• Career guidance

      Moore, Nicki; University of Derby (National Governors Association, 2017-03-10)
      The article explains the vital role that career-related learning and guidance plays in schools. The article covers the statutory duties and strategic responsibilities of governors in both primary and secondary schools
    • Career guidance and inspiration in schools

      Hooley, Tristram; University of Derby (Careers England, 2015-04-07)
      This is the thirtieth in an occasional series of briefing notes on key policy documents related to the future of career guidance services in England. The note has been prepared for Careers England by Professor Tristram Hooley.
    • Career guidance and the changing world of work: Contesting responsibilising notions of the future.

      Hooley, Tristram John; University of Derby (Springer, 2019-04-29)
      Career guidance is an educational activity which helps individuals to manage their participation in learning and work and plan for their futures. Unsurprisingly career guidance practitioners are interested in how the world of work is changing and concerned about threats of technological unemployment. This chapter argues that the career guidance field is strongly influenced by a “changing world of work” narrative which is drawn from a wide body of grey literature produced by think tanks, supra-national bodies and other policy influencers. This body of literature is political in nature and describes the future of work narrowly and within the frame of neoliberalism. The ‘changing world of work’ narrative is explored through a thematic analysis of grey literature and promotional materials for career guidance conferences. The chapter concludes by arguing that career guidance needs to adopt a more critical stance on the ‘changing world of work’ and to offer more emancipatory alternatives.
    • Career guidance for social justice: contesting neoliberalism

      Staunton, Tom; University of Derby (Routledge, 2019-05-22)
    • Career guidance for social justice: Contesting neoliberalism.

      Hooley, Tristram; Sultana, Ronald; Thomsen, Rie; Hooley, Tristram; Sultana, Ronald; Thomsen, Rie; University of Derby; University of Malta; Aarhus University (Routledge, 2017-11-30)
      This edited collection examines the intersections between career guidance, social justice and neo-liberalism. Contributors offer an original and global discussion of the role of career guidance in the struggle for social justice and evaluate the field from a diverse range of theoretical positions. Through a series of chapters that positions career guidance within a neoliberal context and presents theories to inform an emancipatory direction for the field, this book raises questions, offers resources and provides some glimpses of an alternative future for work. Drawing on education, sociology, and political science, this book addresses the theoretical basis of career guidance’s involvement in social justice as well as the methodological consequences in relation to career guidance research.
    • Career guidance in communities: A model for reflexive practice

      Thomsen, Rie; Aarhus University (University of Derby, 2017-05-01)
      The aim of this paper is to inspire practitioners and professionals to leave their offices to bring career guidance into communities that might not identify with career guidance in the first instance. By making the effort to engage with communities, practitioners may bring about a critical change in career guidance practices as well as in the lives of the people in the communities. This paper falls into two parts: The first part considers the collective as the starting point for the development of meaningful career guidance activities. Based on previous research on career guidance in communities from a critical psychological standpoint the paper introduces a social practice theory of career guidance. The social practice theory of career guidance argues that career guidance can be seen as a collective practice in which people can join forces with career guidance practitioners to analyse their situation and based on these insights create new opportunities in relation to their future educational or vocational participation in society (Thomsen 2012). From this idea, the second part of the paper the paper moves on to consider the practical implications of taking the collective as the starting point for the development of a critically reflexive career guidance practice. The considerations are organised around seven elements. 1. Creating opportunity, structure and access 2. Entering a community and increasing visibility 3. Providing guidance in communities 4. Exploring potentials in guidance situations 5. Deciding on guidance activities 6. Developing, planning and implementing 7. Documenting and evaluating. These elements are joined together and presented as a model for reflexive practice. Each element is introduced, illustrated and examined noting important areas for reflection and action.  
    • A career in career - understanding what career looks like in the career development sector

      Neary, Siobhan; Hanson, Jill; Cotterill, Vicky; University of Derby (The Career Development Institute, 2017-01)
      There is little known about the careers workforce in the UK. This research focuses on developing a better understanding of who chooses to become a career development practitioner, their motivation, the transferable skills they bring with them and how they see their career developing. Although respondents represent a snapshot of practitioners it identified that the workforce is female, ageing and lacks diversity. Respondents felt their was a lack of career development within the sector with mainly management available for progression.
    • A career of choice: attracting talented young people into house building

      Turner, Clive; Moore, Nicki; Bysshe, Simon; University of Derby (IHS BRE Press on behalf of NHBC Foundation, 2015-03-09)
      The purpose of this research was to establish a better understanding of how young people view house building as a career choice and to provide insights to improve recruitment of those with enthusiasm and talent into the sector. It collected the views of over 500 teenagers and young men and women between the ages of 14 and 24, and the views of those who advise them on careers.
    • A career postcode lottery? Local authority provision of youth and career support following the 2011 Education Act

