Using the arts in social work education for short-term European mobility: evaluating student experiences on an Erasmus+ blended intensive program.
European higher education exchange has been reinvigorated by financial support for shorter student mobility phases, with the new Erasmus+ blended intensive programmes (BIPs) combining virtual and physical mobility. Such formats have obvious advantages in social work education, with compact programme...
| Publicado en: | Social Work Education Vol. 45; no. 2; pp. 350 - 367 |
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| Autores principales: | , , , , , , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Mar2026
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=192312159&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 192312159 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Mar2026 vid: 45 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 192312159 10.1080/02615479.2025.2466707 ppf: 350 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 350KB tig: atl: Using the arts in social work education for short-term European mobility: evaluating student experiences on an Erasmus+ blended intensive program. aug: au: Frampton, Magnus Schiller, Ulene Parker, Jonathan Hartogh, Theo Arlinghaus, Gertrud A. Fry, Alex D.J. Autio, Kirsi Ndhlovu, G. Nokukhanya affil: Faculty I, University of Vechta, Vechta, Germany Department of Social Work and Social Development, University of Fort Hare, East London, South Africa Department of Social Sciences and Social Work, Bournemouth University, Bournemouth, UK Faculty II, University of Vechta, Vechta, Germany Department of Social Services, Karelia University of Applied Sciences, Joensuu, Finland Social Work and Social Development Department, Faculty of Social Sciences & Humanities, University of Fort Hare, East London, South Africa su: Teaching methods Professional education Experiential learning Multicultural education Psychology of students Dance workshops Student mobility sug: subj: Teaching methods Professional education Experiential learning Multicultural education Psychology of students Colleges, Universities, and Professional Schools Professional and Management Development Training Dance workshops Student mobility keyword: Arts blended intensive programme creative social work education study abroad Arts blended intensive programme creative social work education study abroad ab: European higher education exchange has been reinvigorated by financial support for shorter student mobility phases, with the new Erasmus+ blended intensive programmes (BIPs) combining virtual and physical mobility. Such formats have obvious advantages in social work education, with compact programmes of workshops, agency visits, and cultural activities promoting personal development in richly intercultural settings. The natural focus on experiential learning during such exchanges suggests pedagogies utilizing creative methods. This paper offers qualitative research on students' experiences during music and dance-based BIP workshops. Thematic analysis was applied to participants' comments from a written questionnaire and group interview session. Three thematic clusters were identified: (i) positive experience, play, and learning; (ii) communication, togetherness, trust, and relationships; and (iii) skill acquisition, professional development, and personal growth. Taking these together, and highlighting the first, it is argued that such an approach facilitates possibilities for more emotion/feeling-based learning about oneself, communication processes, and collective relationship-building. More specifically, the BIP format is shown to be temporally and spatially ideal for playing, thereby facilitating students' willingness to learn by experimenting. The results are discussed with reference to play theorists such as Huizinga, Caillois, and Winnicott, suggesting that theorizing 'playing' offers potential for future research on arts-based social work education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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