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Analysis of key generic competencies for the employability of Social Work
students in Spain: A mixed methods approach.
Análisis de las competencias genéricas para la empleabilidad de los
estudiantes de Trabajo Social en España: Un enfoque de métodos mixtos.
Esperanza García-Uceda2, Sandra León-Herrera1* and César Sánchez-Álvarez1
2 Departamento de Dirección y Organización de Empresas, Universidad de Zaragoza. España.
1 Departamento de Psicología y Sociología, Universidad de Zaragoza. España.
* Corresponding author: sleon@unizar.es
https://doi.org/10.26754/ojs_ais/accionesinvestigsoc.20254610973
Received 2024-08-14. Accepted 2025-02-12
Abstract
Introduction: The study aims to identify key generic competencies in Social Work professional
development to enhance employability. Material and Methods: A mixed methodology was used:
quantitative (cross-sectional) and qualitative (exploratory). An online survey was developed to cover
various generic or soft competencies. A total of 473 responses were collected from professionals and
social organizations, teachers, and students. In addition, two focus groups consisting of 17 University
professors were conducted, based on the development of employability at the University level.
Results: The findings reveal crucial generic competencies, such as critical thinking, ethical
commitment, and knowledge of cultural processes. Other soft skills highlighted include conflict and
problem resolution, interdisciplinary work capacity, and organizational and planning abilities.
However, it is considered that there is no adequate preparation for some of these competencies.
Discussion: This work sheds light on the need to create knowledge transfer processes from different
spaces. It is necessary to extend learning to practical experiences through the use of case studies
during training programs. It is also necessary to create a greater number of training spaces in work
environments, such as increasing the number of practice hours that facilitate the acquisition of Social
Work competencies in a broad manner.
Keywords: Generic skills; training; work market; Social Work.
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Resumen
Introducción: El estudio tiene como objetivo identificar las competencias genéricas clave en el
desarrollo profesional del Trabajo Social para mejorar la empleabilidad. Material y métodos: Se utilizó
una metodología mixta: cuantitativa (transversal) y cualitativa (exploratoria). Se desarrolló una
encuesta en línea que abarcó distintas competencias genéricas o blandas. Se recopilaron un total de
473 respuestas de profesionales y organizaciones sociales, docentes y estudiantes. Además, se
realizaron dos grupos focales compuestos por 17 profesores universitarios, centrados en el desarrollo
de la empleabilidad a nivel universitario. Resultados: Los hallazgos revelan competencias genéricas
cruciales, tales como el pensamiento crítico, el compromiso ético y el conocimiento de los procesos
culturales. También se destacan otras habilidades blandas como la resolución de conflictos y
problemas, la capacidad de trabajo interdisciplinario y la capacidad de organización y planificación.
Sin embargo, se considera que no hay una preparación adecuada para algunas de estas competencias.
Discusión: Este trabajo resalta la necesidad de crear procesos de transferencia de conocimiento desde
diferentes espacios. Es necesario extender el aprendizaje a experiencias prácticas mediante el uso de
estudios de caso durante los programas de formación. También es necesario crear un mayor número
de espacios de formación en entornos laborales, como aumentar el número de horas de práctica que
faciliten la adquisición de competencias en Trabajo Social de manera integral.
Palabras clave: Habilidades genéricas; formación; mercado laboral; Trabajo Social
INTRODUCTION
University education plays a critical role in shaping professionals who are not only skilled in their
respective fields but also responsible global citizens (Erguvan et al., 2019). This comprehensive
approach to higher education addresses the dual challenge of preparing future professionals while
fostering engaged, informed citizens who contribute to societal development (González Puentes,
2021; Pérez-Rodríguez et al., 2022). For this reason, universities are tasked with integrating citizenship
education into their curricula (Sanabria Fernandes & Longueira Matos, 2022). This integration is vital
for promoting a critical and transformative understanding of citizenship, which can be achieved by
introducing controversial issues and linking academic learning to real-world social challenges (Pérez-
Rodríguez et al., 2022). Thus, quality university education should systematically incorporate elements
of citizenship training, encompassing professional ethics, civic education, and personal
development(De Reuyter & Schinkel, 2017). This holistic approach aims not only to produce graduates
who are competitive in their fields but also those who contribute to social cohesion and tackle global
challenges (González Puentes, 2021).
In this context, the concept of competence in higher education has evolved towards a more holistic
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view, considering not only knowledge and skills but also attitudes, values, and cognitive abilities
(Dlouhá et al., 2019). According to the National Agency for Quality Assessment and Accreditation
(ANECA), competence is an integrated set of capabilities that enables an individual to perform
effectively, reflectively, and autonomously in professional and social contexts (Agencia Nacional de
Evaluación de la Calidad y Acreditación (ANECA), 2004). This view of competence encompasses both
technical competencies (also referred to as specific or hard skills) and transversal competencies (also
known as generic, soft, or transferable skills). Technical competencies refer to specialized knowledge
and practical skills required to perform specific tasks within a discipline, while transversal
competencies are those transferable skills that can be applied across various professional contexts,
such as communication, teamwork, problem-solving, and critical thinking (Cunha et al., 2019;
Hernandez-Linares et al., 2015; Swiatkiewicz, 2014).
