*4.2. Findings*

The respondents were asked to score their perceived importance of commonly cited characteristics of professionals. These findings are presented below in bar graphs in Figures 1 and 2.

Group 1: Undergraduate

**Figure 1.** Student social workers perceptions of the varying parameters of professionalism.

Group 2: Postgraduate

There is remarkable similarity between the views of the members of the two groups here. It is also evident that those aspects of professions which might be deemed most superficial (such as demeanor or appearance) were scored just as highly in importance as the more complex matters such as accountability and ethics.

The survey respondents were asked to contrast professionalism with Freidson's [5] other two logics, bureaucracy and markets. The range of professionals included, Medical Doctor, Lawyer, Journalist, Social Worker, Teacher and Nurse. Respondents were asked to record a score out of 10 for each of the professions. Their responses are illustrated below in Figures 3 and 4 using ternary graphs as a 3D visual of their perceptions of Freidson's three logics.

Group 1: Undergraduate

**Figure 3.** Student Social Workers perceptions of the professions.

Group one respondents identified journalists, lawyers and teachers as professions in which making money is important and readers, clients and students are consumers. Interestingly, those aligned with the helping professions are given almost equal weighting with a strong emphasis on being professional and bureaucracy.

Group 2: Postgraduate

**Figure 4.** Qualified Social Workers perceptions of the professions.

Group two respondents identified journalists. It was interesting to note that for both sets of survey respondents (undergraduate and postgraduate), journalists were identified as the professionals most motivated by money. It is interesting, and hardly surprising, that journalists, who have a key role in publicising the perceived deficiencies of social workers in the 'headline' cases, such as those note earlier, are perceived as most motivated by money by both groups.

The open-ended questions in the survey generated a range of responses from both sets of students in relation to the types of professional they would like to be. These responses are presented below as word clouds in Figures 5–11.

Group 1: Undergraduate

**Figure 5.** Student Social Worker and the type of professional they would like to be.

Group 2: Postgraduate

**Figure 6.** Qualified Social Worker and the type of professional they would like to be.

Group 1: Undergraduate

**Figure 7.** Student Social Worker—Least Aspirational Qualities.

Group 2: Postgraduate

**Figure 8.** Qualified Social Worker—Least Aspirational Qualities.

In relation to the respondents' views on the least aspirational qualities of a professional social worker, the data revealed similar themes between the two groups.


Both groups of respondents were asked to identify their most aspirational social work roles. For group one (undergraduate), this is a guess without having had any formal experience of social work practice. Group two (postgraduate) have several years of experience working in direct practice.

Group 1: Undergraduate

**Figure 9.** Student Social Workers: Most Aspirational Social Work Roles.

Group 2: Postgraduate

**Figure 10.** Qualified Social Workers: Most Aspirational Social Work Roles.

Finally, within this section, respondents were asked to identify their least aspirational roles within social work. Group one (undergraduate) responses are captured below in Figure 11. Group two (postgraduate) did not respond to this question in significant numbers. Their responses are recorded as direct quotes as written on the completed survey.

Group 1: Undergraduate

**Figure 11.** Student Social Workers: Least Aspirational Social Work Roles.

Group 2: Postgraduate

Respondent 24 "The levels of inequality I am witnessing is frightening. My least aspirational role is one in which I don't have a voice to challenge oppression or advocate for Human Rights".

Respondent 22 "A role in which I don't have the time to build relationships with service users".

Respondent 18 "Becoming a manager and being distant from direct practice and the people I work with".

Respondent 15 "Principal Social Worker and being a step removed from practice, struggle to identify with groups on the ground".

Respondent 10 "To be in front line family and childcare for the remainder of my career".
