The “Faculty Founders” Phenomenon: Dual-Role Functions of Social Work Faculty in Direct Practice

In China, social work education has gained popularity due to the drastic increases in BSW/MSW programs from almost nonexistence after its Cultural Revolution era to the rapid development of over 400 social work programs in 2017. One unique aspect of studying faculty involvement in social work practice in China is that faculty from other countries can gain insight about faculty’s dual-role functions and how faculty effect changes through direct leadership in social service administration.

The Faculty Founders phenomenon in China, started in 2007 and peaked in 2013-14, is defined as social work faculty being founders of direct social services. Faculty Founders are agency implementers, not board members but CEO and/or CFO. Zhou (2013) estimated over 100 social work professors have been founders of not-for-profit organizations (NPOs). Since it requires time, expertise, and resources to establish a service-based organization, the questions are: 1) How many social work administrators are Faculty Founders? 2) What motivated these founders to join and stay? 3) Is it equitable to perform dual roles—being teacher to prepare students for social work and being decision-maker in social work agencies?

Method

In order to examine the Faculty Founders phenomenon, a national survey was administered through universities with social work programs in China. The survey had questions on motives, roles and impact of faculty being NPO administrators. A national recruitment effort found 205 agencies with the most tenured administrators of that agency also a social work faculty member.

Findings

Faculty Founders from 30 provinces in China participated, resulting 191 completed surveys (93.2% response rate). Most respondents are associate or full professors (74.8%) and half are program or college head. With an average age of 44.8 (S.D.=8.2), half had prior social work experiences and 49% are doctoral-degree holders. Among the founders, 80% created a NPO in their residing city; one faculty member founded agencies in 20 cities. They established the NPO with other teachers (37.9%), on their own (34.7%), or with college funds (15.8%). Their NPOs provide direct services (86.9%), assessment and evaluation (3.7%), and training (1%). Most (90%) had funds to provide government services and 57% rendered non-government services.

While founding an agency was a response to the lack of social services in the country, most respondents felt that as CEO they had provided indigenous services (78.5%) and professional development through education (74.3%). Factor analysis of the 22-item motive scale (Cronbach alpha .84) shows six “pull” factors: needs for localized services, agency’s prospect, faculty’s self-assessment, faculty’s resources, occupational successes, and peer support (variances=66.87%). Factor analysis of the 16-item retention scale (alpha .85) shows three “stay” factors: localizing social services, investing personally, and demonstrating professionalism (variances=62.68%). Indigenization and resources as pull-in reasons also support staying. 76% feel they should not stepdown as long as they are healthy, have time, and use research as evidence to support services.

Conclusion and Implications

Discussions will focus on equity issues as dual roles may affect program development and conflict of interest, particularly in staff recruitment and promotion. Implications include leadership training and ethical dilemmas.