Social justice, human rights, collective responsibility, and respect for diversity are widely considered the fundamental ethical principles of Social Work. They form the normative basis for analyzing and assessing the societal and institutional framework conditions under which Social Work is performed, and for promoting social change. The educational system – as an essential functional area of society – is part of these framework conditions. It is through the educational system that social inclusion and exclusion is created, which is reflected in people’s access to gainful activity, healthcare, etc. As part of the educational sector, universities of applied sciences are involved in the development and reproduction of the associated societal circumstances.

Against the background of its professional ethical principles on the one hand, and the selectivity of the educational system on the other, Social Work faces questions regarding the management of diversity and heterogeneity in its own study program at the universities of applied sciences. These questions pertain mainly to social justice and inclusion:
•   What role do (educational) biographical factors such as gender, ethnic origin, language skills, and dimensions of experience play when it comes to studying and access to it?
•    How open and inclusive are the respective structures?
•    Can disadvantages and selectivity mechanisms be observed, and how can these be addressed?

Ultimately, the question pertains to the significance that a socially equitable approach to diversity in studying Social Work has for the study program itself, the students’ professional self-image, the profession’s understanding of itself, and finally the practice of Social Work.