The experiences of Community Development Workers in Work-Integrated Learning Supervision at the University of the Free State

Abstract

The supervision of community development students in work-integrated learning (WIL) is a process where students are advised, guided, and supported in their journey of becoming trained community development practitioners. This can be a challenging yet insightful task for community development workers (CDWs) who are responsible for supervising students. This study aimed to explore the experiences of CDWs in supervising community development students in WIL using a qualitative research approach, guided by a narrative research design. Data was collected through semi-structured individual interviews with 10 CDWs who are responsible for supervising community development students enrolled for WIL at the University of the Free State (UFS). Participants were recruited through purposive and snowball sampling techniques. The collected data was analysed thematically. The study found that CDWs assume various roles and responsibilities, such as coaching and mentorship, to ensure the students’ professional development in WIL through supervision. Additionally, the CDWs reported to have faced various challenges, including language barriers, the students’ personality traits, limited resources for maximum impact, as well as protest actions that frequent the local community. The study recommends the development of a supervision framework for community development using a developmental approach. Keywords: community development, community development workers, community development students, experiences, supervision, South African Council for Social Services Professions, work-integrated learning.