Rebecca Löbmann, Michael Heinrich
Rebecca Löbmann is a teacher in the Department of Social Sciences at the Technical University of Applied Sciences Würzburg-Schweinfurt (THWS), Germany. She teaches courses in philosophy of science, behavioural social work, and criminology in both bachelor’s and master’s programmes in social work. Additionally, she oversees student health management at THWS. She has served as the study dean in her faculty faor six years, during which time she was involved in developing the curricula for social work study programmes and establishing an alumni network.
Michael Heinrich worked for several years in disability services as well as child and youth welfare services and studied Social Work. During his master’s studies, he focused on optimizing the bachelor’s programme in social work at Steinbeis University and conducted research in collaboration with the Technical University of Applied Sciences Würzburg-Schweinfurt to explore the knowledge of social workers from an independent child and youth welfare organization. Currently, Heinrich teaches at IU International University of Applied Sciences.
Abstract
OBJECTIVES: This research explores the perceived disparity between academic training and professional practice in social work, focusing on competencies. THEORETICAL BASE: Several studies indicate a disparity between social work education and graduates’ readiness for practical applications despite the fact that the respective competencies are outlined in academic frameworks for social work. METHOD: The study comprises two surveys: one targets graduates of a bachelor’s programme in social work at the Technical University of Applied Sciences Würzburg-Schweinfurt, examining their daily activities and essential competencies. The second survey targets professionals in child, youth, and family welfare services in Northern Germany. OUTCOMES: Results show professionals mainly engage in analysing social issues, coordinating assistance, conducting help discussions, and collaborating in teams. Legal, theoretical, analytical, and communicative competencies are crucial, along with self-care skills. Although there are differences in emphasized activities between the two samples, there is agreement on necessary competencies. SOCIAL WORK IMPLICATIONS: The findings contribute to ongoing discussions on the integration of theory and practice in social work education and highlight the importance of addressing self-care competencies in future curriculum development. The study suggests that aligning social work programmes with qualification frameworks such as the German Qualification Framework for Social Work 6.0 effectively conveys essential competencies for practice.
Keywords
social work competencies, social work programmes, academic-practice gap
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