A doctorate is a challenging and time-consuming endeavor. It requires a sustainable motivation. It is not uncommon for students of social work to ask what advantages a doctorate should have in the first place. However, there are numerous good reasons for pursuing a doctorate - especially in social work. First of all, a doctorate - regardless of the subject area - opens up new fields of activity. Anyone who wants to work scientifically at a university, or even aspires to a professorship, naturally needs a doctorate. A doctorate can also be an entry point for those interested in research. Finally, a doctorate is interesting for politically committed social workers: It offers the opportunity to deal intensively with a topic - and to strive for a management position or a position as a speaker in a relevant department.

Apart from the career options, professional and scientific policy motives can also play a role: Those who identify with the image of social work as a profession and independent science can contribute to (further) developing research and theories of social work. This requires scientists and professors from the field of social work. In addition, a doctorate always offers the opportunity for personal and professional development. The intensive time of researching, writing and networking with the scientific world is enriching for many doctoral students. They want to deepen their knowledge and are curious about a subject area. In this way, social workers become experts and are also recognized as such in the professional field.

The first questions people interested in a doctorate often ask are: How does a doctorate actually work? What are the first steps? And how long does it take? In examination regulations, there is often a requirement to complete a doctorate within three years. Although this is possible, this time frame can also be exceeded. It is more realistic to expect three to six years for a doctorate (cf. Schmitt 2018).

At the beginning of a doctorate, the first step is to delve deeper into a topic and make contact with potential supervisors. Questions of financing must also be clarified (see below). Finally, a great deal of time is devoted to writing an exposé in which the doctoral project is described in detail. The exposé is often important not only for potential supervisors, but also for the doctoral committee of a university, which decides on acceptance as a doctoral candidate. The examination regulations of the doctoral-granting institutions specify criteria to be fulfilled (e.g. final grades) as well as further requirements that students must fulfill before being accepted as a doctoral candidate (examinations, taking certain subjects). This preparatory phase should not be underestimated in terms of time and organizational effort and can quickly take a whole year - or even longer.

Once this introductory phase has been successfully completed, admission to the doctoral program is granted by the doctoral committee. This is followed by the phase of research, writing and publishing. In this phase, the regular close exchange between the doctoral student and the supervisor is particularly important. Students are usually already familiar with research and writing from the Master's program. However, the publication of their own articles in scientific journals, the holding of thematically appropriate lectures and the active participation (also as a lecturer) in conferences and workshops is usually new. For this very reason, it makes sense to start these activities, which are also part of a doctorate, at an early stage. Because here important contacts can be made, you can learn from the experiences of other PhD students and also receive important feedback on your own research. In the link list (see below), some hints are given on how to become aware of relevant events or thematically appropriate networks.

As soon as the dissertation is completed, it is submitted to the relevant examination board and evaluated. If the thesis is evaluated with at least "satisfactory", the doctoral candidate is invited to a so-called defense (also called "Rigorosum" or "Disputation"). Here, a presentation on the doctoral candidate's research work is given to the examination committee and, if necessary, to the public, which is then discussed. If the doctoral candidate also passes this examination, there is only one step left before the doctoral title is awarded: the publication of the dissertation either as a print edition or in online format.

Many doctoral students from the field of social work currently choose the path of a cooperative doctorate. In a cooperative doctorate, a university and a university of applied sciences (HAW) join forces to carry out the doctorate. In this case, the first supervisor comes from a university and the second supervisor from a university of applied sciences. There are some aspects to be considered with this form of doctorate: Firstly, the university has the right to award the doctorate. For this reason, the university is the institution that awards the doctoral title and whose doctoral regulations are authoritative. Since the majority of degree programs in social work in German-speaking countries are located at HAWs, social workers often earn their doctorate in a thematically appropriate related discipline, e.g. education, social pedagogy, sociology, etc. In this case, the doctoral degree is also awarded by the university. In this case, the doctoral title is also awarded in the reference discipline, not in social work. Secondly, due to the change of discipline and institution, additional requirements may apply in addition to the usual admission criteria (quality of the exposé, final grade). These may be an oral examination in the subject in which the doctoral degree is to be awarded, or attendance at additional courses (e.g., in research methods).

