We are the hub for educational research at the University of Derby. The Centre conducts educational research and provides consultancy to schools, education providers, the wider education sector, and Government. We have a lifelong focus and addresses education policy, practice, and research from early years to adult learning. The Centre is home to researchers from the Institute of Education, educational researchers from across the University of Derby, and associate researchers from a range of schools and organisations. Its core areas of focus include career education and guidance; educational leadership and management; higher education; mathematics education; and special needs education. The Centre was launched in October 2015 and brings together a wide range of pre-existing research and expertise from the University of Derby.

Recent Submissions

  • Supported internships as a vehicle for broadening and deepening the social inclusion of people with learning disabilities

    Hanson, Jill; Robinson, Deborah; Codina, Geraldene; University of Derby (Wiley, 2021-10-22)
    Obtaining employment for young people with learning disabilities remains challenging and they may not be able to experience work that offers them the opportunity for broader and deeper social inclusion. Supported internships (SIs) offer a possible solution to this problem, providing a bespoke, structured study programme designed for students with disabilities. This paper explores, through an ecological systems approach, the experiences of three graduates, six interns, two job coaches and three colleagues, from a long running SI in a large private sector organisation that delivers utilities in the midlands. The organisation has many different departments and interns work in several of these, including the mailroom, reprographics, catering, health and safety, reception, and customer services. The researchers conducted small focus groups and interviews with the participants described above. Thematic analysis identified three core phenomena of relevance to understanding the relationship between the SI programme and interns’ experience of deepened and broadened social inclusion. The first theme illustrated positive changes to interns’ and graduates’ self-concept (e.g., self-determination) and participation, the second captured accounts of reciprocity in relationships, and the third contained insights into the SI practices that were relevant to improved social inclusion. The SI did lead to the broadening and deepening of social inclusion for interns and graduates. The person-centred ethos of the SI, personalised approaches to workplace adaption, and feedback policies were practices that began to emerge as implicated in this impact. Positive developments to self-concept emerged as important in building interns’ and graduates’ capacities for participation. The study also demonstrated that an ecological systems approach is useful as a basis for conceptualising and investigating changes to the amount and quality of social inclusion, as experienced by people with learning disabilities.
  • The importance of an inclusive alumni network for ensuring effective transitions into employment and future destinations for people with learning disabilities

    Blake, Hannah; Hanson, Jill; Clark, Lewis; University of Derby (Wiley, 2021-10-18)
    Research has previously been undertaken around the subject of alumni networks, yet it remains to touch upon the inclusivity of these networks, particularly relating to people with learning disabilities. Referring to Law's “Community Interaction Theory”, this study sets out to explore how education providers understand and implement alumni networks and how these networks can be adapted to enhance career and life course aspirations for people with learning disabilities. The data collection process was part of a larger, innovative project that set out to address the issue of inclusion in the labour market for people with learning disabilities. Six education providers participated in focus groups. In one special educational needs college two students with learning disabilities also participated. Participants were asked about what alumni means to them, their experiences of engaging alumni and what impact an inclusive alumni network could have on their educational setting. The findings show that participants are aware of the importance of creating an inclusive alumni network and recognised the benefits it could bring to their institute and their learners with learning disabilities, but any signs of an alumni network were yet to be implemented. This research contributes to data and debate on the relationship between social inclusion and education for people with learning disabilities.
  • Actantial construction of career guidance in parliament of Finland’s education policy debates 1967–2020

    Varjo, Janne; Kalalahti, Mira; Hooley, Tristram; University of Helsinki, Helsinki, Finland; University of Turku, Turku, Finland; Inland Norway University of Applied Sciences, Elverum, Norway; University of Derby (Informa UK Limited, 2021-09-14)
    In this paper we examine the objectives and meanings of the career guidance provided in comprehensive education as set out in discussions in the Parliament of Finland. We approach the topic through an exploration of parliamentary sessions concerning three major legislative proposals for reforming compulsory education in Finland. The premise is that the parliamentary discussions concerning guidance provided in comprehensive education reflect the rationalities that underpin guidance in different eras in Finland and elsewhere. Examining these rationalities provides a way to explore the principles which frame career guidance policy in Finland. Using the actantial model as a methodological tool, the analysis aims to discover the actantial positions in the parliamentary discussions and the interactions that emerge between these. The various actantial narratives demonstrate the way in which guidance is influenced by wider ideological trends. The actantial analysis portrays a shift from the more structural corporatist approaches of the 1960s when the object of guidance was to fulfil the needs of society, towards more third way individualism in 1990s. The current reform of 2020 to extend compulsory education and reinforce guidance may represent some return to more structural approaches.
  • Career education in primary school

    Hooley, Tristram; University of Derby (Education Service Australia, 2021-07)
    This paper sets out key principles and research for career education in primary schools
  • Covid-19: The impact of the crisis on student recruitment and development

    Institute of Student Employers; AGCAS; Institute of Student Employers (Institute of Student Employers, 2020-06)
    This report presents the findings of a survey conducted by the Institute of Student Employers and AGCAS in 2020 to explore the impacts of the pandemic on student employers.
  • Covid-19: Global impacts on graduate recruitment

    Institute of Student Employers; Institute of Student Employers (Institute of Student Employers, 2020-07)
    This report sets out the findings of an Institute of Student Employers investigation into the impacts of Covid-19 on the global graduate labour market.
  • What do students want? Listening to the voices of young jobseekers

    Institute of Student Employers; Debut; Institute of Student Employers (Institute of Student Employers & Debut, 2020-09)
    This research poses a series of seven big questions asked by employers and allows over 2000 students and jobseekers to answer these questions. It is based on surveys conducted in June and July 2020 in the wake of the Covid-19 pandemic. It looks at students and jobseekers experience of the jobs market and recruitment process.
  • ISE Annual Student Recruitment Survey 2018

    Institute of Student Employers; Institute of Student Employers (Institute of Student Employers, 2018)
    This paper sets out the findings of the Institute of Student Employers 2018 recruitment survey.
  • The ISE Pulse Survey 2020: Taking the temperature of the graduate labour market.

