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University of Southampton Research Repository Eprints Soton University of Southampton Research Repository ePrints Soton Copyright © and Moral Rights for this thesis are retained by the author and/or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder/s. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given e.g. AUTHOR (year of submission) "Full thesis title", University of Southampton, name of the University School or Department, PhD Thesis, pagination http://eprints.soton.ac.uk UNIVERSITY OF SOUTHAMPTON FACULTY OF LAW, ARTS AND SOCIAL SCIENCES SCHOOL OF EDUCATION Overcoming Barriers to Post-Qualifying Social Work Education and Training: The Candidate Speaks By Kenneth Stephen Bayley Thesis for the degree of Doctor of Education January 2009 UNIVERSITY OF SOUTHAMPTON ABSTRACT FACULTY OF LAW, ARTS AND SOCIAL SCIENCES SCHOOL OF EDUCATION Doctor of Education OVERCOMING BARRIERS TO POST-QUALIFYING SOCIAL WORK EDUCATION AND TRAINING: THE CANDIDATE SPEAKS by Kenneth Stephen Bayley In this practitioner based inquiry I have taken the findings of previous studies and explored in greater depth the reasons why some qualified registered social workers are reluctant to undertake further post-qualifying study. This timely research coincided with the introduction of a new General Social Care Council (GSCC) post-qualifying framework aimed at increasing the number of social workers and their employers engaging in continuing professional development (CPD). Currently the GSCC estimated that between 10-12% of social workers have achieved a post-qualifying award (GSCC, 2006). To assist the readers‟ understanding of the nature of post-qualifying social work education and training a review of contemporary literature and policy guidance introduces this research study. Using primarily qualitative methodologies I gathered data from three distinct sample groups of registered social workers currently undertaking post-qualifying training or recently completed their PQ awards at a number of south coast Universities. I adopted a three-stage structured approach, using questionnaire, interviews and focus groups as data gathering tools. My analysis and interpretation focussed on giving voice to respondents „lived‟ experience and to provide authentic evidence for presentation to representatives of higher education, employers and training bodies involved in the planning, design and delivery of the new PQ framework. A comparison of other social welfare professions was used to „benchmark‟ CPD polices and requirements across social work, nursing and teaching. My findings demonstrated correspondence with a previous much larger research study funded by Skills for Care at the Centre for Health and Social Care research, Sheffield Hallam University. This research contributes to the continuing debate on the promotion of post-qualifying social work education and training and makes recommendations on possible tried and tested success factors, human resource strategies and the need for leadership from national bodies. - 2 - Contents Abstract 2 List of Contents 3 List of Figures and Tables 6 Author’s Declaration 7 Acknowledgements and Dedication 8 Abbreviations used 9 Chapter 1 Introduction 10 1.1 Practitioner Based Inquiry: Listening To 12 Candidates Chapter 2 Review of Contemporary Literature 17 2.1 The Professionalisation of Social Work: The 18 context of contemporary social work education and training 2.2 Existing PQ Programmes structure: What we 22 know from other studies 2.3 The New Post-Qualifying Framework 29 Chapter 3 Research Methodologies Used 38 3.1 Research Ethics and Governance 39 3.2 Stage 1: The Use of Questionnaires 42 3.3 Stage 2: Interviewing of Self-selected 45 Candidates 3.4 Emerging Themes from Interviews 51 3.5 Stage 3: Social Work Professionals Group 52 Discussion 3.6. Other methodological considerations 54 - 3 - Chapter 4 Data and Findings 56 4.1 Stage 1: Data and Findings from the 57 Questionnaires 4.2 Profile of those responding to the questionnaire 58 4.3 Responses to Questions 60 4.4 Stage 2: Data and Findings from the Interviewee 69 Sample 4.5 Profile of Interview Sample respondents 70 4.6 Emerging themes highlighted by interviewees 71 4.7 Stage 3: Professional Group discussion 84 4.8 What helps promote success in post-qualifying 85 study? 4.9 What hinders success in post-qualifying study? 86 4.10 What would improve post-qualifying study? 87 Chapter 5 Analysis and Interpretation of Data and Findings 89 5.1 Stage 1: Findings from Questionnaires 89 5.2 Stage 2: Emerging themes highlighted by 100 interviewees 5.3 Stage 3: Feedback from professional groups 118 5.4 What helps promote success in post-qualifying 119 study? 