





































This paper examines some of the challenges the social work profession faces 
in expanding the field at the international level. Defining what we mean by 
international social work is a fundamental issue to provide greater recognition 
for the field in order to recruit new students and expand the presence of 
social workers in international organizations. One of the main avenues for 
pursuing these goals is to strengthen the international social work curricula 
at universities. The paper looks to social work values in defining the field’s 
strengths in international work and uses this as a base to provide suggestions 
for deepening international social work curricula. 

Sara Van Gunst

In today’s increasingly globalized world the social work profession 
is looking to expand its role to meet emerging demands at the 

international level. Such a monumental task poses substantial challenges. 
Because social work is geared toward working within the context of 
people and their environment, broadening social work education to the 
international level requires comprehensively evaluating the transferability 
of the field’s approaches across cultures. This paper will examine one of 
the main challenges to this growth, defining what social workers mean 
by international social work, and will provide suggestions about better 
structuring international social work programs in the United States (U.S.) to 
best prepare future practitioners. 

Defining International Social Work

As Midgley (2001) points out, two of the greatest challenges in  
developing strong international social work curricula are both the lack of 
a common definition of what international social work is and, therefore, 
coherent professional goals. Definitions of international social work are 
inordinately broad, ranging from a practice area that affords practitioners 
skills that can be applied internationally, to a global awareness that 

2�    Journal of Student Social Work, Volume IV

Defining International Social 
Work For The Purpose Of 
Strengthening Curricula in Social 
Work Graduate Schools



enables social workers to view their own role and issues within a broader 
international context (Midgley). Part of the problem is that international 
social work can involve many different roles, including clinical work, 
policy, social administration, or generalist practice. In my experience, it is 
also unclear in talking with professors whether international social work 
should be a practice method or a field of practice. However, if social work 
is to move forward in establishing international competence, there must be 
a more coherent and cogent definition of the domain of international social 
work and how the goals are advanced by the different methods as a whole. 

A sound definition of international social work is critical since social 
work is competing for students across a variety of other disciplines with 
strong international identities, such as political science, law, public policy, 
and area studies. In addition, social work must gain the trust of agencies 
working in international development. Currently, many international 
agencies do not recognize social work’s strengths and, as a result, social 
work does not have a strong presence in the international development field 
outside of academia (Caragata & Sanchez, 2002). Through an articulation 
of social work’s relevance to international development, social work can 
attract both more students interested in international work and also increase 
the presence of the profession in the field.  

Taylor (1999) argues that social work should abandon clinical work to 
psychologists and psychiatrists and instead focus on community development 
and advocacy. This argument may be too drastic a move in the domestic 
arena, but it possesses merit when applied at the international level. For 
example, many argue that clinical casework is culture specific, both in 
terms of effective interventions and in its function as a luxury rather than a 
necessity in well-developed countries. These well-developed countries have 
the resources to focus on the psychological health of the population instead 
of on the struggles facing many developing countries, such as the acquisition 
of the more basic needs like food and shelter (Drucker, 2003; Taylor). 

One way of addressing this dilemma is to examine the profession’s value 
system to determine what is most appropriate for international work. Social 
work’s values can be divided into two categories: fundamental, or primary, 
values and secondary, or instrumental, values. Fundamental values represent 
overarching humanitarian concerns of the profession, while secondary 
values pertain to the social, cultural, economic, and political conditions that 
impact how fundamental values are enacted (Mullaly, 1997). Taylor (1999) 
argues that fundamental values are more applicable to the international arena 

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 Journal of Student Social Work, Volume IV    2�  



than are secondary or instrumental values. She proposes that social work’s 
fundamental values of “helping others, preventing harm and social justice” 
(p. 311) are transferable to other cultures, as well as social work’s dedication 
to empowerment, “both as a state of mind (feeling worthy or competent or 
perceiving power and control) and as exercising control over the course of 
events in the socio-political arena through social and political influence” (p. 
311). However, the social, cultural, economic, and political environment of 
individual countries should determine how these fundamental values can be 
realized.

Starting with more commonly shared or transferable values, such as 
social justice, may be an effective way to unite social workers around the 
globe in common interests and may also be more appropriate in terms of 
the most pressing international needs. Even more importantly, these values 
maximize social work’s relative strength in working at the grassroots level 
as compared to other disciplines. This is not to minimize the importance 
of sharing successful clinical interventions on the international level, but 
perhaps practitioners need to tie clinical work more closely to the goals 
of social justice and carefully examine which interventions are most 
transferable to the international context. 