The increasing demand for a student-centered learning (SCL) approach within the European Higher
Education Area (EHEA) has led to the implementation of systems such as the European Credit Transfer
System (ECTS) and competency-based learning objectives, aimed at improving employability and
aligning university education with labor market needs. The emphasis on competency-based education
reflects a shift towards preparing graduates with skills that align with labor market requirements,
which has led to several European initiatives comparing the transition of graduates from education to
employment (Delgado Martínez, 2019; Papadakis & Drakaki, 2021; Pavlin, 2013).
The International Federation of Social Work (IFSW, 2022) has established a widely accepted definition
of Social Work that emphasizes the development of skills promoting employability, while also focusing
on making visible the transformations necessary to create a fairer society (International Federation of
Social Workers, 2022). Social work competencies encompass both technical (such as knowledge of
social intervention models and case management) and generic competencies, which are crucial for
the ethical and effective practice of the profession (López Luna & Chaparro Maldonado, 2006). The
development of generic competencies is essential for improving the employability of Social Work
students, as these skills are highly valued by employers and contribute to greater adaptability in
diverse and changing work environments (Hernández‐March et al., 2009).
Research suggests that universities need to adapt their curricula to meet employers’ expectations by
focusing not only on vocational competencies but also on these essential generic skills (López Luna &
Chaparro Maldonado, 2006). Innovative educational initiatives have shown promise in developing
socio-labor competencies, particularly in digital literacy and teamwork, among Social Work students.
These initiatives have proven effective in enhancing student engagement and facilitating teaching-
learning processes, which may ultimately improve students' employability and entrepreneurial
capabilities upon graduation (Franco et al., 2020).
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In Spain, Social Work is recognized as a scientific discipline dedicated to addressing social issues and
promoting societal well-being (Carbonero Muñoz et al., 2020). The integration of generic
competencies, or "soft skills," into higher education has gained increasing importance. Recent studies
indicate that Social Work students highly value the competencies taught in their degree programs,
particularly in relation to social intervention practices (Carrión-Martínez et al., 2020). Furthermore,
active learning and social intervention practices are seen as critical by both professionals and students
in the field (Carbonero Muñoz et al., 2020).
Recent research emphasizes the need to align Social Work education with the evolving demands of
the profession, particularly with regard to administrative and management competencias (Nesoff,
2007). The shift towards competency-based education represents a new paradigm in Social Work
training, focusing on the development of both vocational and generic competencies. This paradigm
necessitates careful attention to the definition, development, and implementation of competencies
within specific educational contexts (Cuyvers, 2009).
The concept of employability in social work has been extensively discussed in the literature (Llinares
Insa et al., 2016). Employability is understood not only as the ability to secure employment but also
as the capacity to perform effectively in professional roles and contribute to social change. It involves
developing both specific competencies, such as knowledge of social intervention models, and generic
skills like interpersonal abilities and ethical reasoning (López Luna & Chaparro Maldonado, 2006).
Education plays a pivotal role in developing employability skills that are essential for job insertion and
career success. Understanding the concept of employability is crucial for adapting professional
training to meet labor market needs and expectations (Mula Falcón et al., 2022).
Recent studies underscore the growing importance of generic competencies in the labor market, with
employers increasingly prioritizing soft skills alongside technical knowledge. Research indicates that
employers value competencies such as communication, teamwork, and problem-solving (Bartual
Figueras & Turmo Garuz, 2016; Hernández‐March et al., 2009). However, there remains a significant
gap between the skills graduates possess and those required by employers, particularly in areas such
as practical training, initiative, and analytical thinking [Bartual Figueras, and Turmo Garuz, 2016]. The
gap between graduate competencies and industry needs is a global issue, with many higher education
institutions being criticized for not adequately addressing these deficiencies (Jackson, 2010). To
mitigate this, universities are encouraged to integrate soft skill development into their curricula and
strengthen partnerships with businesses to better align education with labor market demands (Bartual
Figueras & Turmo Garuz, 2016; Hernández‐March et al., 2009).
This research aims to identify the key generic competencies required for the employability of Social
Work students in Spain, and to assess their level of preparation for these competencies. This study
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takes into account the perspectives of social organizations, social workers, university faculty, and final-
year students. Specifically, the study seeks to quantitatively identify the most relevant generic
competencies, comparing responses across different types of social organizations and educational
groups. Furthermore, the study qualitatively analyzes the development of employability within the
university setting, with a focus on the alignment between academic training and the professional
requirements of the labor market.