    Institute of Student Employers; Institute of Student Employers (Institute of Student Employers, 2020-02)
    This report sets out the findings of the ISE Pulse Survey 2020
  • Student development survey 2020: Supporting the learning and development of entry-level hires.

    Institute of Student Employers; Institute of Student Employers (Institute of Student Employers, 2020-03)
    This report sets out the findings of the 2020 Institute of Student Employers development survey.
  • COVID-19: Challenges for student recruitment and development

    Institute of Student Employers; Institute of Student Employers (Institute of Student Employers, 2020-04)
    Findings of the survey looking at employers practice in the recruitment and development of early career hires following the start of the Covid-19 pandemic.
  • Responding to COVID-19: The experience of suppliers

    Institute of Student Employers; Institute of Student Employers (Institute of Student Employers, 2020-05)
    Findings of the Institute of Student Employers survey of suppliers to the student employment market during the Covid-19 pandemic.
  • Pulse survey 2019

    Institute of Student Employers; Institute of Student Employers (Institute of Student Employers, 2019-02)
    Finding of the Institute of Student Employers Pulse Survey 2019
  • Student development survey 2019

    Institute of Student Employers; Institute of Student Employers (Institute of Student Employers, 2019-03)
    Findings from the Institute of Student Employers, student development survey 2019.
  • Stability, transparency, flexibility and employer ownership. Employer recommendations for improving the apprenticeship system

    Institute of Student Employers; Institute of Student Employers (Institute of Student Employers, 2019-06)
    Report from the ISE setting out current employer practice in the apprenticeship system and exploring options for the future.
  • Inside student recruitment 2019: Findings of the ISE recruitment survey

    Institute of Student Employers; Institute of Student Employers (Institute of Student Employers, 2019-09)
    Findings of the 2019 Institute of Student Employers recruitment survey.
  • Theorising career guidance policymaking: watching the sausage get made

    Hooley, Tristram; Godden, Lorraine; University of Derby; Carleton University, Ottawa, Canada (Informa UK Limited, 2021-07-14)
    In this article, we propose a framework for understanding career guidance policy. We use a systems theory approach informed by Gramscian theories of politics and power to make sense of this complexity. Firstly, we argue that career guidance policy is made by and for people and that there is a need to recognise all of the political and civil society actors involved. Secondly, we argue that policymaking comprises a series of ideological, technical and practical processes. Finally, we contend that policymaking takes place in a complex, multi-level environment which is can be described across three levels as the policy framing, middle and street level tiers.
  • Ethics, Impartiality, Locus of Control

    Moore, Nicki; University of Derby (EKS, 2021-05-01)
    Those working in ‘helping’ professions will occasionally be presented with issues that feel uncomfortable, challenge their own values and beliefs, and result in ethical dilemmas associated with choosing appropriate attitudes, behaviours and approaches. In the career development context, ethics refers to the moral principles that govern the way practitioners practice. This article provides a dialogue between two practitioners, who, discuss an ethical dilemma and try to decide on an appropriate course of action.
  • Personal Guidance Fund Evaluation: Final Report

    Hanson, Jill; Neary, Siobhan; Blake, Hannah; University of Derby (The Careers & Enterprise Company, 2021-07-07)
    Since the transfer of responsibility for career guidance to schools /colleges, a range of approaches to delivering personal guidance have been utilised in schools and colleges in order for them to meet the statutory requirement of implementation of the Gatsby benchmarks. In their report for The Careers & Enterprise Company, Everitt, Neary, Delgardo and Clark (2018) concluded that five key points need to be in place for effective personal guidance (space & time; preparation & feedback, effective interviewing; professionalism and integration) but that ‘the evidence on personal guidance remains a work in progress’. The Careers & Enterprise Company recognised the importance of this of this work, developing the Personal Guidance Fund which aimed to support the development of innovative, cost-effective models for delivering personal careers guidance in schools and colleges. Evaluation aims and objectives The evaluation focused on identifying effective approaches with the intention of improving practice beyond the fund. The report considers: 1. The effectiveness of different approaches. 2. Working with different beneficiary groups. 3. The impact of personal guidance on students. 4. The impact of training on staff and school/college career guidance. 5. Key learning regarding scaling up, sustainability and best practice This report describes the methodology adopted to answer these objectives and outlines key learning with regard to the different approaches adopted and the different beneficiaries targeted. It considers the impact of the programmes on students and the staff who took part in training and provides recommendations for programme providers, Careers Leaders and Senior Leadership Teams in schools and colleges.
  • A Practitioner's Guide to Uncharted Waters of Career Counselling, a Critical Reflection Perspective

    Košťálová, Helena; Cudlínová, Markéta; Blake, Hannah; Clark, Lewis; Dimsits, Miriam; Kavková, Eva; Graungaard, Elisabeth; Moore, Nicki; Sigaard Hansen, Jesper; Neary, Siobhan; et al. (EKS, 2021-05-01)
    This is a practical book intended for career practitioners working with young people in schools and other institutions providing career guidance and counselling. The aim is to offer practitioners support so that they can feel empowered in their roles as career counsellors, and are able to take care of themselves and gain new ideas for their practice. The book is one output of an Erasmus funded project which invovled partners from the UK, Denmark, Greece, Spain and the Czech Republic.

View more