The situation is somewhat different if there is an official cooperation agreement between the HAW and the university. In cooperation agreements, easier access (e.g. reduced requirements), supportive measures (such as joint courses, colloquia, etc.) and joint supervision structures are agreed upon. Likewise, in this case, there are already links between professor:ing from both universities. Enabling HAW students to earn doctorates is a declared common goal. This increases the chances of being accepted as a doctoral student. For this reason, it makes sense to find out about existing cooperation agreements between the universities. For example, there is a cooperation agreement between the Goethe University Frankfurt am Main and the Ludwigshafen University of Business and Society in cooperation with the Mannheim University of Applied Sciences. The contact person is Prof. Dr. Ellen Bareis. In addition, we are working on the establishment of further structures for cooperative doctoral studies. The contact person for questions regarding doctoral studies is Prof. Dr. Marion Ott, who has been the representative for research and doctoral studies, Social Work Department, since 2023.

The clear advantage of the cooperative doctorate (with or without a cooperation agreement) is that it is possible at every HAW, in every federal state. In addition, students can remain in their existing academic environment. This is advantageous if there are already contacts to professors who can be considered as supervisors and reviewers and who can also assist in establishing contacts with universities and first reviewers. In addition, the costs of a doctorate are manageable with this option: as a rule, only tuition or semester fees are incurred.

Another option is to do a doctorate at a doctoral center. A doctoral center is an association of several universities (universities and HAWs) that can and must demonstrate special research strength. The fact that universities of applied sciences can acquire a right to award a doctorate in this way is a new development and not yet established in every federal state. One of the first and best-known doctoral centers in social work is the Social Work Doctoral Center in Hesse. Also in Hesse, a mentoring program supports networking among doctoral students and accompanies perspectives after the doctorate.

If a graduate chooses this path, he or she should ideally establish contact with thematically suitable supervisors at the doctoral center. Depending on the doctoral regulations, certain conditions such as a good master's degree and the preparation of an exposé must be met. In addition, some doctoral centers offer aptitude tests if the final grade does not meet the requirements.

What is particularly attractive about this option is that the doctorate can be completed in the field of social work, which means that there is no need to change to a related discipline and no need to adapt to its perspectives and issues. The disadvantage, however, is that doctoral centers often set fixed deadlines for the doctorate (e.g. 5 years in the case of the doctoral center in Hesse), so the doctorate is fixed in time. In addition, there are only a few doctoral centers for social work in Germany so far, so that this choice can be connected with a (residential) change of location.

Another option is to earn a doctorate through a structured doctoral program. Doctoral programs include graduate schools, graduate colleges, doctoral colleges or doctoral study programs. What they all have in common is that they offer a program on a more or less narrowly defined topic or complex of topics, within the framework of which a doctorate can be completed. The topic is often interdisciplinary and open to different disciplines.

Structured doctoral programs are institutionally located at universities or HAWs. They begin even before acceptance as a doctoral candidate by a doctoral-granting university and provide support during the entry phase. Those interested in doctoral studies must apply for the few places available. The same regulations apply for acceptance as a doctoral candidate, which usually takes place after one year, as for a cooperative doctorate or a doctorate at a university.

In addition to usually very intensive supervision and an (obligatory) accompanying program (lectures, courses, workshops, colloquia), structured doctoral programs also offer further support. For example, there are often accompanying scholarships or support in finding accommodation, especially for international doctoral students. Structured doctoral programs are often temporary and change relatively quickly. In order to find a suitable doctoral program, interested parties would have to do their own research, for example via the Social Work (FH) Science and Doctoral Roundup.

Students with a master's degree in social work can also enroll at universities and earn a doctorate. Since many HAW students lack contact with professors at universities, this step can be a hurdle. However, a possible first examiner can be contacted either by yourself or through a professor at your university whom you already know. Secondary reviewers are often selected and contacted at a later stage. In this case, the first and second reviewers are members of a university department (for cooperative doctorates in which the second reviewers are located at an HAW, see above). In addition, the same conditions and regulations apply as for the cooperative doctorate: The doctoral title is awarded in a university-related discipline and, before acceptance as a doctoral candidate, oral qualifying examinations or the completion of additional courses (e.g. methods of social research) are often required. Details can be found in the doctoral regulations of the respective university/department.

