Social Work Professional Identity Development in International Students and Graduates

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ABSTRACT Professional identity development in international students and graduates, now a significant cohort in social work in Australia, remains an underresearched area. Aiming to bridge this knowledge gap, a longitudinal doctoral study, which gathered data during 2021–2023, followed 13 international students up to 12 months after their course completion. In this article, the authors report findings from a subset of data, focusing on the seven participants who described and claimed a social work identity at course completion (2nd interview) or six months later (3rd interview). Thematic analysis of the interviews identified six multi-layered themes that facilitate professional identity development: (1) real-life experiences of practising social work skills as a student, (2) positive outcomes achieved through exercising agency as a student, (3) visualisation of self “being” a social worker, (4) finding “fit” within the social work profession, (5) external recognition and validation as a social worker, and (6) building a supportive social work network. The study makes a unique contribution to the understanding of professional identity development among international students and graduates and provides insights into how professional identity can be promoted for this less understood cohort in the social work profession and social work education in Australia and across the globe. IMPLICATIONS Student agency, self visualisation as a social worker, and real-life experiences of practising social work skills during education contribute positively to professional identity development. International students benefit from opportunities to practise social work skills, including those outside of formal education settings. Social work networks play a positive role in professional identity development among this cohort and warrant further exploration.