Enhancing Social Work Fieldwork: Insights from the Women’s University in Africa

Abstract

This study examined the nature and effectiveness of social work fieldwork supervision at a Zimbabwean university. There is limited research on fieldwork supervision in developing countries, particularly Zimbabwe.  A mixed methods approach was employed to explore students’ experiences of supervision during field placement.  The study population consisted of final-year social work students at the Women’s University in Africa who had completed their fieldwork practice. Institutional and participants’ consent was obtained, and all ethical requirements—including confidentiality and anonymity—were observed. Forty respondents for both qualitative and quantitative samples were selected using simple random sampling. Data were collected using a questionnaire containing both closed- and open-ended items. Quantitative data were analysed statistically using Microsoft Excel and qualitative responses were analysed through narrative content analysis.  Findings showed that 90% (n=36) of student social workers reported receiving effective fieldwork supervision, citing strong guidance and support from supervisors that enhanced their skills and knowledge. However, a handful of students faced challenges during fieldwork supervision, such as unhealthy supervisor relationships, supervision by non-social workers and inexperienced social workers, and inadequate supervision. This paper will assist institutions, students, researchers, fieldwork supervisors, welfare agencies and social workers to design and implement a policy about fieldwork supervision. This paper recommends capacity strengthening of fieldwork supervisors and collaboration among key stakeholders to improve fieldwork supervision.