Care Professions Council (HCPC), the regulatory body for social work.

The Partnership Initiative

The Partnership Initiative (PI) works to embed service user and carer perspectives, experience and expertise into social work programmes at the University of Kent, including student selection, teaching and assessment and research activities. The PI was set up when the BA Social Work was founded at Kent in 2003 and also works closely with the MA Social Work programme that began in 2013.

The PI’s mission statement is that, ‘PI exists in order that people who use services and carers work collaboratively with staff and students. This is to ensure that the skills and experiences of all are integral to the social work programmes at the University of Kent.’

Membership of the Partnership Initiative is open to people in Kent and Medway with direct experience of social services and social workers, whether as service users or as carers. The PI meets and collaborates regularly with academics and representatives of the student body. PI members are paid for involvement in teaching, student selection and any other programme related activities through contracts with the University. Further details of the Partnership Initiative’s work are available in the PI newsletter, Bridging the Gap.

Study support

As a postgraduate student at Kent, you are a member of the Graduate School and of a community of students from a range of backgrounds, identities and experiences.

We encourage students to help each other, reflecting social work values in their everyday interactions and forming professional relationships with peers and staff that reflect those held in the workplace after you qualify.

Through student-elected representatives, you have the opportunity to raise issues with staff at our termly Board of Studies meetings. You  also have an Academic Adviser from the Social Work team, who along with the Social Work Support Officer acts as a contact for any queries you may have.

Postgraduate students have access to a dedicated study room with computer facilities as well as a common room in the Rochester building. You can also enrol on the postgraduate Global Skills Award scheme, which can add value to your CV. Details of this scheme, and support and services offered to our students can be found on the Graduate School website.

You are provided with a Programme Handbook that sets out the essential information you need to get started at the University. In addition, a Placement Handbook is provided by the Practice Learning Co-ordinator.

Global Skills Award

All students registered for a taught Master's programme are eligible to apply for a place on our Global Skills Award Programme. The programme is designed to broaden your understanding of global issues and current affairs as well as to develop personal skills which will enhance your employability.  

Entry requirements

A good (2.1) honours degree in a relevant subject as well as Maths and English (at GCSE Grade C or above or at level 4 with the new grading system) are essential for all candidates. GCSE equivalence within an Access to Higher Education course is acceptable as a substitute for GCSE or Functional Skills level 2.

It is also expected that you will have at least six months full-time relevant experience in social care/social work (or its equivalent part-time). This need not be paid work but could be voluntary work or unpaid work caring for a relative with a disability.

Applicants with a 2.2 honours degree may be considered in circumstances where they have a sustained period of relevant experience and/or have work experience at a senior (management) level. Candidates already holding a Master's qualification may also be considered.

 If you meet these criteria you can apply through UCAS.

The selection process for an MA degree in Social Work at the University of Kent consists of two stages.

Stage 1: all applicants who are considered to meet the entry criteria for the programme are invited to attend the University to sit a written test. Those applicants who pass the written test are invited to return for the second stage of the process: an interview day.

Stage 2: the interview day is made up of two parts, an individual interview with a lecturer and a practitioner and an observed group discussion.

At interview, each candidate is asked a number of (the same) questions covering issues such as motivation to undertake social work training and postgraduate study, expectations of the degree, background experience and awareness of the social work role, etc.

Some previous experience of understanding people and possession of good communication skills help in interview. Candidates also take part in an observed group discussion with a number of other candidates. The group is asked to discuss a question relating to social work for around 30 minutes. The discussion is observed by a lecturer and two service users or carers.

This selection process is in line with other social work courses and is also consistent with guidance from social work's professional and regulatory bodies.

All applicants are considered on an individual basis and additional qualifications, and professional qualifications and experience will also be taken into account when considering applications. 

International students

Please see our International Student website for entry requirements by country and other relevant information for your country. 

English language entry requirements

For detailed information see our English language requirements web pages. 

Please note that if you are required to meet an English language condition, we offer a number of pre-sessional courses in English for Academic Purposes through Kent International Pathways.

Research areas

SSPSSR has a long and distinguished history, and is one of the largest and most successful social science research communities in Europe.

The School received top ratings in the Research Excellence Framework (REF) 2014. It was  ranked 2nd for research power in the UK; 99% of the research submitted was judged to be of international quality, with 88% world-leading or internationally excellent.

When not on campus or teaching, our staff actively engage in research activities such as writing books, speaking at conferences, and contributing to academic journals such as the British Journal of Social Work.

Our research work also involves supervising PhD students who also teach on the programme, some of whom are graduates of the School. Students with an interest in further study are actively encouraged and valued as part of a department that offers the best in teaching and research.

Staff research interests

Full details of staff research interests can be found on the School's website.

Michael Camp: Placement Co-ordinator for Social Work

Placement Co-ordinator for Social Work.

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Anne Kelly: Lecturer in Social Work

Anne’s research interests include child protection, care proceedings, professional judgement and decision making, and critical, reflective and relationship-based practice in social work Profile.

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Ruben Martin: Honorary Senior Lecturer in Social Work

Retired from his full-time academic post in 2010 but continues work as a part-time lecturer, tutor, consultant, writer and editor. Teaching commitments include professional writing skills, a systemic understanding of groups, including families, teamworking and groupwork.

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Professor Alisoun J Milne: Professor of Social Gerontology and Social Work

Mental health in later life; older carers; dementia carers; service development. 

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Dr Joanne Warner: Senior Lecturer in Social Work

Risk; mental health; social work; documentary analysis; gender.

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Sarah Brown: Lecturer in Social Work; Director of Studies for BA Social Work

Sarah’s practice-based social work experience has been in youth offending, specialising in restorative justice, risk assessment and working with young people who sexually harm.

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Dr Sweta Rajan-Rankin: Senior Lecturer in Social Work

Sweta’s research interests include globalisation, transnationality, embodiment and worker identity; social work, embodiment and social location and ageing, racialised bodies, ethnicity and diasporic imaginaries.

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Dr Eleni Skoura-Kirk: Senior Lecturer in Social Work

Eleni’s research interests include service user and carer involvement in social work education; discourse analysis.

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Rhian Taylor: Lecturer in Social Work

Rhian’s previous social work experience includes managing a team for looked after children and care leavers, working with unaccompanied minors, and with foster carers.

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Johanna Woodcock Ross: Lecturer in Social Work

Current research concerns specialist social work communication with parents of practising Christian faith who are undergoing, or have previously undergone, parenting assessment by a social worker in statutory children’s services.

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Fees

The 2018/19 annual tuition fees for this programme are:

Social Work - MA at Medway:
UK/EU Overseas
Full-time £6180 £12266

For students continuing on this programme fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* If you are uncertain about your fee status please contact information@kent.ac.uk

General additional costs

Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.

Funding

Search our scholarships finder for possible funding opportunities. You may find it helpful to look at both: