ABSTRACT
The emergence of the new Doctorate in Social Work (DSW) degree has prompted much discussion regarding its relevance to the social work discipline, larger implications for doctoral education, and its place in the social work profession. Existing DSW programs are enrolling and graduating students, and new programs are under way. As such, students seeking DSW degrees (and those currently enrolled in these programs) require support for successful completion. Although very limited degree completion data from institutions currently granting DSW degrees are still not publicly available, existing evidence suggests that successful doctoral degree completion remains a challenge and student attrition continues at high rates (Hartocollis, Cnaan, Ledwith, 2014; Liechty, Liao, & Schull, 2009). For students in practice
doctoral programs, who have traditionally funded their studies out of pocket, with little or no institutional or government funding (Anastas & Videka, 2012), identifying diverse support mechanisms becomes crucial. In addition, the need to fill vacancies on the faculties of the increasing number of BSW and MSW programs also has created urgency for doctoral-level graduates. Moreover, the characteristics of the new DSW students necessitate the delivery of institutional supports distinct from those required by their PhD peers. Considerations for funding, mentorship, dissertation support, and networking tailored to the structure of DSW programs and the career needs of their students must be addressed. As such, the aim of this article is to begin identifying the specific needs of DSW students and to identify areas of support that DSW programs can provide to students for successful degree completion. The article begins with a description the development of the “new” DSW, the status of existing programs, and projected career outcomes. Characteristics and needs of DSW students are then presented, followed by recommendations for additional areas of student support.