METHOD
A mixed methodology was used: quantitative (cross-sectional) and qualitative (exploratory) studies
were performed. The use of both methodologies allowed us to not only identify the different
perspectives and their concordance but also to deepend our understanding of the causes and reasons.
The University of Zaragoza reviewed and financed the research project (PIIDUZ Call for Teaching
Innovation 21_1_ 280). In addition, ethical approval was granted by the Research Ethics Committee
of Aragon (CEICA, PI22/000). The study was developed following the Declaration of Helsinki. All
subjects gave their informed consent before starting the survey, as well as in the qualitative study;
their data were anonymized and were used only for the purposes of the study.
QUANTITATIVE STUDY
Design and participants
A cross-sectional descriptive study was developed through an online survey with social entities and
organizations, professors and final-year Social Work students who had completed internships in social
organizations. This survey took place between November 2021 and March 2022.
Social organizations were recruited through a directory of social entities in Aragon (Spain) and
professional associations of social workers in Spain. A total of 12 social entities and 23 professional
associations were contacted and 393 responses were obtained from institutions (managers,
coordinators, and technicians) and active social workers, with 50.26% of responses coming from social
entities and 49.73% from social workers. It is important to underline that the sample of professionals
was an equitable representation of public and private entities. In the case of private companies, the
strong presence of Third Sector entities can be noted, which is characteristic of the welfare system in
Aragon and the rest of Spain, and, therefore, these are the entities with the greatest labor demand.
The most represented fields were primary and specialized social services, as well as the field of social
inclusion.
Regarding the teaching staff, 20 professors from the Social Work degree at the University of Zaragoza
were contacted, including those with academic management responsibilities in the Social Work
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degree program or professors working part-time, who were involved in both teaching and professional
practice.
Final-year students (fourth year) had done internships in social entities and organizations from
September 2021 to February 2022. 60% were Third-Sector organizations; 30% were from public
administration and 10% were private companies with an agreement with the University to train Social
Work students. These internships aimed to connect students with the work world and proving their
preparation when developing the specific task of the discipline. Out of 140 enrolled students, 60
students (42.85%) took part in the survey.
Instruments and variables
The questionnaire gathered 31 generic competencies, drawn from the White Book for the Social Work
Degree (Aneca, 2004) and the World Economic Forum's "The Future of Jobs Report 2016"(Agencia
Nacional de Evaluación de la Calidad y Acreditación (ANECA), 2004; World Economic Forum, 2016).
These competencies cover a broad spectrum of skills relevant to social work professionals. Table 1
shows the generic competencies evaluated.
Respondents were asked to choose the top three competencies they deemed essential for a social
worker and rate their preparedness in those skills. They were asked the following questions: What
competencies do you consider fundamental for a social worker, considering the scope and group of
action? Indicate the three most relevant; Considering your selection, in which one do you think that
recent graduates come out BEST prepared? Considering your selection, in which one do you think
recent graduates are the LEAST prepared?
Table 1
Generic competencies evaluated.
Generic competencies
A1 - Oral and written communication in the native language
A2 - Communication in a foreign language
A3 - Knowledge of information management (ISO standards)
A4 - Basic computer knowledge (office package)
A5 - Knowledge of advanced computing (programming and databases)
A6 - Knowledge of multicultural processes and customs
A7 - Oral and written communication in the native language
A8 - Reasoning and critical thinking
A9 - Competency in norms and values
A10 - Strategic and innovative competency
A11 - Self-awareness and self-criticism competency
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A12 - Competency of work from the ethical commitment
A13 - Competency of work from environmental sensitivity
A14 - Communication in inclusive languages
A15 - Knowledge of social innovation
A16 - Capacity for analysis and synthesis
A17 - Organization and planning capacity
A18 - Confidential information management capacity
A19 - Conflict and problem resolution
A20 – Decision-making
A21 - Ability to work in a team
A22 - Ability to work in an inter- and multidisciplinary team
A23 - Work in an international context
A24 - Ability to cooperate (goal orientation)
A25 - Ability to collaborate (resource orientation)
A26 - Capacity for self-awareness and self-criticism
A27 - Interpersonal skills
A28 – Ability to work autonomously
A29 - Ability to adapt to new situations
A30 - Individual creativity
A31 - Leadership, entrepreneurship, and intrapreneurship
Note: The competencies listed in the table are derived from the White Paper on the Social Work degree (Aneca, 2004), as
well as from the The Future of Jobs Report 2016 by the World Economic Forum.
Data on social entities were also collected, including the type of entity, its legal form, geographical
area, area of intervention, main intervention group, seniority of the organization, total number of
workers and social workers employed, and position of the respondent (manager, team coordinator,
or social worker in direct intervention).
Regarding the survey administered to the professors, data regarding their years of experience in the
University field, experience in University management and/or in the study plan, and whether they
were professionally linked to the field of Social Work were collected.
