A Collaborative Response to the Support and Development of Newly Qualified Social Workers
Insights From Graduates and Supervisors
DOI:
https://doi.org/10.18060/29160Keywords:
Theory of Collaborative Advantage, continuing professional development, newly qualified social workers, support initiatives, workplace transition, South AfricaAbstract
Newly qualified social workers face numerous challenges as they transition from university into practice. This qualitative study, underpinned by the Theory of Collaborative Advantage and framed within an instrumental case study design, explores the support and continuing professional development needs of newly qualified social workers in South Africa. Data was collected through online World Café sessions with 23 participants recruited through purposive and snowball sampling, including newly qualified social workers and social work supervisors. Through a process of reflexive thematic analysis, four themes were generated: (1) Preparing for practice, identifying gaps between education and the realities of practice; (2) Organizational factors, including mismatched work expectations and under-resourced settings; (3) Development of newly qualified social workers, highlighting the need for professional and personal development; and (4) Solution-based strategies, including induction processes, accessible continuing professional development opportunities, internship models, and enhanced collaboration between educators and employers. Trustworthiness was ensured through enhancing credibility, transferability, dependability, and auditability. The study recommends a collaborative approach to supporting the continuing professional development of newly qualified social workers, involving employer-funded training and active stakeholder engagement. Furthermore, it proposes developing a contextually relevant professional development framework that bridges education, practice, and research, with potential applicability across resource-constrained countries.
References
Albrecht, J., Stark, A. L., Dongas, E., Wrona, K. J., & Dockweiler, C. (2022). Hosting an online World Café to develop an understanding of digital health promoting settings from a citizen's perspective-methodological potentials and challenges. International Journal of Environmental Research and Public Health, 19(16), 1-19. https://doi.org/10.3390/ijerph19169969
Alpaslan, A. (2019). Promoting social work graduates' employment through the social work curriculum: Employers' perspectives on the employability of UNISA's newly qualified social workers. Social Work /Maatskaplike Werk, 55(3), 341-358. https://doi.org/10.15270/55-3-744
Anney, V. N. (2014). Ensuring the quality of the findings of qualitative research: Looking at trustworthiness criteria. Journal of Emerging Trends in Educational Research and Policy Studies, 5(2), 272-281. https://www.scholarlinkinstitute.org/jeteraps/articles/Ensuring%20The%20Quality%20Of%20The%20Findings%20new.pdf
Babbie, E. (2021). The practice of social research (15th ed.). Cengage Learning.
Baginsky, M., & Manthorpe, J. (2015). Trainees' views of the Step Up to Social Work programme. Social Work Education, 34(1), 17-31. https://doi.org/10.1080/02615479.2014.956073
Battaglia, L., Flynn, C. A., & McDermot, F. (2021). International graduates of Australian social work education–where are they now? Social Work Education, 42(8), 1286-1306. https://doi.org/10.1080/02615479.2021.2021171
Beddoe, L., Ballantyne, N., Maidment, J., Hay, K., & Walker, S. (2020). Supervision, support and professional development for newly qualified social workers in Aotearoa New Zealand. Aotearoa New Zealand Social Work, 32(2), 17-31. https://doi.org/10.11157/anzswj-vol32iss2id738
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589-597. https://doi.org/10.1080/2159676x.2019.1628806
Braun, V., & Clarke, V. (2021). Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic approaches. Counselling Psychotherapy Research, 21, 37-47. https://doi.org/10.1002/capr.12360
Cane, T. C., & Tedam, P. (2022). ‘We didn’t learn enough about racism and anti-racist practice’: Newly qualified social workers’ challenge in wrestling racism. Social Work Education, 42(8), 1563-1585. https://doi.org/10.1080/02615479.2022.2063271
Carpenter, J., Shardlow, S. M., Patsios, D., & Wood, M. (2015). Developing the confidence and competence of newly qualified child and family social workers in England: Outcomes of a national programme. British Journal of Social Work, 45(1), 153-176. https://doi.org/10.1093/bjsw/bct106
Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., & Neville, A. (2014). The use of triangulation in qualitative research. Oncology Nursing Forum, 41(5), 545-547. https://doi.org/10.1188/14.ONF.545-547
Castleberry, A., & Nolen, A. (2018). Thematic analysis of qualitative research data: Is it as easy as it sounds? Currents in Pharmacy Teaching and Learning, 10(6), 807-815. https://doi.org/10.1016/j.cptl.2018.03.019
Cleveland, M., Warhurst, A., & Legood, A. (2019). Experiencing resilience through the eyes of early career social workers. British Journal of Social Work, 49(6), 1434-1451. https://doi.org/10.1093/bjsw/bcz064
Cook, L. (2023). Strengthening the workforce: Retention in social work. Research in Practice. https://ueaeprints.uea.ac.uk/id/eprint/93514/1/Strengthening_the_workforce_briefing.pdf
Council on Higher Education. (2015). Qualification standards for Bachelor of Social Work. Author. https://www.che.ac.za/file/7560/download?token=WFM5Ui4m
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: choosing among five approaches (4th ed.). Sage.