      Langley, Emma; Hooley, Tristram; Bertuchi, Denise; University of Derby; University of Derby, iCeGS (2014-01-15)
      Since the election of the Coalition Government, England has seen a major change in the delivery of career support for young people. Cuts in funding for Connexions, Aimhigher and Education Business Partnerships have been accompanied by a shift in statutory responsibility from local authorities (LAs) to schools. Such policy has been criticised by a wide range of stakeholders and subjected to some scrutiny. This study focuses attention on the experiences of LAs and their staff in dealing with these changes. The aim was to explore the current scale and nature of LA careers activities with a view to providing a picture of LA responses to the policy changes. The report explores several themes: the resourcing of career and youth support, the provision of universal career support, and how targeted services have been affected. It also discusses the implications of the changes on specific groups such as careers professionals and young people, and suggests ways forward.
    • Career progression and the part-time worker in the UK retail sector

      Harris, Lynette; Foster, Carley; Whysall, P.; Nottingham Trent University (2006)
    • Careering through the Web: the potential of Web 2.0 and 3.0 technologies for career development and career support services

      Hooley, Tristram; Hutchinson, Jo; Watts, A. G.; University of Derby (UKCES, 2011-12-21)
      This paper examines the environment that the web provides for career exploration. Career practitioners have long seen value in engaging in technology and the opportunities offered by the internet, and this interest continues. However, this paper suggests that the online environment for career exploration is far broader than that provided by public-sector careers services. In addition to these services, there is a wide range of other players including private-sector career consultants, employers, recruitment companies and learning providers who are all contributing to a potentially rich career exploration environment.
    • Careering towards a wall? Careers guidance policy and election 2015

      Hooley, Tristram; University of Derby (2015)
      This article reviews recent policy in career guidance in the context of the 2015 election.
    • Careers 2020: options for future careers work in English schools.

      Hooley, Tristram; Marriott, John; Watts, A. G.; Coiffait, Louis; University of Derby (Pearson, 2012-11-01)
      Careers work in English schools has endured much turbulence recently. The government has now established a statutory duty on schools to secure provision, placing commissioning of careers advice and guidance in the hands of schools rather than local authorities or central government. But the duty is framed very loosely, comes with no funding and offers no clear model of provision. The previous funding for face-to-face guidance from qualified careers advisers has been removed, as has the duty for schools to provide careers education. So what should schools’ careers offers look like in future? How can schools ensure the quality of the career development support that is so vital for young people, and particularly so for those who cannot rely on their existing networks for advice and opportunities?
    • A careers adviser? so what do you do exactly?

      Neary, Siobhan; University of Derby, iCeGS (NICEC, 2011-11)
      This paper aims to explore and examine how professional identity is defined within career guidance in England in the wake of ongoing change. It considers the components and the factors that contribute to the formation of professional identity, and the relationship with postgraduate continuing professional development (CPD). The study draws on the perceptions of a group of England-based practitioners broadly representing the sector, but bounded by one common factor; they have all undertaken a postgraduate qualification focusing on CPD within a guidance related discipline.
    • Careers leadership in practice: a study of 27 careers leaders in English secondary schools

      Andrews, David; Hooley, Tristram; University of Derby (Taylor & Francis, 2019-04-01)
      Historically, responsibility for career education and guidance in English schools was shared between the school and an external careers service. The Education Act 2011 transferred responsibility for career guidance to schools. Andrews and Hooley (2017) argued that for schools to successfully manage these new arrangements they require a ‘careers leader’. In this article, we report on research in 27 English state schools and multi-academy trusts where careers leadership currently exists. This research broadly endorses Andrews and Hooley’s typology of careers leadership tasks with the addition of a new task around securing funding. However, it is noted that the way in which these tasks are organised varies, with five models of careers leadership evident. The advantages and potential challenges of each model are outlined and implications for the training and professional development of careers leaders are discussed.
    • Careers work in higher education in Pakistan: current practice and options for the future

      Zahid, Gulnaz; Hooley, Tristram; Neary, Siobhan; International Centre for Guidance Studies (iCeGS) (Taylor and Francis, 2019-01-31)
      In this article we examine the development of career guidance in Pakistani higher education. The article is primarily based on a review of the existing literature on career guidance in Pakistan, but also includes the consideration of some new data gathered from a review of higher education institutions websites and five case study interviews. It considers both local and global influences as relevant contexts for understanding how the development of career guidance in Pakistani higher education is taking place. Concerns about alignment between skills supply and demand provide key drivers both for the development of career guidance and for wider higher education reform. However the practice of career guidance in Pakistani higher education is shown to be lagging behind the policy aspirations, both due to limited investment and due to more fundamental cultural challenges that have yet to be fully addressed. If career guidance is going to continue to develop within Pakistan it will need to be strengthened by new policy and resources but also through the development of indigenous theories.
    • Careers work in the blogosphere: can careers blogging widen access to career support?