5.5 What hinders success in post-qualifying study? 120 5.6 What would improve post-qualifying study? 121 5.7 Comparison with Nursing and Teaching CPD 123 Requirements 5.8 Concluding thoughts on what this research 126 tells us Chapter 6 Practice Implications and Recommendations 130 6.1 Verifying knowledge claims and validity 130 6.2 Credibility and validity of findings 131 6.3 Comparison with National Post-Qualification 132 Statistics 6.4 Researcher’s reflections on their role in 134 undertaking this study 6.5 Comparison with Skills for Care, CPD and 135 Workforce Planning Strategies - 4 - 6.6 Overcoming barriers to PQ training, final 137 comments 6.7 Summary of Recommendations. 141 6.8 Limitations of the research 146 6.9 Final concluding remarks 147 List of References 149 Bibliography 156 List of Appendices 165 - 5 - List of Figures and Tables Page Figure 1: Research Timeline and Milestones 15 Figure 2: Overview of current post-qualifying training 27 Figure 3: Surrey and Sussex PQ Consortium PQ 28 Accredited Programmes (2006) Figure 4: Key Messages from Literature, adapted from 29 Walton et al (2006) Skills for Care England Figure 5: Plan of the PQ framework structure and 33 expected take-up in England. Figure 6: The Revised PQ Framework (GSCC 2005) 35 Figure 7: Mine-mapping of emergent themes from 73 Interviews Figure 8: The imperative need for Post-qualifying 128 Training Figure 9: Potential skills escalator for local authorities 129 Figure 10: Comparison of national (England) and 132 Research Sample PQ candidate characteristics Table 1: Profile of the Candidates 58 Table 2: Post-qualifying record of the Candidates 59 Table 3: Candidate Profiles of Interview Sample 70 Table 4: Post-qualifying experience of the Candidates 71 - 6 - DECLARATION OF AUTHORSHIP I, Kenneth Stephen Bayley declare that the thesis entitled, ‘Overcoming Barriers to Post-Qualifying Social Work Education and Training: The Candidate Speaks’ and the work presented in the thesis are both my own, and have been generated by me as the result of my own original research. I confirm that: this work was done wholly or mainly in candidature for a research degree at this University; where any part of this thesis has previously been submitted for a degree or any other qualification at this University or any other institution, this has been clearly stated; where I have consulted the published work of others, this is always clearly attributed; where I have quoted from the work of others, the source is always given. With the exception of such quotations, this thesis is entirely my own work; I have acknowledged all the main sources of help; where the thesis is based on work done by myself jointly with others, I have made clear exactly what was done by others and what I have contributed myself; none of this work has been published before submission Signed: Kenneth Stephen Bayley Date: 21st July 2008 - 7 - Acknowledgements I wish to acknowledge the assistance and support of colleagues near and far who have been so generous with their time and ideas and to all those who contributed to the research which underpins this study by responding to questionnaires or participating in interviews and group discussions. I am grateful to my supervisor, Mr Ian Bryant, whose advice, support and understanding throughout the completion of this thesis has been invaluable as have been the staff of the School of Education. My University colleagues have been generous in their support, ideas, comments and suggestions and I especially wish to thank Bev Hale for providing support with regard to SPSS and ICT related issues and Dr Sandra Wallis for her humorous and encouraging comments. Special thanks go to Sue Craig, my friend and colleague, who encouraged me to join her on the EdD journey four years ago and has continued to be a source of encouragement, support and advice. Finally, to my friend and partner Tim, I give my sincere thanks and appreciation for being there when I needed him most and providing the inspirational „sea view‟ from my desk! Dedication I dedicate this Thesis and my related research studies to my mother and father, the late Lucy and Astley Bayley, who would have been so pleased with my professional and academic achievements, and without whom I would not have developed my social conscience and enquiring mind. - 8 - Abbreviations Used AASW Advanced Award in Social Work ADSS Association of Directors of Social Services ASW Approved Social Work (Mental Health) BASW British Association of Social Workers
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