Based on these arguments, the case can be made for a more narrow and 
targeted definition of international social work. One of the earliest definitions 
of international social work emphasized it as a field of practice that hones 
the skills and knowledge needed to work in international agencies (Midgley, 
2001). While this definition can seem a bit confining at first, my personal 
experience in international development has taught me that most Americans 
working abroad in the field do so through international non-governmental 
organizations (NGOs), multi-lateral agencies, or government agencies, 
and this is, therefore, the most likely arena in which social workers would 
be employing their skills. This definition can be further refined to clarify 
the type of skills and knowledge most appropriate to international work. 
Thus, international social work may be delineated as a field of social work 
practice that hones the skills and knowledge needed to work in international 
agencies around issues of social justice and empowerment. Because of the  
unique set of skills required for work in this field, international social work 
should continue to be included as a field of practice, but careful consideration 
should be given to the nuances of working abroad for individual methods, 
such as clinical, policy, or generalist practice. 

defining international social work

2�    Journal of Student Social Work, Volume IV



Establishing Criteria for Evaluating International Social Work Curriculum

In applying this new definition, which focuses on the skills needed for  
work in international agencies, it is important to review the role that 
international social work schools play in fostering relevant skills for 
international practice through appropriate topics of study. Healy has 
developed a continuum of internationalization by which to assess how well 
social work schools have internationalized their programs as outlined below 
(Johnson, 2004). 

The continuum provides a good starting place, but can be expanded to 
consider other critical aspects of the social work education process. First, 
the continuum needs to clarify what “well-articulated curriculum” means 
and should assess the depth of the curriculum. The following questions may 
be addressed: How many classes are offered? What do the courses cover and 
do they sufficiently prepare students for the nuances and unique challenges 
posed by international social work? What particular skill sets are taught 
to students through the curriculum and is this appropriate given the field’s 
definition of what international social work is and how the profession seeks 

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 Journal of Student Social Work, Volume IV    2�  

   Tolerance               Responsiveness               Commitment

•  Unsolicited presence  
   of foreign students 
 

•  Individual faculty  
    doing international  
    work

•  Offering an  
    occasional elective 
 

•  Occasional  
    international  field  
    placement for a student  
    who initiates it

•  Doctoral dissertations

•  Independent study  
    with international  
    focus

•  Well-articulated  
    program  through  
    program of study  
    and independent work

•  International field  
    placement program  
    with adequate  
    preparation

•  School-maintained  
    program with  
    specified purpose  
    and accountability



to assert itself in international development programming? 
In order to refine the curriculum, it is important to identify the unique 

role social workers can bring to the international development arena and 
form courses around these topics. While there are many options to work 
towards this goal, based on the more narrow definition of international social 
work proposed above, a starting point might be the following: 

Bottom-Up Approach
Social work takes a grassroots approach that focuses on community 

organizing to foster social change. Many recent program models in the civil 
society area focus on a community mobilization model rather than funding 
large, national-level agencies or organizations (USAID, 2005). Social work 
can help take the lead in developing appropriate approaches in this area. 

Empowerment 
Social work takes an empowerment or strengths-based approach to 

working with individuals and communities by identifying existing resources 
to solve problems rather than focusing on weaknesses and deficiencies 
(Taylor, 1999). The issue of empowerment has become a common theme 
in the international development field, and social work is well positioned to 
offer approaches and tools to give the concept real meaning in practice. 

Ecological Perspective
Because social work focuses on the person and community within its own 

context, the profession has the skills to go beyond promoting a particular 
political ideology, such as free-market democracy, as an answer to a country’s 
development needs. This perspective provides the profession with important 
tools to avoid cultural imperialism and the creation of solutions that are not 
appropriate in other countries. 

Social Justice 
Social work values place particular importance on social justice and 

reducing poverty, arguably two of the most urgent international development 
needs. While other disciplines address these issues, they are central themes 
in social work and form the foundation of the profession.  

