Hdl Handle:
http://hdl.handle.net/10545/565734
Title:
Changing conceptions of students' career development needs
Authors:
Artess, Jane
Abstract:
Abstract — This paper takes as its starting point a brief review of a range of theoretical assumptions about the nature of career learning and decision-making and plots the emergence of the notion of ‘employability’ as a predominant paradigm for the organisation and delivery of career guidance services in UK higher education. The acquisition of employability skills in students is essentially a deficit paradigm that the provision of work-oriented learning opportunities seeks to address. A key driver for the development of employability as an institutional priority is policy-making by governmental agencies that foregrounds university-business partnerships as a component of economic generation. The development of workbased learning (WBL) and work placements as part of higher education courses is shown to exemplify how responsibility for students’ employability development is increasingly shared between institutions and (prospective) employers. The paper draws upon recent research findings that explore issues of quality assurance in WBL and work placements and poses questions for institutional services aimed to support students’ transition from higher education to the labour market. Access to WBL and work placements appears to be stratified and different types of opportunity are taken up by particular groups of students. A relatively new way of conceptualising career learning as ‘career adaptability’ has been developed out of theories of career ‘constructivism’ and is suggested to provide a return to a more student-centred paradigm which has the potential to be more inclusive. Career adaptability is exemplified by the use of the career adaptability scale to support students’ self assessment of their career learning and development.
Affiliation:
University of Derby
Citation:
Artess, J. (2014). Changing conceptions of students' career development needs. In Lazic, M. Serbia within European Paradigm of Career Guidance – Recommendations and Perspectives. Paper presented at the International Careers Conference, University of Niš, Serbia, 24th October 2013 (pp.18-24).
Publisher:
University of Niš
Journal:
Proceedings of the International Careers Conference: Serbia within European Paradigm of Career Guidance - Recommendations and Perspectives, October 24th 2013
Issue Date:
2014
URI:
http://hdl.handle.net/10545/565734
Additional Links:
http://www.careers.ac.rs/news/13-conference.html
Type:
Meetings and Proceedings
Language:
en
ISBN:
9.79E+12
Sponsors:
Tempus Project 517119-TEMPUS-1-2011-RS-TEMPUS-SMGR
Appears in Collections:
Centre for Educational Research and Innovation

Full metadata record

DC FieldValue Language
dc.contributor.authorArtess, Janeen
dc.date.accessioned2015-08-07T08:32:46Zen
dc.date.available2015-08-07T08:32:46Zen
dc.date.issued2014en
dc.identifier.citationArtess, J. (2014). Changing conceptions of students' career development needs. In Lazic, M. Serbia within European Paradigm of Career Guidance – Recommendations and Perspectives. Paper presented at the International Careers Conference, University of Niš, Serbia, 24th October 2013 (pp.18-24).en
dc.identifier.isbn9.79E+12en
dc.identifier.urihttp://hdl.handle.net/10545/565734en
dc.description.abstractAbstract — This paper takes as its starting point a brief review of a range of theoretical assumptions about the nature of career learning and decision-making and plots the emergence of the notion of ‘employability’ as a predominant paradigm for the organisation and delivery of career guidance services in UK higher education. The acquisition of employability skills in students is essentially a deficit paradigm that the provision of work-oriented learning opportunities seeks to address. A key driver for the development of employability as an institutional priority is policy-making by governmental agencies that foregrounds university-business partnerships as a component of economic generation. The development of workbased learning (WBL) and work placements as part of higher education courses is shown to exemplify how responsibility for students’ employability development is increasingly shared between institutions and (prospective) employers. The paper draws upon recent research findings that explore issues of quality assurance in WBL and work placements and poses questions for institutional services aimed to support students’ transition from higher education to the labour market. Access to WBL and work placements appears to be stratified and different types of opportunity are taken up by particular groups of students. A relatively new way of conceptualising career learning as ‘career adaptability’ has been developed out of theories of career ‘constructivism’ and is suggested to provide a return to a more student-centred paradigm which has the potential to be more inclusive. Career adaptability is exemplified by the use of the career adaptability scale to support students’ self assessment of their career learning and development.en
dc.description.sponsorshipTempus Project 517119-TEMPUS-1-2011-RS-TEMPUS-SMGRen
dc.language.isoenen
dc.publisherUniversity of Nišen
dc.relation.urlhttp://www.careers.ac.rs/news/13-conference.htmlen
dc.subjectCareer developmenten
dc.subjectStudentsen
dc.subjectHigher educationen
dc.subjectSerbiaen
dc.titleChanging conceptions of students' career development needsen
dc.typeMeetings and Proceedingsen
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalProceedings of the International Careers Conference: Serbia within European Paradigm of Career Guidance - Recommendations and Perspectives, October 24th 2013en
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