Margo Dalal, MSW '18 shares her story as a co-founder and executive director of the Detroit Community Wealth Fund
In the Management and Leadership Pathway, students learn how to effectively manage and lead programs and organizations within a framework of social work values and ethics. This pathway provides students with the skills and knowledge to manage high-impact philanthropic organizations through leadership theory, program planning, fiscal management, fundraising and organizational strategy.
This pathway prepares to lead and manage organizations in the philanthropic sector. Job growth for leadership positions in nonprofit or philanthropic organizations is projected to grow 8 percent by 2025.
Careers include:
In the MSW program, some of the most important learning occurs outside of the classroom. Field placement is a supervised internship at a social services organization and provides the hands-on, real-world training portion of the curriculum.
Field placements might include:
Please see course planning worksheets for a full list of courses associated with this pathway.
University of Michigan's School of Social Work (U-M SSW) is accredited by the Commission on Accreditation (COA), of the Council on Social Work Education (CSWE). Accreditation is a system of recognizing educational programs as having a level of performance and quality that gain them the confidence of the educational community and the public. You can read more about the Educational Policy and Accreditation Standards here.
At U-M SSW, each pathway has specialized competencies that describe the knowledge, values, skills, and cognitive and affective processes that comprise the competency in each pathway area.
Social workers demonstrate the ability to apply ethical social work principles and critical thinking to products and work produced. Social workers understand the role of emotional intelligence and professional resilience in professional and ethical practice. Social workers understand the role of other professionals when engaged in interprofessional teams within their areas of specialization. Social workers recognize the importance of life-long learning and ways that supervision and consultation can support continued development.
Management and Leadership Pathway students work with and on behalf of people experiencing marginalization to change oppressive organizational practices, community conditions and social policies to promote social change. Social workers understand the ways in which oppression and inequity impact marginalized populations in social impact organizations and systems of care, communities and cities, and in social policies that affect them.
Social workers advance human rights and social, economic, and environmental justice within and outside their organizations. Social workers recognize historical legacies of oppression and discrimination and challenge policies and practices that tolerate or promote racism, sexism, heterosexism, and other discriminatory treatments of people based on identities. Social workers design and advance organizational and public policies informed by the Universal Declaration of Human Rights, which guarantees all people the right to work, housing, healthcare, education, leisure, privacy, economic security, and a clean, safe, and sustainable organizational and social environment.
Social workers use a wide range of research methods to recognize how social, cultural, economic, political, historical, and organizational factors influence social workers’ practices and experiences of people experiencing marginalization and exclusion. Social workers use research findings to inform the development of policies and programs, to translate evidence to practice, and to critically evaluate current social work practice. Social workers understand how to identify and apply relevant evidence-informed practices and organizational theories that guide their engagement practices as social work managers and leaders.
Social workers understand how to analyze, formulate, and advocate for policies that advance human rights and social, economic, and/or environmental justice through the application of critical thinking skills. Social workers are able to identify how current events are linked to policy issues, how to critically analyze and understand policy implications, and apply strategies to engage in policy practice that effect change and advocate for clients.
Social workers identify concerns and preferences, develop plans, and address problems through engagement with diverse stakeholders. Students acknowledge the role of intersectional identity and diverse stakeholder groups, and the impact of this diversity in the development and implementation of organizational governance and strategy.
Social workers use theories, frameworks, and evidence to understand practices and behaviors of individuals, families, groups, organizations, and communities.
Social workers work to ensure that interventions combat systemic oppression and injustice that permeate our organizations and society and that often become institutionalized through social policies. Social workers use professional knowledge to apply evidence-informed interventions at individual, group, organizational, local, state, and national levels. They build power and capacity for positive social change by effectively managing human service organizations and delivery systems, and shaping organizational and social policies.
Social workers consider research and theories on organizational, community, and political processes in addressing the causes and consequences of social problems, inequality, and systematic oppression. Social workers ensure that evaluation findings are used to promote social, political, and economic justice, and sustainable and inclusive services, programs, and organizations. Social workers strive to include the perspectives, input, and participation of stakeholders and community members throughout the evaluation process.
