Curriculum development for professional ethics in Australian human service university programmes

McDonald, C 2001, 'Curriculum development for professional ethics in Australian human service university programmes', The curriculum journal, vol. 12, no. 2, pp. 247-265.


Document type: Journal Article
Collection: Journal Articles

Title Curriculum development for professional ethics in Australian human service university programmes
Author(s) McDonald, C
Year 2001
Journal name The curriculum journal
Volume number 12
Issue number 2
Start page 247
End page 265
Total pages 18
Publisher Routledge
Abstract Australian academics and practitioners in the human services are particularly susceptible to social, political and economic influences in respect of their relevance, viability and operations. In fact, it can be argued that the impact of these influences has placed human service practitioners and academics in a perpetual state of vulnerability. Australian universities have been challenged to make their programmes more relevant and viable to the community at large, and practitioners face increasing workloads with limited resources based on restricted fiscal allocation, and the changing relationship between government and service providers. Drawing on interview data from twenty-one (n = 21) practitioners, this article highlights their identified problems regarding the notion of professionalism in the human services with a particular focus on ethical dilemmas in human service practice. Gleaning these details will be a basis for recommending necessary professionalethics curricula content in human services programmes offered in Australian universities. Moreover, while the research data is Australian based, the authors contend that the universal theories and principles underpinning human service practice justify the significance and value of the data as an important source for international consideration in curriculum development of human service academic programmes.
Subject Social Work not elsewhere classified
DOI - identifier 10.1080/09585170122855
Copyright notice © 2001 British Curriculum Foundation
ISSN 1469-3704
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