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Capstone experiences can be an important rite of passage for students. The portfolio has been discussed in social work education discourse as a valuable pedagogic method for a capstone project. However, there are only a small number of studies evaluating the actual impacts of portfolio use in a social work program. This article addresses this gap, describing and evaluating the use of portfolios as capstone projects in a social work program in Hong Kong. The findings suggest that the portfolio-based capstone project is generally a positive experience from both instructors and students’ perspectives and that there are three key learning impacts of this pedagogic method: i) the consolidation of students’ learning throughout the program; ii) professional identity development; and iii) enhanced reflexivity. This study indicates that the small group tutorial format is a key attribute that contributes to these learning impacts. Further, the findings shed light on critical points of review and discussion regarding the program and the professionalization of social work in Hong Kong—specifically, the need to review and discuss the decolonization and localization of social work education.

Evaluating the portfolio as a social work capstone project: a case study in Hong Kong