      Hooley, Tristram; University of Derby (2010-11)
      This article explores the phenomenon of careers blogging. It argues that the blogosphere is an important arena within which people are having career conversations. It then goes one to define a typology of careers blogs which distinguishes between personal career blogs, career support blogs and careers work blogs. The article focuses on a discussion of career support blogs which it seeks to contextualise as a form of career support or career guidance. The article demonstrates that the themes which career support blogs focus on are similar to those which career guidance practitioners focus on in other forms of delivery. Furthermore the business models that underpin career support blogs are also related to broader career support business models. However, it notes that the government pays’ and charity pays’ models are not represented in the sample of blogs identified here. It is possible that the lack of public or third sector funded career support blogs has an impact on the assumed audience for career support blogs. In general it appears that career support blogs are aimed at working adults although this may say more about how public sector funders have embraced blogging than about the inherent suitability of the mode for a wider range of clients. The article finishes by exploring how career support blogging fits into wider careers practice. An argument is made that the careers sector should engage further with career support blogging as it offers a practitioner-led, interactive and cost-effective form of service delivery.
    • Careers work with young people: collapse or transition? An analysis of current developments in careers education and guidance for young people in England

      Hooley, Tristram; Watts, A. G.; University of Derby (iCeGS, University of Derby, 2011)
      This paper analyses the current information available (in July 2011) about the changes that are taking place in careers work following recent government policy initiatives and public-sector austerity measures. In particular, it examines the local developments that have emerged in relation to a national policy context in which: • Existing careers work is being radically reconfigured. • The new National Careers Service (NCS) will principally serve adults (apart from its telephone/web-based services, which will cover young people too). • Securing careers guidance for young people has been made the responsibility of schools. • The requirement for schools to provide careers education has been removed. • There has been very limited transition planning at national level: this has led to considerable local confusion. • In particular, there is continuing confusion about the future relationship of remaining face-to-face Connexions services to the NCS, and about the branding of such services. Implications for Connexions services, Local Authorities, schools, new market players and the careers profession are identified.
    • The Carer

      Templeton-Parker, Christine; University of Derby (Palm Springs International Short Film Festival, 2016-06-24)
      The Carer is a short drama commissioned for the Shine a Light series of short films. Under the scheme, funded by Derby QUAD and the Esmee Fairbairn Arts Foundation, several filmmakers from around the UK were briefed to illuminate the experiences of people little seen on screen. In this case, writer-director Christine Parker took inspiration from Seen Ya Rights, a group of elderly LGBT activists to realize a story that addresses their current concerns and experiences. Director’s Statement The Carer explores what happens when an elderly man feels pressured to return to the closet in his dying days. I have taken visual points of reference from classic gay texts such as Jean Genet and Mapplethorpe in the film, (such as the use of flowers), which is about finding a way to survive and even thrive, when your very identity is under threat. In that sense, it mirrors the struggle we all have to find a way to come to terms with who we are and retain continuity of identity. The people of Seen Ya Rights lived through times when homosexuality was illegal, through the aids epidemic, and have spent a lifetime battling for the right to be out, to be themselves. They feared that in old age they would lose this hard-won identity. However, they also wanted a story that did not portray a Gay character as a victim. So, in The Carer, I set out to celebrate the survival and wisdom of our elders, and to pay tribute to their love and generosity. Students and staff of the University were involved in the project as well as industry practitioners, so it was a great way to integrate research into teaching.
    • Case study 2: HADRIAN: A human factors computer-aided inclusive design tool for transport planning.

      Porter, J. Mark; Marshall, Russell; Case, Keith; Gyi, Diane E.; Sims, Ruth; Summerskill, Steve; Loughborough University (Loughborough University. Published by The Institution of Engineering and Technology, 2006)
      HADRIAN is a computer-based inclusive design tool developed initially to support the design of kitchen and shopping based tasks. The tool is currently being expanded to include data on an individual’s ability to undertake a variety of transport-related tasks, such as vehicle ingress/egress, coping with uneven surfaces, steps, street furniture and complex pedestrian environments. A feature of the enhanced HADRIAN tool will be a journey planner that compares an individual’s physical, cognitive and emotional abilities with the demands that will placed upon that individual depending on the mode(s) of transport available and the route options.