Erasmus, E., & Bloem, R. (2023). An investigation of social justice: the values, attitudes, and behaviour of newly qualified South African social workers. Journal of Social Work Practice, 37(2), 231-246. https://doi.org/10.1080/02650533.2023.2233735
Ferguson, H. (2017). How children become invisible in child protection work: Findings from research into day-to-day social work practice. The British Journal of Social Work, 47(4), 1007-1023. https://doi.org/10.1093/bjsw/bcw065
Fouché, C., & Light, G. (2011). An invitation to dialogue: 'The World Café' in social work. Qualitative Social Work, 10(1), 28-48. https://doi.org/10.1177/1473325010376016
Glassburn, S. L. (2018). Where’s the roadmap? The transition from student to professional for new Master of Social Work graduates. Qualitative Social Work, 19(1), 142-158. https://doi.org/10.1177/1473325018807746
Grant, S. (2017). Learning on the job? Exploring first-year experiences of newly qualified criminal justice social workers in Scotland. Probation Journal, 64(1), 33-49. https://doi.org/10.1177/0264550516682106
Grant, S., Sheridan, L., & Webb, S. A. (2017). Newly qualified social workers' readiness for practice in Scotland. British Journal of Social Work, 47(2), 487-506. https://doi.org/10.1093/bjsw/bcv146
Gray, M., & Lombard, A. (2023). Progress of the social service professions in South Africa’s developmental social welfare system: Social work, and child and youth care work. International Journal of Social Welfare, 32, 429-441. https://doi.org/10.1111/ijsw.12562
Hanley, J. (2024). Look who’s talking: Social work podcasts as continuing professional development in England [Doctoral thesis]. Brunel University, London, UK. https://bura.brunel.ac.uk/handle/2438/28958
Harrison, G., & Healy, K. (2015). Forging an identity as a newly qualified worker in the non-government community services sector. Australian Social Work, 69(1), 80-91. https://doi.org/10.1080/0312407x.2015.1026913
Hitchcock, C., McPherson, L., Whitaker, L., & Hughes, M. (2022). Social work students’ understanding of professional resilience. Social Work Education, 43(1), 122-139. https://doi.org/10.1080/02615479.2022.2076826
Huni, V. C., & Chikadzi, V. (2014). The novice voyage: Challenges experienced by social workers in their first year of full employment. Mediterranean Journal of Social Sciences, 5(14), 465-473. https://doi.org/10.5901/mjss.2014.v5n14p465
Hunt, S., Tregurtha, M., Kuruvila, A., Lowe, S., & Smith, K. (2017). Transition to professional social work practice: The first three years. Advances in Social Work and Welfare Education, 19(2), 139-154. https://journal.anzswwer.org/index.php/advances/article/view/176/158
International Association of Schools of Social Work, & International Federation of Social Workers [IFSW]. (2020). Updated global standards for the education and training of the social work profession. Authors. https://www.ifsw.org/global-standards-for-social-work-education-and-training/
IFSW. (2022, November 3). New global research highlights negative working environment for most social workers. Author. https://www.ifsw.org/new-global-research-highlights-negative-working-environment-for-most-social-workers/
Joubert, M. (2017). Social work students’ perception of readiness to practise: A mixed methods approach (Doctoral thesis). Sheffield Hallam University, Sheffield, London, UK. https://shura.shu.ac.uk/18146/
Kinman, G., & Grant, L. (2017). Building resilience in early-career social workers: Evaluating a multi-modal intervention. British Journal of Social Work, 47(7), 1979-1998. https://doi.org/10.1093/bjsw/bcw164
Kwan, C. K., & Cui, J. (2022). Recruiting and nurturing social workers in Hong Kong and Australia. International Social Work, 66(5), 1573-1577 . https://doi.org/10.1177/00208728221107488
Ledger, T. (2021). Access to basic services: Enabling progressive transformation or entrenching poverty and inequality? Public Affairs Research Insitute. https://pari.org.za/wp-content/uploads/2021/09/PARI-Short-Report-Access-to-Basic-Services-V3.pdf
Lietz, C. A., & Zayas, L. E. (2010). Evaluating qualitative research for social work practitioners. Advances in Social Work, 11(2), 188-202. https://doi.org/10.18060/589
