Messages for UK social work doctoral education: a narrative synthesis of global north social work doctorate literature

Abstract

Social work, grounded in values of social justice, relies on doctoral education to advance evidence-informed practice. From a United Kingdom (UK) perspective, little is known about the challenges associated with social work doctoral degrees. This paper presents a narrative review of English-language social work doctoral education literature, situating it within the broader contexts of UK higher education and workforce dynamics. The review highlights six overarching themes: (1) diversity and inclusion, (2) mentorship to support doctoral study, (3) financial barriers and student debt, (4) distinctions between traditional PhDs and other doctoral routes, (5) the academy’s changing agendas of research productivity and scholarly engagement, and (6) curriculum and pedagogical development. The review reveals how neoliberal trends in higher education disproportionately impact marginalized students and constrain critical inquiry. The intersection of these challenges with the profession’s struggles with workforce retention, increasing managerialism and focus on technocratic competencies over critical engagement, emphasizes that the profession is at the fulcrum of several forces, which limit completion of doctoral programs. The paper calls for flexible and inclusive doctoral frameworks that align with the profession’s mission of fostering systemic change and social equity by addressing structural and workforce challenges to enhance access to doctoral education.