While much work needs to be done to create a comprehensive list of 
social work’s international strengths, educators need to carefully direct 

defining international social work

�0    Journal of Student Social Work, Volume IV



the type of specialized courses provided to students, rather than rely on a 
haphazard selection of international courses within other departments. For 
example, at Columbia University School of Social Work (CUSSW), there 
is only one required course offered for those choosing the International 
Social Welfare Immigrant and Refugee Services field of practice. To fulfill 
the remaining requirements for the field of practice, students take courses 
at other programs within Columbia University. In order to avoid reliance on 
other departments, international social work curricula should be a practice 
method, rather than just a field of practice, which would help to deepen 
the curricula and provide students with a more in-depth training in the 
nuances of working in international settings and how to responsibly employ 
Western or U.S. models of practice in the international context. Establishing 
international social work as a practice method would require that social work 
schools recruit and retain a committed group of professors with a strong 
international background, including experience conducting international 
research and projects, publishing articles in international social work 
publications, collaborating with international social work professionals, 
and maintaining contacts with international development agencies and 
organizations. 

Comprehensive international social work curricula should also consider 
the diversity of the student body and faculty. A committed international social 
work program should include an institutionalized international exchange 
component that actively recruits students and professors from around the 
world. For example, CUSSW’s partnership with The Open Society Institute 
brings Central Asian students to CUSSW to receive their master degrees in 
social work. The U.S. State Department Bureau of Educational and Cultural 
Affairs (ECA) funds many international exchange programs that could also 
be tapped for attracting professors and professionals to teach and conduct 
research at U.S. universities. The Contemporary Issues Fellowship Program, 
which is currently coming to a close, recruited professionals across a broad 
array of fields, including social welfare, for four-month research positions 
at U.S. universities (IREX, 2005). The Fulbright Program’s Hubert H. 
Humphrey Fellowship Program is another active ECA program that brings 
talented mid-level professionals to the U.S. for a year of study at selected 
host universities (U.S. Department of State, 2006). Most costs for the 
program are covered by the government, making it a viable option for social 
work programs that may not have sufficient funds available to cover the 
costs of frequent international exchanges.

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It is essential that committed international social work programs 
institutionalize opportunities for international learning and practice that 
extend to both research and field placements. While the Healy continuum 
does include international placements (cited in Johnson, 2004), more 
emphasis should be placed on the permanence and structure of this 
component. International field placements should not only be available, they 
should be an integral part of the degree process (cited in Johnson). Schools 
must have standards for international experience among students majoring 
in international social work and require international field placements for 
those not meeting the set standards. 

Sufficient international, experiential learning is critical for students to 
develop the necessary cultural awareness and sensitivity to apply social 
work’s models effectively. Boyle, Nackerud, and Kilpartrick (1999) make 
a valuable point that too little emphasis has been given to the importance of 
experiential learning in fostering cross-cultural skills in social work students. 
They explain that experiencing culture shock helps students understand 
themselves better and develop new sensitivities. This experience is hard to 
simulate in the classroom, so cultural immersion programs are critical to 
gaining cultural competence.  

Opportunities to participate in international research projects are also 
invaluable for helping students gain a deeper understanding of international 
social work and examine the nuances of applying social work interventions 
and approaches around the world. In order to develop both international 
placements and research, it seems that social work programs would greatly 
benefit from institutional agreements and contracts with other schools 
abroad. Having an established agreement in place, which outlines a formal 
relationship between universities, could help to break down bureaucratic 
barriers to collaboration on grant-funded or school-funded programs. 
Agreements could also contribute to clarifying expectations and setting 
goals for future collaboration, which can create a more solid, sustainable 
relationship. 

Finally, the Healy continuum (cited in Johnson, 2004) does not address the 
need for programs to form ties to the professional international development 
community, including international NGOs, multi-lateral organizations, and 
government agencies. It is important to make the distinction between ties with 
agencies in terms of field placement arrangements and active collaboration 
at the institutional level that includes sharing professional expertise on 
common projects. Institutional connections with the professional community 

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�2    Journal of Student Social Work, Volume IV



have many advantages. They can lead to collaborative partnerships on 
international grant projects that open doors for more international research 
and field placement possibilities (USAID, 2005). In addition, links to the 
international community can raise the profile of the social work field and 
provide practitioners and academics with a stronger voice in setting priorities 
for international development programs. 

