A study of successful applicants’ views of a social work admissions process

Abstract

• Summary:There are substantial variations in the way that applicants are selected for social work programmes in the UK and across the world. This article begins by reviewing the literature in this field, revealing debates about how effective and reliable are methods of assessment used during admission processes. It then describes a cross-sectional survey of new social work applicants (n = 203) to two programme providers, describing demographic characteristics and their experiences of the admissions process. • Findings:A number of themes emerged from two sets of findings. There were variations in demographic characteristics, particularly in terms of gender and religion. The study was particularly interested in how students viewed the admissions process. Most students were satisfied with admissions processes, and there were some differences in views about the methods used. The article concludes by describing changes to the admissions system that were partly informed by the study. The article acknowledges the expected bias in the methodology, given that successful applicants were surveyed and not those who were not successful. • Applications:The authors discuss the study findings in the context of national and international literature and suggest that more rigorous attention should be paid to such evaluations to enable this important area of education and workforce development to be better understood.

Selecting social work students: lessons from research in Scotland

“…Significantly, the research on social work selection is, for the most part, small-scale, often based on reporting one university's experience of recruitment and admissions or focused on one significant issue in selection, such as equality and inclusion (Beaumont and Cemlyn, 2005), user and carer involvement (Baldwin and Saad, 2006;Matka et al, 2010), mental health needs of students (Collins, 2006), personal statements (Ferguson et al, 2000), fees and bursaries (Hatt, 2006), widening participation (Jones, 2006;Dillon, 2007), moral character (Holmström, 2014), personality testing (Manktelow and Lewis, 2005) and interviews (Bridges, 1996;Campbell et al, 2013;Taylor and Small, 2002;Watson, 2002). A smaller number of papers attempt to review the field as a whole and draw conclusions from wider evidence (e.g.…”

“…To minimise unintentional bias, structured interviews that focus around 'what if' questions are said to be more valid than unstructured ones. Interestingly, Northern Ireland researchers Campbell et al (2013) highlight the potential for bias in both written statements and interviews, pointing out the ways in which gender, ethnicity and religion may impact on selection decisions. Manthorpe et al's (2010) study of six UK programmes found that the variability and lack of consistency in selection processes made it difficult to compare approaches and so draw any firm conclusions.…”

Social work students on the island of Ireland: a cross-sectional survey

“…There are, however, some variations. For example, recruitment in each university varies (see Appendix 1) with the threshold for selection set by both the respective state regulators and academic institutions, as reflected in the international literature (Shaw, 1985;Campbell, Campbell & Das, 2012).…”

Admission and completion of social work programs: Who drops out and who finishes?

“…Acceptance into a school of social work requires candidates to exhibit characteristics thought to predict success in academic studies and field training, as well as in the profession after they finish their degree (Campbell, Campbell, & Das, 2013; Coyle, Carter, & Leslie, 2011; Gibbons, Bore, Munro, & Powis, 2007; Pelech, Stalker, Regehr, & Jacobs, 1999). The academic literature has focused mainly on the academic/cognitive characteristics of the candidates.…”

“…Many schools of social work also ask candidates to submit written recommendations, participate in an interview, or to write personal statements, etc. (Campbell et al., 2013; Dunlap, 1979; Glenmaye & Oakes, 2002; Stratton, 2000). These procedures make it possible to examine personality traits considered to be relevant for studies in social work, as well as during the development of professional identity.…”