Friday, October 11, 2013

MSSP Program: One of the Best Decisions I've Made


 By Lindsay Lawer Shea, MSSP 2008
 
When I started the MSSP program in fall of 2006, I was unsure of where my education and my career were headed. I had 2 years of experience in research in the field of psychology, but I was really interested in the big picture or the “10,000 foot view” as I had heard it often described. I was really fascinated by how systems worked and who determined how they worked, but I wasn’t sure how to acquire the skills I needed to work this fascination into a career. I found myself volleying between law school applications and a research career, and given the wide range of interests and foci of the MSSP program faculty, the MSSP program was the perfect place to start.

Soon after I started the MSSP program, I found myself learning the answers to the questions I had started out asking. The good news was that each answer led to more questions. In the MSSP program, it wasn’t just about learning how programs operate or how they started, although these were critical program issues covered. The MSSP program was more about gaining the skills under strong faculty leadership to pursue a range of broad-based and specifically targeted policy solutions to help improve the world. In tandem with learning in depth about the plethora of social programs in the US and throughout the world, I found myself debating and being challenged to think outside the box about programs like Medicaid/Medicare, SSI and TANF. I discovered that there was a lot more to these programs than I ever expected and that these programs play an important role in weaving the social fiber of our country.

I was lucky enough to work full time while completing my MSSP degree part-time and I found this experience incredibly enriching. I would often return from a class and find myself in a meeting or generating ideas at work that I had been exposed to in the MSSP program. The application of the MSSP program curriculum into the real world was immediate for me and I found it very rewarding.  

 As I’m now completing my doctoral degree in health policy and managing a new public health institute focused on autism spectrum disorders, I’ve found that I dually use the information and the critical thinking skills I learned and practiced in the MSSP program on a daily basis. The big picture understanding of social policy has applied itself to my work in mental health policy unequivocally and in more instances than I can count.  Likewise, my command of the small details of these policies that I gained in the MSSP program helps me drill down on issues in innovative ways.

Choosing the MSSP program was one of the best decisions I’ve made. I still find myself going back to the books we read and notes I took both for my doctoral studies and in my professional life. I’m convinced that no other program could have so aptly and thoroughly prepared me to continue to pursue my goals. 

 
(Lindsay Lawer Shea, MSSP’08, is a Senior Manager at the Drexel Autism Public Health Institute, the first public health science autism institute in the nation. Lawer also serves as the Project Director for the Eastern Region Pennsylvania Autism Services, Education, Resources and Training (ASERT) Collaborative and is completing her doctoral degree in health policy at Drexel University. Her dissertation focuses on using national Medicaid claims to examine eligibility changes and service utilization among adolescents with autism as they age into adulthood and will be completed in 2013.)

Thursday, August 22, 2013

Beyond the Rankings: Assessing MSW Programs


By Richard Gelles, Ph.D., Dean of the School of Social Policy & Practice

Sixteen years ago, when I began to explore an academic position at a school of social work, I bought a copy of the U.S. News and World Report issue on Best Graduate Schools.  I used the rankings to guide my search, prioritizing my applications based on the rankings of Master of Social Work (MSW) programs.  When I began my position at the University of Pennsylvania I was not surprised to learn that many of our applicants also relied on the U.S. News and World Report rankings to guide their own searches and choices.  It was not until I became the Dean of the School of Social Policy & Practice at Penn that I learned the reality about the U.S. News and News Report rankings. 

I was under the impression that the rankings of MSW programs were conducted in a similar fashion as the rankings of undergraduate schools and many graduate and professional programs such as law and medicine--in other words, that there were some objective measures applied to each MSW program.  I assumed that factors such as quality of the students, faculty/student ratio, and financial resources of the program would be assessed.  I also assumed that the rankings assessed the percentage of graduates who secured positions within 9 months of graduation.  

Well, I was wrong.  Shortly after I became dean I received a package in the mail from U.S. News and World Report. Inside were two forms and two return envelopes.  The forms were titled “Best Graduate Schools Assessment of Social Work Programs.”  On the following pages were listed, in alphabetical order by state, some 200 MSW programs.  I was to rank each program from 1 to 5 (“5” being “outstanding” and “1” being “marginal.”  I could also check off “Don’t Know.”  Honestly, I never heard of some of the schools.  More importantly, I had no basis for ranking the schools.  The forms included no data on the schools and I was not about to spend the next 6 weeks tracking down what I considered the relevant metrics.  I knew my own school, knew something about schools I had visited or been interviewed by; but for the vast majority, I had no basis for choosing a rating.  

