Voices from Social Work Graduates in China: Reasons for Not Choosing Social Work as a Career: Table 1:

Abstract

Although previous studies have addressed turnover issues after being a social worker, this study identifies factors that may block initial entry to the profession. Using a semistructural interview method with 20 BSW graduates, the researchers transcribed the reasons for BSW graduates not entering a career in social work. Through element-centered content analysis, 76 reasons were sorted into nine categories: (1) income insufficient for basic needs, (2) unclear future, (3) no commitment to social work, (4) social work jobs could be taken by other professionals, (5) difficulties in actualizing proclaimed value, (6) personally unable to apply skills, (7) social exclusion due to nonresident status, (8) hard/stressful work, and (9) not supported by peers and family. Through person-centered content analysis, most respondents (90 percent) reported multiple reasons (M = 3.8) supporting their decision, offering their rational thought processes culminating in the decision not to enter social work. Recommendations for developing a national survey, engaging social workers in preparing BSW students for graduation, and modifying student admissions strategies are discussed.

Government Purchase of Services in China: Similar Intentions, Different Policy Designs

“…For example, 176 integrated family service centres in Guangzhou need about 2000 social workers at the moment, but less than 700 social work students graduate annually from Guangzhou's 14 universities. In addition, more than half of these fresh social work graduates do not choose social work as a career (Zeng et al, ). This shows that the unsatisfactory working conditions and unclear future career opportunities, some of which are due to the policy designs of contracting out, make it difficult to attract and maintain a stable workforce.…”

Research on the relationship between supervisor and social work interns in China: A Shanghai case study

“…In 2010, the ‘national medium and long-term talent development plan outline (2010–2020)’ stated as an objective the training of two million professional social workers by 2015, and three million by 2020. For the first time, social work knowledge and skills were valued in China, as well as viewing social work as a profession in positive terms (Zeng et al, 2015).…”

Major-to-employment mismatch in social work: A values-based framework explaining job-search decisions among Chinese graduates in Shanghai, China

“…Employment opportunities in social work have also been rapidly increasing due to the government’s long-term plan to increase the social work workforce and to continuously establish more social work agencies to deliver services across China (Li et al, 2019). However, many Bachelor of Social Work (BSW) graduates do not enter the social work profession upon graduation, predominantly due to low salaries, undefined future goals, lack of recognition, social exclusion, demanding and stressful work, lacking support, and parental expectations of a high income and reputable job (Zeng et al, 2016). College administrators are concerned about the low professional recognition in contrast to the rapid development of social work education (Li et al, 2008).…”

“…Therefore, social work professionals have been searching for ways to improve student quality and admission strategies (Wang, 2005) and to evaluate new curricula and teaching methods (Liu, 2007). Recently, the central government in China has proposed many plans to increase the number of social workers to 3 million by 2020 (Li et al, 2019; Zeng et al, 2016). Academic studies have started to address the challenges faced by emerging social workers, such as improving confidence at work (Zeng et al, 2014).…”

“…Academic studies have started to address the challenges faced by emerging social workers, such as improving confidence at work (Zeng et al, 2014). However, research on this subject still focuses mainly on the gaps between teaching and practice, but not on the employability of social work graduates in other fields (Zeng et al, 2016). It is important to address learning transfer from education to the workplace, and at the same time provide evidence to evaluate the personal and societal influences on job seeking – a stage prior to the application of skills in the place of employment.…”