Löhr, K., Weinhardt, M., & Sieber, S. (2020). The 'World Café' as a participatory method for collecting qualitative data. International Journal of Qualitative Methods, 19, 1-15. https://doi.org/10.1177/1609406920916976
Manthorpe, J., Moriarty, J., Stevens, M., Hussein, S., & Sharpe, E. (2014). The ‘making’ of social workers: Findings from interviews with managers of newly qualified social workers. Practice: Social Work in Action, 26(2), 97-111. https://doi.org/10.1080/09503153.2013.867941
McCusker, P. (2022). Critical mindfulness in social work: Exploring the potential of reflexive self-care in the journey from student to social worker. British Journal of Social Work, 52(1), 334-353. https://doi.org/10.1093/bjsw/bcaa246
McKimm, J., Ramani, S., Kusurkar, R. A., Fornari, A., Nadarajah, V. D., Thampy, H., Filipe, H. P., Kachur, E. K., & Hays, R. (2020). Capturing the wisdom of the crowd: Health professions' educators meet at a virtual world café. Perspectives on Medical Education, 9(6), 385-390. https://doi.org/10.1007/s40037-020-00623-y
Mmadi, P. J., & Sithole, S. L. (2019). Barriers to postgraduate qualifications among social workers. Southern African Journal of Social Work and Social Development, 31(3), 1-20. https://doi.org/10.25159/2415-5829/5194
Muzari, T., Shava, G. N., & Shonhiwa, S. (2022). Qualitative research paradigm, a key research design for educational researchers, processes and procedures: A theoretical overview. Indiana Journal of Humanities and Social Sciences, 3(1), 14-20. https://indianapublications.com/articles/IJHSS_3(1)_14-20_61f38990115064.95135470.pdf
Neuman, W. L. (2014). Social research methods: Qualitative and quantitative approaches (7th ed.). Pearson Education Limited.
Newell, J. M. (2019). An ecological systems framework for professional resilience in social work practice. Social Work, 65, 63-73. https://doi.org/10.1093/sw/swz044
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16, 1-13. https://doi.org/10.1177/1609406917733847
Ntsekhe, R. (2024). Gauteng social workers overworked. Politicsweb. Retrieved May 4, 2025, from https://www.politicsweb.co.za/politics/gauteng-social-workers-overworked--refiloe-ntsekhe
Nyathi, G. T. (2022). Challenges experienced by social work graduates upon entering employment (Master’s thesis). University of Johannesburg, Johannesburg, South Africa. https://hdl.handle.net/10210/501589
Padgett, D. K. (2016). Qualitative methods in social work research (3rd ed.). Sage.
Parliamentary Monitoring Group. (2025, April 22). SDP implementation, defunding of NGOs and NPOs, and the fight against GBV: Women, youth and persons with disabilities [Meeting summary]. National Assembly. https://pmg.org.za/committee-meeting/40573/
Pulman, A., & Fenge, L. (2024). Impacts of workplace stress on the retention of social workers: A qualitative study. Practice: Social Work in Action, 37, 231-246. https://doi.org/10.1080/09503153.2024.2429085
Radey, M., & Schelbe, L. (2017). From classroom to caseload: Transition experiences of frontline child welfare workers. Child Welfare League of America, 95(2), 71-90. https://www.jstor.org/stable/48623568
Ravalier, J. M., McFadden, P., Jones, D., & Truell, R. (2024). A three-year comparison of global social worker working conditions. British Journal of Social Work, 55(1), 575-593. https://doi.org/10.1093/bjsw/bcae159
Rentea, G. C., Lazăr, F., Munch, S., Mihai, A., Gaba, D., & Ciocănel, A. (2025). ‘Thrown into a pit’: Early-career social workers’ preparedness for practice. International Social Work, 68(1), 158-171. https://doi.org/10.1177/00208728241280658
Sarfo, J. O., Debrah, T. P., Gbordzoe, N. I., & Obeng, P. (2022). Types of sampling methods in human research: Why, when and how? European Researcher, 13(2), 55-63. https://doi.org/10.13187/er.2022.2.55
Segev, E. (2023). "A breath of fresh air": Mindfulness training for early-career mental health social workers in Israel during COVID-19. Social Work in Health Care, 62(1), 19-40. https://doi.org/10.1080/00981389.2023.2165597
Segev, E., Hochman, Y., & Shai, O. (2022). Thrown into the water: Early-career social workers’ job challenges and time management coping strategies. British Journal of Social Work, 52(8), 4836-4852. https://doi.org/10.1093/bjsw/bcac090