Regarding the survey administered to the students, the following open question was also added:
Considering the selection made, to what degree do you think that you will be prepared to be a social
worker once you finished your degree? Use this space if you want to comment on the degree of your
preparation; How do you define the profile with which you will leave as a graduate in Social Work
from the University of Zaragoza?
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Procedure
After obtaining approval from the Ethics Committee for Clinical Research of Aragon, the questionnaire
was prepared and administered via Google Forms. Social organizations and professional associations
were contacted through a directory of social entities in Aragon (Spain) and professional associations
of social workers in Spain. The professors were contacted through their institutional mail, and in the
case of the final-year students, they were contacted through a professor of the University degree.
Data analysis
A Shapiro-Wilk test was performed to analyze the data distribution of the continuous variables in
order to determine the type of statistic to be used; all quantitative variables had a non-normal
distribution and, as such, non-parametric statistics were chosen. In the description of these variables,
the mean and standard deviation values are shown, as well as the median and the interquartile range.
The description of the categorical variables shows their number and frequencies. A comparative
analysis was also carried out on the relevant competencies that at least 20% of the sample had
selected, depending on the position of the person who had answered the survey and depending on
the type of entity. To this end, the Chi-square statistic was used. A significant difference was
considered when the p-value was less than 0.05. The statistical analysis was performed with the
statistical software package SPSS 25.0.
QUALITATIVE STUDY
Design and participants
An exploratory qualitative study was conducted to explore the employability of Social Work students
and the connection between the University where they are trained and the world of work where they
will subsequently develop their careers. In order to access the subjectivity and processes involved in
the generation of ideas and concepts (Pope & Mays, 2000), two focus groups were developed with 17
University degree professors who had responsibilities in either academic management, the study plan,
or relating to their status as professors. To participate, these professors had to meet several
requirements. They had to carry out their professional work in social entities and had to be professors
at the University of Zaragoza. They had an average of 13 years of teaching experience and 9 years in
academic management positions. These focus groups were moderated by a professor and observed
by two researchers with previous experience in the field of knowledge and/or the methodology used.
Each key informant provided written consent to participate in the qualitative study. The key
informants who participated were the same as those who participated in the quantitative survey.
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Instruments and variables
A standardized protocol was designed to guide group discussions, with a prepared list of relevant
topics based on researchers’ experience. The list of topics was based on the following topics:
development of employability at the University level, and connection between the University and the
world of work and organizations. Data collection was adapted for a virtual platform due to COVID-19
restrictions. The focus groups lasted 30-45 minutes and were recorded and transcribed to obtain the
final set of verbal data for analysis.
Procedure
After a brief introduction to the study, key informants were asked general, open-ended questions to
elicit a response and start a discussion. More direct questions were asked when specific topics did not
spontaneously arise in the discourse. The objectives of the study were raised indirectly and questions
were asked about the topics in an open and progressive manner. The moderator assumed a minimal
guiding role, addressing the proposed topics. Participants provided written informed consent to
participate in the study and none of the group discussions were repeated.
Data analysis
An inductive thematic content analysis based on the grounded theory was performed to explore,
develop, and define emerging categories of analysis that derived from the group data saturation
(Strauss, 1987; Strauss & Corbin, 1998).
All analyses were performed iteratively using the Maxqda-2007 software, which was agreed upon by
two researchers, and the interpretations of the data were discussed between the study researchers
(Phillips & Hardy, 2002).
RESULTS
QUANTITATIVE STUDY
A total of 473 responses were collected: 393 responses from entities and social organizations, 20 from
teachers, and 60 from students. The characteristics of the participating organizations and teachers are
shown in Table 2.
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Table 2
Characteristics of the social organizations and teachers participating in the study.
