Role of University in Supporting the Professional Integration of Minority-Language-Trained Social Workers
DOI:
https://doi.org/10.18662/eljpa/12.1/260Keywords:
social work graduates, professional integration, higher education, minority-language education, role of universityAbstract
This study presents the findings of a qualitative exploratory research project, based on a secondary analysis of three complementary datasets collected between 2014 and 2017. It focuses on the professional integration of social work graduates trained in a minority language. The research is explanatory in nature and employs a constructivist grounded theory approach, reanalyzing qualitative data from open-ended questionnaires and interviews with social work graduates, as well as interviews with employers. The aim was to explore how higher education institutions can support the labor market integration of minority-language-trained professionals in multicultural and multilingual contexts. The reanalysis process included open coding, axial coding, and selective coding. A central analytical category was identified: “Challenges of professional integration in a multicultural and multilingual context.” This served as the foundation for developing an emergent theory and four strategic dimensions describing how universities can better facilitate graduates' transition into the workforce: 1. Development of language and communication competencies, 2. Balancing theoretical and practical training with labor market demands, 3. Collaboration between the university and specialized institutions, and 4. Providing practical training and developing competencies for multicultural environments. The findings highlight the institutional responsibility of higher education in addressing the integration challenges faced by minority-language-trained professionals.
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