Dr. Stefanos Spaneas is an Assistant Professor in the Social Sciences Department of the School of Humanities, Social Sciences and Law and is the Programme Coordinator for the Social Work Programme at both the Bachelor and Masters levels. A strong advocate of the belief that all people have unique abilities, Stefanos is actively engaged in the study of social work and social justice and the promotion of equal opportunity for all.
Originally from Greece, Stefanos relocated to Cyprus in 2006 where he planned to spend two years. Ten years later – nine of which have been at the University of Nicosia – Stefanos and his family still reside on the island, where he is actively involved as a programme coordinator, lecturer, student supervisor as well as being engaged in several funded programmes.
Asylum and migration, the restructuring of social services, juvenile delinquency, as well as vulnerable groups are some of the areas of research interest that Stefanos’ work focuses on. In particular, he is interested in exploring how to increase the chances of success among young people. When questioned about what prompted him to pursue an academic path instead of that of a front-line practitioner, Stefanos explains that the day-to-day duties involved with being an active social worker left very little time for exploration and reflection. While working as a social worker, he identified various areas that could be improved on but found himself with little time to examine how things could be bettered. Consequently, he decided to pursue his postgraduate education in the UK, receiving his PhD in Social Work from the University of Bath.
He notes that academia provides the platform to acquire knowledge and understanding. In turn, this insight into why things occur can be transformed into recommendations on how to do things better. Lecturing at the University of Nicosia affords Stefanos the opportunity to impart knowledge to a new generation of social work students. At the same time, he acknowledges that his students are a source of inspiration and knowledge themselves. According to Stefanos, being an academic and a researcher allows one to simultaneously serve and shape society. This professional path encourages reflection, the investigation of cultural values and issues as well as freedom of expression. The main questions that drive Stefanos’ investigation are how to integrate diverse populations to promote social cohesion and equal opportunities as well as how each individual can potentially play a role in active citizenship. He emphasises that, in addition to activism, research can play an important role in improving societies by highlighting how certain practices and procedures can be improved upon.
Over the past twenty years, Stefanos has been engaged in several national and European funded programmes, either as a participant or as a coordinator. Recent examples of these include: (a) the Establishment of a Multilevel Network for Local Authorities related to the Integration of Third Country Nationals (2015) that aimed to bring together different organisations and/or individuals from governmental institutions, NGOS, CSOs, policy makers and practitioners working or would like to, in an attempt to identify, design and implement effective practices towards the achievement of active integration; (b) the Provision of Psychological and Social support for Asylum Seekers and Applicants for International Protection– Phase I & II (2014 and 2015), that involved the setup of a mobile unit to provide psycho-social services for asylum seekers and applicants for international protection across Cyprus; and (c) Assisted Voluntary Return: Establishment of Migrant Information Centre to Assist the Voluntary Return of Third Country Nationals – Phase I & II (2015), which consisted of setting up a Migrants’ Information Centre to provide information and support for those Third Country Nationals who may decide to voluntarily return to and reintegrate within their country of origin.
Currently, Stefanos is engaged as a partner in a European-funded programme entitled, Professional Orientation of Vulnerable Young People (PROVYP), which seeks to promote re-skilling and up-skilling across 8 Member States by providing vulnerable young people with e-career guidance and improving the orientation measures offered by the adult education providers in the field. The project partnership is multidisciplinary and includes participants from ten organisations and researchers from Spain, Portugal, Cyprus, UK, Lithuania, Germany, Italy, and Bulgaria.
Flash Five
1. What motivates you to come to work on a daily basis?
I am motivated by the fact that I enjoy my work as well as the good work environment. I also have to credit my students: Teaching is a two-way process in that I share things with my students and, at the same time, I learn from them. Being in the classroom, I can witness how society is changing directly through interacting with them.
2. What are your favourite and least favourite aspects of your job?
My favourite aspect is the creativity and the diversity of the people and tasks that I am involved with; between teaching, supervising and being engaged in programmes there is no set routine. I’m constantly motivated by the chance to share ideas, learn from others and the chance to improve the practice of social work.
My least favourite aspect is that, due to the size of the island, opportunities are somewhat limited. That being said, it is easier to get involved in initiatives since the competition is not that large (as might be the case in bigger countries). Another downside is receiving negative responses to proposals put forward for funding.
3. Do you have any role models?
One that comes to mind is a former professor of mine at the time that I was completing my Bachelor degree – Professor ChristineVayas. She passed away a year ago but I was lucky to have kept in touch with her over the years and to have collaborated with her on some projects as well as colleagues at this University.
Also, my students, colleagues and friends all play a significant role in motivating or inspiring me!
4. What do you enjoy doing during your free time?
During my free time, I enjoy traveling and getting to learn more about different cultures and societies. I also enjoy the theatre – which provides another opportunity to expose oneself to a different point of view. I find that when I have attended a good theatre production, I often leave with an increased positive energy! I also enjoy being in good company with family and friends and listening to good music.
5. What advice would you give to aspiring academics and researchers in your field?
I would encourage them to invest in their education and to build a good network around them. Hard work and commitment are also necessary and – at one point or another – will pay off. It takes time and patience.
Recent Publications
- Spaneas, S. and Zachariades, A., (2015). Assisted Voluntary Returns in Cyprus: reshaping the immigration policy, in Constantinou, C., Spaneas, S. and Cochliou, D., (eds). Implementation of Assisted Voluntary Return and Reintegration Policies across EU: Exchanging Knowledge, Developing Mechanisms and Enhancing Capacities, Nicosia: University of Nicosia
- Cochliou, D., Spaneas, S. and Zachariades, A., (2015). Στρατηγική Ένταξης ΥΤΧ στην Τοπική Κοινωνία στο Zachariades, A, Spaneas, S. andCochliou, D., (eds). Κύπρος και Μετανάστευση: Αρχές Ένταξης και ο ρόλος της Τοπικής Κοινωνίας, Nicosia: CARDET Ltd.
- Spaneas, S. and Zachariades, A., (2014). Διαμορφώνοντας ένα θεωρητικό και πρακτικό πλαίσιο για τη λειτουργία Προγράμματος Εθελούσιων Επιστροφών στην Κύπρο, in Spaneas, S. andCochliou, D., (eds), Βιώσιμες Εθελούσιες Επιστροφές: Προκλήσεις και Πρακτικές Εφαρμογές, Λευκωσία: εκδ. Πανεπιστημίου Λευκωσίας
- Spaneas, S. and Cochliou, D. (2013), Asylum reception Centre in Cyprus: Setting the bases for a contemporary organisational structure, European Scientific Journal, 9(29), p.p.:104-127,https://eujournal.org/index.php/esj/article/view/1918/1860
- Al-Makhmreh, S, Spaneas, S. and Neocleous, G., (2012). The need for Cultural Competence Social Work Practice: Lessons learned from a collaboratively Jordanian and Cypriot Project on Iraqi Refugees: The Jordan case, British Social Work Journal, 42(6), pp: 1074-1092