SOCIAL ORGANIZATIONS N=393
N (%) / mean (SD) median (IQR)
LEGAL FORM n(%)
Public entities
Private entities
TYPE OF ENTITIES n(%)
Free exercise
Business organization
Private - Social Enterprise
Private - Lucrative
Private - Third Sector
Public – Regional
Public – Local
Public – National
PREDOMINANT SCOPE OF INTERVENTION n(%)
Primary, Base, or Community Social Services
Specialized social services
Social inclusion
Physical and mental health
Education (regulated and non-regulated)
Free exercise of the profession
Social mediation
Housing (social and community planning)
Development cooperation
Justice (juvenile and penitentiary)
International adoption
MAIN INTERVENTION GROUP n(%)
Elderly people
People with disabilities
Childhood and youth
Family
Workers and the unemployed
Migrants and refugees
Homeless
Community
Gender and sexual diversity
Prison population
Ethnic minorities
Years of seniority of the institution
Number of workers employed
170 (43.25%)
223 (56.75%)
9 (2.3%)
3 (0.7%)
40 (10.2%)
24 (6.1%)
147 (37.4)
84 (21.4%)
85 (21.6%)
1 (0.3%)
96 (24.3%)
95 (24.2%)
75 (19.1%)
52 (13.2%)
31 (7.9%)
23 (5.8%)
7 (1.8%)
4 (1.0%)
4 (1.0%)
4 (1.0%)
2 (0.5%)
140 (35.6%)
76 (19.3%)
61 (15.5%)
48 (12.2%)
17 (4.4%)
17 (4.4%)
14 (3.6%)
9 (2.3%)
7 (1.8%)
3 (0.7%)
1 (0.2%)
23 (24.54) /20 (24)
201.70 (149.19/14 (41)
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Number of social workers employed
23.85 (134.66) /3 (7)
FACULTY N=20
N (%) / mean (SD) median (IQR)
Years of teaching experience
Experience in University management and/or in the syllabus (yes, n%)
Work related to the field of Social Work (yes, n%)
13 (7.5)/ 14 (10)
9 (45%)
5 (25%)
Note. All the variables are shown in frequence and percentajes except for years of seniority of the institution, number of
workers employed, number of social workers employed, and years of teaching experience of the faculty, which are show in
mean(SD)/median (IQR). SD: Standard deviation; IQR: Interquartile range.
Table 3 shows the main competencies relevant to at least 20% of the survey participants. Reasoning
and critical thinking, conflicts and problems resolution, working with an ethical commitment, and the
capacity for inter/multidisciplinary teamwork were the most prominent competencies across all
groups. For social entities, the most relevant competencies were conflict resolution (55.97%),
organizational and planning capacity (49.87%) and reasoning and critical thinking (49.19%). For
faculty, critical thinking (70%) and ethical commitment (60%) were the most relevant. For students,
conflict resolution (63.33%) and critical thinking (60%) emerged as the most prominent competencies.
Table 3
Generic competencies considered relevant, frequency, and percentage of participants who consider them to be relevant
among the main ones (considered by at least 20% of those surveyed).
GENERIC COMPETENCIES
N (%)
SOCIAL ENTITIES
Resolution of conflicts and problems
Organization and planning capacity
Reasoning and critical thinking
Working with a commitment to ethics
Inter/multidisciplinary teamwork capacity
Oral and written communication in the native language
Competency in norms and values
Basic computer skills (office package)
Knowledge of multicultural processes and customs
Interpersonal skills
Knowledge of social innovation
Capacity for analysis and synthesis
220 (55.97%)
196 (49.87%)
193 (49.10%)
191 (48.6%)
184 (46.81%)
132 (33.58%)
120 (30.53%)
94 (23.91%)
90 (22.90%)
85 (21.62%)
83 (21.11%)
79 (20.01%)
FACULTY
Reasoning and critical thinking
Working with a commitment to ethics
Oral and written communication in the native language
Inter- and multidisciplinary teamwork capacity
Resolution of conflicts and problems
Knowledge of multicultural processes and customs
14 (70%)
12 (60%)
11 (55%)
10 (50%)
7 (35%)
6 (30%)
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Decision-making
Ability to adapt to new situations
Interpersonal skills
Strategic and innovative competency
Organization and planning capacity
6 (30%)
6 (30%)
5 (25%)
4 (20%)
4 (20%)
STUDENTS
Resolution of conflicts and problems
Reasoning and critical thinking
Inter- and multidisciplinary teamwork capacity
Working with a commitment to ethics
Organization and planning capacity
Knowledge of cultural processes and customs
Competency in norms and values
Self-awareness and self-criticism
Decision-making
Ability to adapt to new situations
38 (63.33%)
36 (60%)
33 (55%)
28 (46.66%)
25 (41.66%)
24 (40%)
13 (21.66%)
13 (21.66%)
13 (21.66%)
6 (28.33%)
Significant differences in relevant competencies based on organization type and respondent position
are shown in Table 4. Notable differences are observed between knowledge of social innovation, basic
computer skills (office package), conflicts and problems resolution and the capacity for analysis and
synthesis.
Table 4
Significant differences in the assessment of competencies considered to be relevant depending on the type of organization
(public or private) and depending on the position held by the person surveyed (managers, coordinators, or social workers with
direct intervention).
Organization type
Public
Private
P-value
Basic computer skills (office package)
Knowledge of social innovation
Capacity for analysis and synthesis
49 (28.82%)
26 (15.29%)
44 (25.88%)
43 (19.28%)
56 (25.11%)
25 (15.69%)
0.027
0.018
0.013
Respondent
Managers and coordinators
Active social workers
P-value
Knowledge of social innovation
Resolution of conflicts and problems
49 (25.65%)
92 (48.16%)
30 (15.87%)
118 (62.43%)
0.019
0.005
Regarding the degree of preparedness, observing competencies considered relevant in the three
groups, from the perspective of social entities, social workers are considered well prepared in basic
computer skills (71.27%), analysis and synthesis (60.75%) and in their ability to work with an ethical
commitment (35%), but they lack reasoning and critical thinking (49.22%) and adaptability to new
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situations (43.95%).
