Educator and practitioner views of professional competencies for macro social work practice

Abstract

To effectively prepare students for practice, macro social work educators need to keep pace with employers’ demands. This article reports findings from a survey of social work educators (n = 52) and macro practitioners (n = 184) in Texas to assess congruence in competencies perceived as necessary for macro practice. Findings reveal that both groups prioritize competencies related to interpersonal dynamics and leadership, program management, and community practice, and view financial management and public relations as least important. However, findings identify differences in practice competencies (e.g. policy practice, organizational management, and development), suggesting a need to better align educational and professional priorities.