I was asked to give a second form to one of my senior colleagues so there would be two rankings submitted by our school.  The colleague I approached was as dumbfounded as I was.  He said he could rank us, the school he received his MSW from, the school he attended for his doctorate, but really knew too little about the hundreds of schools on the list to provide a meaningful rank.

It also crossed my mind that were one so inclined, the rankings could be “gamed.”  In the most recent MSW rankings (2012), the difference between the top school and the school ranked tenth was six-tenths of a point.  Had I wanted to, I could have improved my own school’s ranking by simply ranking schools previously ranked in the top ten as “marginal.”  Had my colleague and I actually done this, we would have dropped the #1 ranked school to #3 or the 11th ranked school to #16. In the end I filled out my form as best I could, ranking more than 150 schools “don’t know.”  Our program was tied with 8 other schools and ranked #16.  

There was one more answer I was looking for regarding the rankings:  Just how many of my colleague deans and senior faculty actually sat down and ranked MSW programs?  According to U.S. News and World Report the response rate for Master of Social Work programs in was 53%. 

So in the end, the assessment and ranking of Master of Social Work programs is essentially a beauty contest where half of the judges do not show up, those who do show up wear dark glasses, and the contestants stand behind an opaque curtain.  In a word, the rankings are worthless.  As an applicant, you will have to do the research U.S. News and World Report refuses to carry out.  When assessing MSW programs ask the following questions:

1.       What is the faculty/student ratio?
2.       What is the average class size?
3.       What is the average GPA of accepted students/enrolled students?
4.       What is the average financial aid award and is it based on merit, need, or a combination of both?
5.       What field placements are available?
6.       What percentage of students are employed in professional work within 6 months of graduation?
7.       What is the average salary of a graduate the first year after the graduation; the 5th year after graduation?
8.       How strong is the school’s alumni network?

Monday, March 4, 2013

Funding Your Graduate Education: Questions Answered by Michael Light, Director of Financial Aid



               With all the changes to the federal budget as a result of sequestration, many current and prospective students have voiced concerns regarding the availability of financial aid.  These concerns are 100% valid and most students will be affected by cuts to the federal budget (see below).  While changes are coming down the line, students should feel assured that funding a graduate education will still be as possible as ever.  Below are some common questions current and future students have asked and their answers.

Will the federal budget cuts mean that I am less likely to receive grants/scholarships?
No, completing the Free Application for Federal Student Aid (FAFSA) determines students’ eligibility for federal work-study and federal loans.  The vast majority of scholarship aid available at SP2 comes directly from the school (over 95%).  The other 5% is almost all funding students have been awarded in recompense for some kind of service, such as AmeriCorps Segal Education Awards.  While AmeriCorps benefits may be affected going forward, Penn SP2 will continue to commit nearly $3M of our own resources to fund scholarships regardless of federal budget cuts. 

Will I have trouble obtaining federal student loans?
No, federal student loans will be available just as they have been.  However, the origination fees associated with 2 federal loan programs will increase.  The origination fee for the Federal Direct Stafford Loan will increase from 1% to 1.05%.  The origination fee for the Federal Graduate PLUS loan will increase from 4% to 4.2%.  The Federal Perkins Loan will continue to be free of fees.

Will work-study still be available?
Federal Work-Study funding will be cut by $86M.  This may mean that fewer students will be able to receive work-study but to what degree that may or may not happen is still unclear.  For our MSW students that would normally use their field placement as their work study job, SP2 would award an additional $1,000 in grants for any full-time MSW student denied work-study due to the reductions in federal funding.

While these cuts are not ideal, they have had no effect on the scholarships or loans that students can obtain.  Every dollar one would need to fund their graduate education is still available.  For students that intend on using the Pay As Your Earn Plan and Public Service Loan Forgiveness (http://studentaid.ed.gov/repay-loans/understand/plans/pay-as-you-earn), the slight increase in fees may not even be incurred by the student; the total amount paid by the student may remain the same.  Please don’t hesitate to contact me at light@sp2.upenn.edu or 215-746-5894 should you have any questions.