Teachers agree that they are better prepared in the capacity for inter- and multidisciplinary teamwork
(80%) and in working with a commitment to ethics (75%), but they also consider that they are less
prepared in reasoning and critical thinking (78.57%) and adaptability to new situations (66.66%).
Finally, students feel confident in organizing and planning capacity (64%) and, paradoxically, in
reasoning and critical thinking (52.77%), but less prepared in decision-making (76.92%) and with a lack
of knowledge about multicultural processes and customs (50%)
QUALITATIVE STUDY
Development of employability
Participants agree on the importance of promoting employability in university courses in a transversal
manner. However, they also recognize that employability should not be the sole focus of
undergraduate training as many changes occur in the professional context, which may be more
dynamic than those that undergraduate training can adapt to. Instead, a balances should be struck by
providing students solid scientific knowledge and a realistic view of the market.
Participants also note a lack of awareness among students regarding social and legal realities, as well
as a disconnect between academic teaching and business practices. Early courses focus on social
development and professional skills, while later years should emphasize critical thinking and practical
insights into the chosen field. In the context of Social Work degrees, there is a trend towards
intervention-focused training, with limited focus on policy development and empowering students as
agents of change.
An idea that emerged in the discourse was that universities should think about employability and train
students in relation to what is going to be expected of them in the world of work. It was also noted
that universities can and should also be the engine of economic and social change in the work
environment.
“We must think about employability, but we must be careful not to be an appendage of
companies, it’s all about creating value and innovation at the University as well.”
(21 years of teaching experience, full-time professor) .
The perception that associate professors have is that students do not have a clear idea about what
their options are to increase their employability and do not know about the reality that they will face
when they have to look for a job.
“I am an associate and I come from the outside world. I see that students are very distanced
from the labor market. They do not know about the social and legal reality that is out there.”
(2 years of teaching experience, associate professor).
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“I think that teachers should be involved in employability. But, as an associate professor and
with my professional experience, I come across students who are very lost in their job search,
which is the fault of the University.” (2 years of teaching experience, associate professor).
Connection between the University and the labor market
There is a consensus that universities lack string connection with the labor market and organizations.
Associate professors are seen as potential bridges between students and business network, as they
are well-versed in professional practices. Despite this, many associate professors believe that
universities are still not effectively linked with organizations based on their own experiences.
“In my more than 20 years of experience in my entity, I have had very little connection with
universities, I do not know if they have more contacts with other entities, but I think that
contact with universities is very little.” (2 years of teaching experience, associate professor).
Moreover, companies or entities and universities may have different approaches, with universities in
Social Work being less innovative compared to other sectors.
“In other sectors, the same companies go to universities, we, on the other hand, are very static,
but we also have to innovate and use creative thinking. This also applies to social organizations
and in the field, as well as in terms of the development of social enterprises.” (20 years of
teaching experience, full-time professor).
“Universities dissociate from the business network, and an effort must be made to get closer,
even if there are different languages (...). There is a lack of communication with the business
fabric.” (14 years of teaching experience, full-time professor).
The general belief is that perhaps there is not enough training time dedicated to practicing what is
demanded by the employer. The rigidity of the syllabi used does not allow for the necessary flexibility
to create complementary activities that generate complementary knowledge and connections with
the outside world and implement the approach to reality.
The importance of exploring new opportunities for Social Work beyond traditional settings, such as in
labor relations, free exercise, politics, and developing social expertise, is emphasized. Teachers are
urged to be proactive in adapting to market needs and fostering creative thinking.
Students demand information and training on employability but do not respond to activities organized
by the University unless they are related to their qualifications.
DISCUSSION
This study set out to identify the key generic competencies required for the employability of Social
Work students in Spain and assess their level of preparation in these competencies. By considering
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the perspectives of social organizations, social workers, university faculty, and final-year students, the
research sought to understand the alignment between academic training and the professional
demands of the labor market. The findings from both the quantitative and qualitative analyses provide
valuable insights into the competencies deemed essential for social workers, the preparedness of
students, and the gap between academic training and labor market needs.
Generic competencies for employability
The results of the quantitative study highlighted a broad consensus across all respondent groups
(social organizations, social workers, faculty, and students) regarding the most critical competencies
for employability. Reasoning and critical thinking emerged as the most significant across all groups,
emphasizing the need for social workers to analyze situations, make informed decisions, and apply
evidence-based practices. Ethical commitment also stood out as a crucial competency, reflecting the
centrality of ethics in social work, particularly when working with vulnerable populations. The need
for ethical decision-making and critical analysis in practice is also supported by the World Economic
Forum’s “The Future of Jobs Report” (2016), which identifies critical thinking and ethical behavior as
key competencies for the employability of professionals across various sectors, including social work.
