Becoming competent social workers : the contribution of international field placements to social work education in Hong Kong

Abstract

Abstract of thesis entitled “Becoming Competent Social Workers: The Contribution of International Field Placements to Social Work Education in Hong Kong” submitted by MOK Wai Kit Linda for the degree of doctor of philosophy at The University of Hong Kong in Feb 2018

This thesis explores the learning experiences of social work students from Hong Kong who participated in international field placements (IFPs) and examines how that learning process contributed to the formation of their social work competencies. With the impact of globalisation, international social work has become increasingly important, and IFPs are considered to offer unique learning experiences towards an understanding of cultural diversity. Due to Hong Kong’s historical background and the development of its social work programmes, its two IFP streams are to China; and overseas countries and regions, including Australia, Canada, Japan, Singapore, Taiwan, the United Kingdom (UK), and the United States of America (USA).

A cross-university study was carried out with five universities that provide IFPs and did so during the data collection period of 2011-2014. The universities were: The Baptist University of Hong Kong, The Chinese University of Hong Kong, Community College of City University of Hong Kong, The University of Hong Kong, and The Polytechnic University of Hong Kong. All of the interviewees in this study – sixteen students, eleven fieldwork supervisors, and five fieldwork coordinators – agreed that an IFP experience definitely assists students in becoming competent social workers. The primary focus of this thesis is on the students’ experiences in their IFPs and how those experiences contributed to their professional social work roles. Supervisors and coordinators’ views are presented as coming from supporting roles.

This study revealed that the integration of three major learning theories: the Experiential Learning Theory, the Critical Thinking Theory, and the Transformative Learning Theory, were beneficial in understanding the students’ learning from IFPs. When students experienced critical incidents, those incidents triggered them to reflect critically and led them to build their learning experiences into their subsequent social work practice.

Furthermore, this study was informed and guided by the tenets of grounded theory and followed its methodological procedures to develop a three-tier (five-domain) integrated framework of social work competence. This proposed framework adds a further element to the interrelationships among the classical social work core domains of values, knowledge, and skills, which here together form the top layer. The three core domains are supported by the personal qualities domain – the middle layer and a highly influential, interconnecting link between the core domains and the culture domain, which is the cornerstone of the entire framework. The importance of the dynamic relationships in this three-tier framework includes cultural interconnection, a catalyst influence, and a dual process between culture and social work.

This study makes several contributions. It is the first and only research study to address the literature gap about the importance of IFPs in Hong Kong. It identifies the five core domains, in the three-tier framework, that contribute to the development of a competent social worker and that enhance our understanding of social work competence. Finally, it highlights suggestions about potential IFP arrangements and further research into the social work competence framework. The trend towards international learning experiences is increasing, and, therefore, the IFP’s role must be better understood and strengthened.