How Well Do U.S. Universities Currently Prepare Students for 
International Social Work?

Many of the ideas posed above can be considered ideal scenarios and 
there may be realistic concerns about meeting these goals based on funding 
constraints. However, research indicates that social work programs have a 
long way to reach even the responsiveness level in the Healy continuum 
(cited in Johnson, 2004). Caragata and Sanchez (2002), for example, 
reviewed international social work curricula at U.S. and Canadian schools 
and found significant deficiencies. Of the U.S. schools interviewed, only 
11% demonstrated linkages with other institutions or agencies in developing 
countries. Similarly, only 11% of U.S. schools had research projects in 
developing countries. A slightly higher number, 14%, of schools noted 
individual faculty members with research projects in developing countries. 
Twenty-seven percent of schools had international field placements which, 
in one case, included a summer course in Mexico. On a brighter note, 66% 
of schools at least had linkages or connections with international projects, 
although only 39% of the cases included formal relationships. Twenty-
three percent of U.S. schools invite international students and teachers to 
visit or teach within their programs. While more research needs to be done 
to examine the effectiveness of international social work programs, these 
statistics point to a serious lack of progress on the part of many schools to 
internationalize their curricula.

Conclusion

While social work faces many challenges in establishing itself in the 
international arena, there is great potential for the field to play a key role in 
shaping international policy and intervention. The field must first establish 
a clear identity for international work by settling on a focused definition of 
the subfield and then move to evaluate social work programs to test how 

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well they prepare students. A superficial international focus combined with 
the general curricula cannot adequately prepare students for the myriad of 
challenges they will face in an international setting. Social work programs 
must establish more rigorous criteria if the field is to develop more capable 
professionals. The best way to prepare students is to develop a more focused 
curriculum that focuses in on social work’s strengths for international 
development, rather than covering a broad spectrum of issues. Social work 
has much to offer the international development arena and social work 
schools play an important role in providing that connection.

References

Boyle, D., Nacherud, L., & Kilpatrick, A. (1999). The road less traveled:  
 Cross-cultural, international experiential learning. International Social  
 Work, 42(2), 201-214.
Caragata, L., & Sanchez, M. (2002). Globalization and global need: New  
 imperatives for expanding international social work education in North  
 America. International Social Work, 45 (2), 217-238.
Drucker, D. (2003). Whither international social work?: A reflection.  
 International Social Work, 46(1), 53-81.
International Research & Exchanges Board (IREX). (2005). Contemporary  
 Issues Fellowship Program (CI). Retrieved October 31, 2005, from http:// 
 www.irex.org/programs/ci/index.asp
Johnson, A. K. (2004). Increasing internationalization in social work 
 programs: Healy’s continuum as a strategic planning guide. International  
 Social Work, 47(1), 7-23.
Midgley, J. (2001). Issues in international social work: Resolving critical  
 debates in the profession. Journal of Social Work, 1(1), 21-35.
Mullaly, R. P. (1997). Structural social work: Ideology, theory, and practice.  
 New York: Oxford University Press.
Taylor, Z. (1999). Values, theories and methods in social work education. 
 A culturally transferable core? International Social Work, 42(3), 309- 
 318.
U.S. Agency for International Development (USAID). (2005). U.S. Higher  
 Education Community: Doing Business with USAID. Retrieved October  
 31, 2005, from http://www.usaid.gov/university/
U.S. Agency for International Development (USAID). (2005). Moldova  
 Citizen Participation Project. Retrieved November 2, 2005, from http:// 
 www.usaid.kiev.ua/moldova_act.shtml#irex

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U.S. Department of State. (2006). Hubert H. Humphrey Fellowships Program.  
 Retrieved March 13, 2006, from http://exchanges.state.gov/education/hhh/

Sara Van Gunst is a first year student at CUSSW. She holds a bachelor’s 
degree in International Relations with a focus on countries of the former 
Soviet Union from the College of William & Mary and a master’s degree 
in Russian Studies from Indiana University at Bloomington. She has over 
5 years of experience developing and implementing civil society programs 
in the International development division of the International Research & 
Exchanges Board (IREX) in Washington, DC and Moscow, Russia. After 
finishing CUSSW, Sara plans to work with immigrant communities in the 
United States and explore social work opportunities abroad. Her email 
address is sev2107@columbia.edu.

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