These findings highlight the importance of developing not only technical knowledge but also the ability
to think critically and ethically, preparing social workers to effectively face the diverse challenges they
will encounter in the professional environment (World Economic Forum, 2016). Interestingly, these
competencies align with the ANECA White Paper on Social Work (2004) (Agencia Nacional de
Evaluación de la Calidad y Acreditación (ANECA), 2004), which also stressed the importance of
reasoning and ethical commitment in professional practice.
Interdisciplinary teamwork and conflict resolution were also consistently identified as essential in the
present study, reflecting the collaborative and often complex nature of social work interventions. This
finding is in line with previous research that highlights the key role of interdisciplinary collaboration in
social work practice, asserting that social workers, when collaborating with professionals from various
fields such as healthcare, law, and education, must possess strong skills to address the complex needs
of clients (Šerić, 2021). Regarding conflict resolution, several authors emphasize the need for social
workers to be trained in managing disputes between clients, families, and other stakeholders to
ensure effective outcomes. Additionally, it is stressed that conflict management skills are critical in
high-stress situations, which are common in social work interventions (Blanco et al., 2023; Bomba et
al., 2011; Moretti, 2017). This study confirms the importance of these competencies and underscores
the need for social work education to prepare students to face these challenges in their professional
practice.
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However, despite the general agreement on the importance of these competencies, there were
notable discrepancies in how well students felt prepared. Faculty and social workers rated students
as well-prepared in ethics, yet students reported a lack of confidence in areas such as multicultural
processes and customs. This discrepancy suggests that students may not always perceive or recognize
their gaps in knowledge, highlighting the need for curricula to more effectively bridge the gap between
theoretical knowledge and practical application in the professional world (Hatlevik, 2012). This finding,
while reflecting the specific needs of the current cohort of students, also resonates with the concerns
outlined in the ANECA White Paper (2004), which noted the challenges students face in applying
theoretical knowledge in diverse and complex real-world scenarios (Agencia Nacional de Evaluación
de la Calidad y Acreditación (ANECA), 2004).
Gaps between academic training and professional needs
The qualitative analysis of the study revealed significant gaps between university training and the
evolving needs of the labor market. Social work professionals and faculty members noted that
students often enter the workforce with limited understanding of the social and legal contexts they
will face, especially in areas such as policy development and the role of social work in systemic change.
Previous research emphasizes the need for social work education to place greater emphasis on policy
practice, as it equips students with the skills to influence change and navigate the broader social
context in which they will work (Saxena & Chandrapal, 2022). An innovative approach in Australia has
sought to address this gap by incorporating policy skills into social work education. In this model, policy
training is integrated across the two years of a social work degree, combining traditional academic
methods with experiential learning. This includes workshops on policy analysis and real-world
problem-solving, which has been positively received by students (Zubrzycki & McArthur, 2004).
A significant issue raised was the disconnect between the university's focus on intervention-based
training and the broader needs of the profession, particularly in relation to social policy and advocacy.
Several previous studies suggest that social work education tends to focus on micro-level
interventions, while the profession requires more training in social policy and political practice (Weiss,
2006). To address this gap, it is proposed that universities and professional associations integrate
advocacy and policy influence within social work programs, redesigning curricula to balance micro and
macro practice(Pawar & Nixon, 2021). Additionally, there is an emphasis on the need to adopt a
transformative approach to social policy, which includes social, economic, and environmental justice
within a human rights framework (Lombard & Viviers, 2021).
These findings echo the concerns raised in the ANECA White Paper (2004), which also pointed to the
need for social work education to address both micro and macro-level interventions, particularly in
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the areas of policy and advocacy. The White Paper underscored the importance of preparing students
not only for direct intervention but also for shaping policy and contributing to systemic change—a
goal that remains highly relevant today (Agencia Nacional de Evaluación de la Calidad y Acreditación
(ANECA), 2004).
This gap is further exacerbated by the limited practical experience that students gain during their
academic training. As noted in previous studies, the lack of real-world exposure can hinder students'
ability to develop the competencies necessary for success in the social work field (Ivanauskienė &
Cervin, 2015; van Pelt et al., 2021). Faculty members, particularly those with experience in both
academia and practice, were seen as vital bridges between the theoretical and practical aspects of
social work education. However, the lack of collaboration between universities and social
organizations limits students' opportunities for hands-on learning and real-world application (Hardy
et al., 2023).
The role of universities in enhancing employability
The role of universities in preparing students for the labor market emerged as a key theme in the
qualitative interviews. There was consensus that universities must not only equip students with
theoretical knowledge but also ensure that they are prepared to meet the evolving demands of the
social work profession. While some faculty members and professionals warned against turning
universities into job-training centers, they emphasized the importance of integrating practical
components into the curriculum. This would allow students to develop the competencies needed to
thrive in diverse, interdisciplinary settings.