Wednesday, December 12, 2012

Social Entrepreneurship by Dr. Peter Frumkin


Ten years ago, as the excitement about social entrepreneurship began to take off, I decided to do a little field work. I compared the syllabi at major research universities where both classes on nonprofit management and social entrepreneurship were taught and looked for differences and similarities between the two. There turned out to be a lot of overlap, from defining mission and establishing a defensible competitive position, to marketing and stakeholder management, and encompassing such things as building boards and measuring performance. In other words the differences between the conceptualization of the two fields were small, at least in terms of what was being taught to students. It was easy thus to dismiss the whole social entrepreneurship movement as a fad grounded largely in a few clever new terms and phrases that simply obscured ideas rooted in the old and familiar field of nonprofit management. This early judgment proved false. 

Over time, the concept of social entrepreneurship grew, became more distinctive, and spawned a vast new literature, teaching programs and degrees. Harvard anchored its work in the concept of ‘social enterprise,’ Stanford opted for ‘social innovation,’ Wharton branded around ‘social impact’, and Duke latched on to ‘social entrepreneurship.’ Whatever they call it, these programs, centers, and initiatives have grown stronger and more defined. It is useful to think of these related concepts as part of a continuum. Social entrepreneurs are the actors who do the work, social enterprises are the organizational forms that are used, social innovation is the theory of change that guides the process, and social impact is the end result that is achieved. 

But what is social entrepreneurship really and how is it different from nonprofit management? I have concluded through my own teaching and research that the essence of the special identity of social entrepreneurship lies in three necessary elements. 

For something to be a manifestation of social entrepreneurship, it must first involve a new and innovative way of solving a public problem. Innovation is at the core of the work of a social entrepreneur who looks at the world, identifies a problem, and then advances a new solution. Social entrepreneurship cannot simply involve dutiful replication or adaptation of models already in use and accepted as mainstream practice. It must represent a new combination of ideas and initiatives that promise to address a pressing problem by bringing something new to the table, be it fresh technology, a new theory of change, or an insight transferred from an allied field. 

The second element of social entrepreneurship requires that any solution be designed from the outset to be part of a financially and organizationally sustainable model. Social entrepreneurs do not write concept papers and endless foundation proposals, and then sit around waiting for someone to authorize them to act. Instead, they design their enterprises so that are capable of running on their own engine and surviving in a turbulent sea. Whether it be through a stream of related or unrelated earned income or built on volunteer labor, social entrepreneurs are designing and building organizations that are financially and institutionally viable from the start and over the long haul.  They take seriously the challenge of ensuring that the organizational design and financial model are not second thoughts, but part of the core calculus of pursuing lasting social change. 

The third and last essential element of social entrepreneurship is scale. Social change may start locally, but ambitious social entrepreneurs think through and know how their ideas and programs can spread broadly. They design their operations in a way that they can be grown or replicated so as to reach more and more people.  This focus on scale differentiates the social entrepreneur because they know that the scale of complex and enduring problems is such that no small-scale solution is enough. The essence of change requires a commitment of scale. 

Innovation, sustainability and scalability can be achieved using both nonprofit and for-profit organizational forms. In fact, social entrepreneurs are agnostic on sector and view it as a contingent decision that is dependent on the problem that is being addressed and the best auspice for supporting innovation, financial sustainability and scale. In some cases, nonprofit forms may be best, while in other contexts for-profit forms may be most appropriate. No matter the sector, social entrepreneurship demands a value-seeking imagination, a high degree of comfort with risk and uncertainty, and a willingness of adapt and iterate over time.

Social entrepreneurs and nonprofit managers start with very different assumptions and work through different means, albeit in the same general direction of social impact. At Penn School of Social Policy and Practice, we teach both social entrepreneurship and nonprofit management, and on top of that we add the third paradigm of nonprofit leadership. The field of practice that Penn seeks to shape is, I believe, rendered richer by virtue of the open battle of ideas between these fields, the way they complement and challenge one another, and the special skills and tools that all three fields contribute to the challenge of creating social impact. 

By:  Peter Frumkin, PhD, who is a Professor of SocialPolicy, Faculty Director of the Center for High Impact Philanthropy, and Director of the Nonprofit Leadership Program at SP2.