South African Council for Social Service Professions. (2021). Policy on continuing professional development (CPD) for social workers and social auxiliary workers: Revised. Author. https://www.sacssp.co.za/sites/default/files/content-files/Policy%20%26%20Publications/Policy%20%26%20Guidelines/Qualifications%20%26%20CPD%20policies/PBSW%20CPD%20Policy%202021.pdf
South African Human Rights Commission. (2023, November 23). Media Advisory: The SAHRC in the North West conducts a stakeholder engagement with the Department of Social Development on the shortage of Social Workers in the Province and the lack of funding for centres for Children with severe to profound intelle. Author. https://sahrc.org.za/index.php/sahrc-media/news-2/item/3796-media-advisory-the-sahrc-in-the-north-west-conducts-a-stakeholder-engagement-with-the-department-of-social-development-on-the-shortage-of-social-workers-in-the-province-and-the-lack-of-funding-for-centres-for-children-with-severe-to-profound-intelle
South African Qualifications Authority. (2021). Bachelor of Social Work (SAQA Qual ID 23994). Author. https://regqs.saqa.org.za/viewQualification.php?id=23994
Statistics South Africa. (2023). Census 2022: Statistical release (P0301.4). Author. https://census.statssa.gov.za/assets/documents/2022/P03014_Census_2022_Statistical_Release.pdf
Stewart, C., & Fielding, A. (2022). Exploring the embodied habitus of early career social workers. Australian Social Work, 75(4), 495-507. https://doi.org/10.1080/0312407X.2021.1980070
Strydom, H., & Roestenburg, W. J. H. (2021). Ethical conduct in research with human participants. In C. Fouché, H. Strydom, & W. J. H. Roestenburg (Eds.), Research at grass roots: For the social sciences and human service professions. (5th ed., pp. 117-136). Van Schaik Publishers.
Tham, P., & Lynch, D. (2019). ‘Lost in transition?’–Newly educated social workers’ reflections on their first months in practice. European Journal of Social Work, 22(3), 400-411. https://doi.org/10.1080/13691457.2017.1364701
Tham, P., & Lynch, D. (2021). ‘Perhaps I should be working with potted plants or standing at the fish counter instead?’: Newly educated social workers’ reflections on their first years in practice. European Journal of Social Work, 24(3), 541-553. https://doi.org/10.1080/13691457.2020.1760793
Thoburn, J., Canali, C., Delgado, P., Neve, E., & Vecchiato, T. (2021). Looking back- Looking forward: Messages from experienced social workers for the recently qualified. Pedagogia Social, 38, 151-163. https://doi.org/10.7179/PSRI_2021.38.10
Tisdell, E. J., Merriam, S. B., & Stuckey-Peyrot, H. L. (2025). Qualitative research: A guide to design and implementation (5th ed.). Jossey-Bass.
Tulgan, B. (2015). Bridging the soft skills gap: How to teach the missing basics to today's young talent. Jossey-Bass, a Wiley imprint. https://doi.org/10.1002/9781119171409
Vangen, S., & Huxham, C. (2010). Introducing the theory of collaborative advantage. In S. P. Osborne (Ed.), The new public governance? Emerging perspective on the theory and practice of public governance (pp. 163-184). Routledge. https://doi.org/10.4324/9780203861684
Villagrana, K. M. (2020). A model to improve educational stability collaborations between child welfare and educational agencies: Applying the theory of collaborative advantage. Child Welfare, 98(2), 85-102. https://www.jstor.org/stable/48623689
World Bank. (2025). World Bank country and lending groups. Author. https://datahelpdesk.worldbank.org/knowledgebase/articles/906519
World Health Organization. (2023). Value gender and equity in the global health workforce. Author. https://www.who.int/activities/value-gender-and-equity-in-the-global-health-workforce
Wu, Y., Wei, Y., Li, Y., Pang, J., & Su, Y. (2022). Burnout, negative emotions, and wellbeing among social workers in China after community lockdowns during the COVID-19 pandemic: Mediating roles of trait mindfulness. Front Public Health, 10, 1-12. https://doi.org/10.3389/fpubh.2022.952269
Yan, M. C., Gao, J. G., & Lam, C. M. (2013). The dawn is too distant: The experience of 28 social work graduates entering the social work field in China. Social Work Education, 32(4), 538-551. https://doi.org/10.1080/02615479.2012.688097
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Leanne Jordaan
This work is licensed under a Creative Commons Attribution 4.0 International License.