One option is funding through a scholarship. Scholarships are awarded by foundations, which tie the scholarships to different conditions, e.g. achievements or social commitment. An overview of foundations and scholarship opportunities can also be found at the initiative Arbeiterkind.de. This type of funding has the advantage that doctoral students can focus exclusively on their doctorate. In addition, networking and publication opportunities are made possible and also promoted by the foundation providing the money. However, many scholarships are limited in time. The same applies to the amount of the scholarship. Some scholarships can cover living expenses, but some scholarships finance only a part of the costs incurred by the doctorate and are intended as additional support. In addition, very good performance (final grades, exposé), social commitment, and a doctoral topic that fits the foundation's mission statement are often prerequisites for acceptance. The same applies to funded doctoral colleges, although here the thematic focus is more predefined than in the case of an individual fellowship. It is also important to mention that no social security contributions are made with a scholarship - with consequences for later pension entitlements.

Colleges and universities frequently advertise so-called qualification positions in accordance with the Wissenschaftsarbeitszeitgesetz (WissZeitVG). It is legally stipulated in these positions that a doctorate is being pursued in addition to the work at the university. The majority of the regular working time is legally defined as qualification time, i.e. during this time the doctoral candidates can freely dispose of their working time and concentrate on their own doctorate. Especially at universities of applied sciences, these positions are unfortunately still rare due to the different university genesis (cf. critically the campaign of the Association of University Teachers). Qualification positions offer an opportunity to link the doctorate with initial teaching experience - usually a prerequisite for a professorship at a university. (Another way to gain teaching experience is in - poorly paid -  teaching positions. At universities, master's graduates are allowed to take on teaching assignments for courses in bachelor's degree programs). In addition, such a position facilitates networking with other scientists and professors. In addition to the doctorate, the employee must also fulfill other obligations (education, self-administration, etc.), which may take up a maximum of two-thirds of the working time. The time during which doctoral candidates can be employed in such a position is also limited by law to six years by the Wissenschaftszeitarbeitsgesetz (Wissenschaftszeitarbeitsgesetz) (cf. critically on this, Netzwerk für gute Arbeit in der Wissenschaft). The time limit in combination with the double workload can be challenging for PhD students. Extensions are possible in special cases such as pregnancy, parental leave and the like (§2 Abs.2 WissZeitVG). Qualification positions can be found on the homepages of colleges and universities or on academics, Zeit's job portal with free access to the weekly newsletter. The Wissenschafts- und Promotionsrundmail Soziale Arbeit (FH) also includes job offers.

It is also possible to do a doctorate on a staff position within the framework of a research project. This option is often explicitly mentioned in job advertisements. In this case, there is little freedom of choice in the topic, and the question of the research methods used is often already predetermined. On the one hand, this can be restrictive, but on the other hand, it can also make the work easier. These positions in research projects are also usually limited in time. PhD students (and research team) are often under great pressure to present results at specific times. A positive aspect is the exchange within a team, also about the doctoral topic. This facilitates the connection to a scientific community.

There is also the possibility of doing a doctorate alongside gainful employment. The advantage here is firstly the connection to practice, which under certain circumstances leads to a good theory-practice transfer. However, the content of the position must be in line with the topic of the doctorate. Secondly, in this case there are no time restrictions, at least from the point of view of the sponsor. And thirdly, the practical work experience required for a professorship at a university of applied sciences is gained along the way. However, this form of funding can be challenging and exhausting. It requires a great deal of self-discipline and high motivation. Networking with other scientists and doctoral students is also more difficult than with a direct connection to a university or college.

Scholarships and support programs aimed exclusively at women unfortunately often only apply to female doctoral candidates from the STEM subjects or the medical field. Beyond that, however, there are a few scattered, temporary or less well-known scholarships and support programs that are often initiated by universities or located at the state level (such as the Professorinnen-Programm at the HWG Ludwigshafen). Because of these regional differences, it makes sense to contact your university's Equal Opportunity Officer (Gleichstellungsbeauftragte:n) when asking about financial and non-material support explicitly for women. It is also worthwhile to take a look at the websites of the science ministries of the federal states, which often list their funding programs for women. For doctoral candidates in social work, the following scholarships, which have been running for several years, may be of interest under certain circumstances: In Bavaria, three scholarships are awarded annually to women who have either a UAS Degree, work experience, or a Diplom Degree, as well as a connection to Bavaria (place of residence or study).

To our knowledge, a specific or even intersectional consideration of people from the LGBTIQ+ and BIPOC communities is not yet visibly anchored institutionally. Project-related grants can be applied for at the Hannchen Multipurpose Foundation. The University of Paderborn regularly awards scholarships for dissertations in the field of gender studies. Ideational and theoretical-professional networking is offered e.g. by the section Gender and Queer Studies in Social Work, German Society for Social Work DGSA.