In line with previous studies(Horishna et al., 2019; Vyshedsky, 2023), this research underscores the
importance of integrating leadership skills into social work education. Leadership in social work
involves not only community development and communication skills but also the ability to manage
organizations and navigate the social, political, and cultural landscapes that shape practice (Mertz et
al., 2007; Sullivan, 2016). The development of these skills can increase the versatility of social workers
and expand their professional opportunities.
Another critical aspect raised by the focus groups was the need for universities to strengthen personal
counseling processes and provide guidance regarding the professional profiles of social workers. Given
the increasing diversity of career paths available to social work graduates, universities should help
students identify and develop their areas of interest, including emerging fields such as social
entrepreneurship and the free exercise of the profession (Germak & Singh, 2009; Ritter et al., 2008).
Moreover, there was a call to incorporate administrative and management competencies into the
curriculum, particularly given the need for social workers to navigate complex, bureaucratic systems
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and drive social change. Curricular models that integrate administrative competencies alongside
clinical training have shown promise in attracting students interested in leadership roles, thereby
increasing enrollment in administrative specializations (Pardasani, 2018)
The ANECA White Paper similarly stressed the need for leadership and administrative competencies
in social work education, acknowledging that social workers need to be prepared not only for direct
practice but also for roles in management and policy-making. This continues to be an important aspect
of preparing students for the multifaceted nature of the profession (Agencia Nacional de Evaluación
de la Calidad y Acreditación (ANECA), 2004).
Strengths and limitations
This study has strengths and limitations. One main strength is the methodological triangulation used
to answer the research question regarding the identification of key generic skills for the professional
development of social workers. In this study, the vision of social entities, trainers, and final-year
students who had had some experience in the world of work after their training practices were
considered. In addition, it was possible to compare the different perspectives according to the type of
social organization or group interviewed. Moreover, fundamental competencies in which social
workers have not been adequately prepared or are not being prepared were also identified.
Identifying this inadequacy in training helps to establish improvements in the syllabi, thus improving
job performance. Regarding the limitations, the sample size of the teaching staff should be
highlighted, however, these professors were selected because they either had responsibilities in
academic management or were involved in the preparation of the study plan for a degree in Social
Work, or because they were associate professors who, in addition to their teaching activity, were also
linked to the world of work.
Implications of the study for Social Work education
The results obtained in this study not only highlight the need to generate knowledge transfer
processes between different training spaces but also have direct implications for updating the
curriculum design of the Social Work degree. In particular, the findings underscore the importance of
extending learning to more intensive practical experiences, which should be incorporated as a key
strategy in the curriculum. Increasing the number of training opportunities in real-world
environments, as suggested by professionals and students, is essential for a more comprehensive
education that enables students to develop competencies more aligned with the demands of the
social sector and facilitates their transition to the labor market (Tajima et al., 2022).
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CONCLUSION
The findings of this study confirm the importance of generic competencies, including reasoning,
critical thinking, ethics, and teamwork, in enhancing the employability of Social Work graduates. While
the academic training at the University of Zaragoza is generally considered effective in preparing
students for practice, significant gaps remain in both the curriculum and the alignment with labor
market needs. Addressing these gaps will require universities to adopt more flexible, market-
responsive educational strategies, incorporating real-world experiences and fostering stronger
collaboration with external stakeholders. Social work education must continue to evolve to ensure
that graduates are well-prepared to navigate the complex social issues they will face in their careers,
with an increased focus on leadership, policy advocacy, and social change. Future research examining
the impact of curriculum adjustments and partnerships with industry partners will be essential in
ensuring that social work education remains relevant, responsive, and impactful in shaping the future
of the profession.
DATA AND MATERIALS AVAILABILITY
The datasets used and/or analyzed during the current study are available from the corresponding
author upon reasonable request.
DECLARATION OF GENERATIVE AI AND AI-ASSISTED TECHNOLOGIES IN THE WRITING PROCESS
The authors declare that no AI-assisted tools were used during the drafting process of this article.
CONFLICT OF INTEREST
The authors report there are no competing interests to declare.
FUNDING
The University of Zaragoza funded this research project (call for teaching innovation PIIDUZ
21_1_280). However, the University of Zaragoza has not interfered in the study or dissemination of
findings.
AUTHOR CONTRIBUTIONS
EG-U and CS-A drew up the research design and developed the study. SL-H and EG-U wrote the
manuscript. All authors participated in the review of the manuscript, approved the final manuscript
to be published, and agreed to the journal’s terms regarding copyright.
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ACKNOWLEDGEMENTS
The authors would like to thank the University of Zaragoza, the B21_17R Research Group at the
Department of Research, Innovation and Universities of the Government of Aragon (Spain), and Feder
Funds "Another way to make Europe".
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