The graduate courses listed below have been taken by previous MSW students or have been identified as being of possible interest to students in this pathway and can be taken to fulfill Pathway Required Electives. On the course planning worksheet, information regarding Pathway Required Electives is included.
There are many other courses not listed below that may be of interest and may also meet the elective requirement. If you identify a pathway-related course not listed below that you want to take to meet your Pathway Required Electives (rather than simply an elective), please contact the Technical Advisors ([email protected]) for approval.
Interest in courses numbered below 500 should be checked for graduate-level status since many are offered for undergraduate credit only. You can check this by contacting the department offering the course or contacting the SSW registrar ([email protected]).
In addition, some courses may be restricted, require prerequisites, not be open to social work students, and/or require instructor permission. If you encounter problems registering for these courses, please contact the department offering the course. The SSW registrar will not be able to assist with registration in outside courses because these courses are not offered by the SSW.
The courses listed below are offered in various semesters. To see if a course is offered in the term you are interested please check the SSW list of outside courses, the website of the department offering the course, or the Wolverine Access Class Search page.
If you want to use one of these non-School of Social Work courses to fulfill the Management & Leadership Required Electives (SWrML), you will need to fill out a course substitution to receive approval. In the "Rationale for Substitution" box you should reference this page.
Sam Langstein grew up in an Orthodox Jewish community where mental health was not talked about. He remembers from an early age having thoughts of suicide and of hurting himself. In his teens his struggle with mental health worsened and he began misusing alcohol and opiates. After an acute episode, he dropped out of his Yeshiva seminary and was hospitalized at an inpatient mental health treatment center. “I spent weeks healing and learning who I was,” he says. “I learned what mental health and well-being meant, and I developed a deep appreciation for mental health counselors.” After taking another few months devoting his time to outpatient care, Sam, at the recommendation of his therapists, enrolled at Hunter College in Manhattan, where he took his first social work course. “I looked at how environment and family and community affect people,” he explains. “What I learned clicked with my experience in the Orthodox community. That community had to change to help people going through mental illness.”
After college, Sam went to work for Footsteps, a New York nonprofit that supports those leaving ultra-Orthodox communities by offering peer support, education, job and family counseling, and other resources. “Working with social workers and mentors gave me so much clarity,” he recalls, “all of whom were building a community for people in need. It meant so much to serve and advocate for those who were on such similar journeys.”
Sam chose the University of Michigan School of Social Work for its Jewish Communal Leadership Program (JCLP) after speaking to the program’s director, Professor Karla Goldman. “I was incredibly impressed by her knowledge and her approach to the Jewish community. U-M also offered unique internships and classes.” Finally, Sam says, “I would not be here if not for the Nancy and James Grosfeld scholarship. I can devote myself to the learning I want to do, and after graduation, I will be able to take on jobs that will be meaningful and have an impact, even if they are not the highest paying.”
The Grosfeld scholarship also helps Sam travel to his field placement with Jewish Family Services of Metro Detroit, where he continues to learn about creating community change. “I am proud to intern there,” he says. “Recently, we’ve seen a lot of need in the Detroit Jewish community for mental health services. This is what draws me to social work and who I am and what I want to do in this world—supporting people with mental illness and addiction and youth at risk.”
Looking ahead, Sam says, “I am figuring out how to enact the sweeping change I want to see in the Jewish community’s approach to mental health and addiction. I might be a program director at a startup, disrupting the way Jewish organizations approach mental health services and community. I am drawn to LGBTQ-inclusive work, to work with people on the margins of the Orthodox community, and all Jewish youth at risk.” Sam points out that, “lessons from the Jewish community apply to other communities in need. I have spoken with Christian and Muslim students about mental illness, and I have participated in interfaith coalitions. The most important work right now is preparing clergy and educators to support those with mental illness. Clergy are so often on the front lines of mental health care and we need to partner with them to provide care and resources.”
Sam feels especially grateful to his mentors, his classmates, and his family. He says, “They support me in so many ways. They push me forward in my professional journey. With my family, things haven’t always been easy, but they are growing with me in my personal journey through mental health. My family has been more and more supportive of the work I do. They see the importance of the work I do and the changes that the work brings about. The rest of the community is starting to see it too.”
University of Michigan
School of Social Work
1080 South University Avenue
Ann Arbor, MI 48109-1106