Family-friendly universities in particular offer special support to students and employees with children. At the Ludwigshafen University of Business and Society, for example, there is a childcare service for university employees (in the morning or all day), several parent-child rooms, and e-learning modules on the topic of work-life balance (cf. Center for Research & Cooperation).

In some federal states (e.g., Baden-Württemberg and Rhineland-Palatinate), there are re-entry scholarships for mothers and (usually also) fathers who have had an interruption in their academic activities due to caring for their children/pregnancy. Universities and colleges also award corresponding scholarships from time to time. However, these must be researched in detail. In the case of general scholarships or graduate funding, the regulations depend on the sponsor. There are no legal entitlements. There may be the option to interrupt a scholarship for a maximum of one year due to pregnancy or parenthood or to extend it to twice the duration by reducing it by half of the basic funding. In addition, there are sometimes child allowances or childcare supplements. The conditions and possibilities must be inquired about here in detail and negotiated if necessary.

If the doctorate is financed by a qualification position or a third-party funded position, all the usual labor law protection conditions apply with regard to pregnancy, maternity protection and parental leave. Qualification positions according to the Wissenschaftszeitvertragsgesetz (Wissenschaftszeitvertragsgesetz) even allow a legal claim to an extension of the contract for the period of maternity/parental leave. For more information, please refer to §2 para. 2 WissZeitVG.

Doctoral students with physical and/or mental impairments often experience the requirements of a scholarship or doctoral regulations as a particularly high hurdle. It is often difficult to reconcile very high performance in a very short time with permanent illness. It is true that there is a non-discrimination requirement, compensation for disadvantages and, depending on the university, further support offers resulting from inclusion agreements. However, these often only relate to the topic of doctoral studies to a limited extent. It is nevertheless advisable to exhaust the legal possibilities and to claim the support you are entitled to. At the same time, for obvious reasons, it is not easy for many affected individuals to decide whether or not to disclose, especially if the impairment is not visible. The website sag-ich's, developed by a team at the University of Cologne, can provide decision-making support here.

At HWG LU there are two potential contact persons. If you are affected by a chronic illness or a disability and are enrolled as a doctoral student at HWG LU, your contact person is the representative for the interests of students with disabilities. She can advise and support you regarding your legal rights. If you are a qualified employee at HWG LU, the representative of employees with severe disabilities is responsible for your concerns.

A supra-regional contact point for those interested in doctoral studies with physical and/or mental disabilities is the highly recommendable website of the project Promi - Promotion inklusive of the University of Cologne. Here you will find very well prepared, up-to-date information on the topic of doctoral studies with disabilities and some networking opportunities. In addition, the project is active on a social level. There is also a lot of information and advice on the topic of financing the doctorate, e.g. a link list for special scholarships or legal claims. However, financing the doctorate through a scholarship/funded college is often not advisable, especially for doctoral students with impairments, as they have to insure themselves here and for this reason there is no legal entitlement to necessary professional rehabilitation benefits in connection with the scientific work. For this reason, within the framework of the Promi project at partner universities, a number of qualification positions for the disabled that are subject to social insurance contributions have already been created.

We would like to refer (with thanks to Johanna Leidich for the details) to §112 SGB IX (benefits for participation in education). This is a in the university area (still) relatively unknown benefit claim (in the presence of a disability in the social law sense (see §2 SGB IX)). The concrete spectrum of benefits ranges from the assumption of costs for specific aids, which are primarily needed to achieve the personal educational goal (e.g. PC programs, reading aids, microphones & headphones, ...) to personal assistance. However, it is important to note at this point that the responsible social welfare office determines which benefits are granted or denied based on the results of the needs assessment and overall planning conference (§§ 117 ff SGB IX). It is recommended that you seek advice and/or support from the nearest ISL center (Interessenvertretung Selbstbestimmt Leben) or - if you are a member or are considering membership - from the Sozialverband VdK (social association ) at .

Probably the most prominent and important point of contact for general information, ideational and financial support for first-generation academics is the website arbeiterkind.de. Here you can also find information and tips on financing a doctoral thesis as well as information on cross-location doctoral groups.

There are foundations that have an adapted admission procedure for people with a history of flight and international students. Most of the 13 large foundations/grantors explicitly welcome applications from doctoral students with a migration history. Some study institutions consider migration history in their selection process. In addition, there are many small scholarship providers with special programs that need to be researched in detail.