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

  • An evaluation of the North East of England pilot of the Gatsby Benchmarks of good career guidance

    Hanson, Jill; Moore, Nicki; Neary, Siobhan; Clark, Lewis; University of Debry (University of Derby, 2021-03-01)
    This report presents the findings of a four year (2016-2019) formative and summative evaluation of the North East of England pilot of the Gatsby Benchmarks of Good Career Guidance. It uses quantitative and qualitative data collected from school and college staff, learners and stakeholders, as well as Gatsby Benchmark self-audit data, financial data and data pertaining to learner attendance, attainment and destinations. It describes the progress made by the sixteen pilot education providers in achieving the eight Benchmarks of good career guidance, explores the approaches they took to achieving the Benchmarks and considers the barriers and enablers they faced. The impacts of their work in delivering the Gatsby Benchmarks on learners, staff, local stakeholders and national policy and practice are presented. The findings indicate that significant progress in achieving all eight Benchmarks can be made by all kinds of education providers within two years and that this has a significant and observable effect on learners with respect to their career readiness, their interactions with teaching staff and employers, their engagement in the classroom and on attainment.
  • The 21st Century HE Careers Professional

    Thambar, Nalayini; Neary, Siobhan; Zlatic, Franka; University of Nottingham; University of Derby (Higher Education Careers Service Unit, 2021-02-17)
    The role of HE careers services have been increasingly influenced over the last ten years or so. The research aimed to explore how various drivers, metrics such as the National Student Survey (NSS), Destinations of Leavers of Higher Education (DLHE), Teaching Excellence Framework (TEF) and the introduction of higher fees have impacted practitioners and their services over the last decade. The methodology adopted a qualitative approach including, a focus group, an online survey and in-depth interviews with a sample of services representing Pre and Post 92, Russell Group and Specialist HE. Throughout the course of the research, the COVID-19 Pandemic erupted which impacted on the nature of the research project. The research identified that Careers Professionals defined their role as providing support to students in their career development and planning, including the navigation of recruitment processes. They achieve this through working directly with the students on a 1:1 basis, recognising the resource-intensity yet value of this approach, and also through the delivery of workshop activity. Alongside this, the role typically involves increased and increasing activity to embed careers education within, or to align with, the curriculum. Institutional interest in employability and resulting structures means that a growing number of careers professionals’ roles are based in a Faculty or another part of their institution such as a Graduate School, in some cases being employed directly by them rather than the Careers Service itself. This decentralization was often linked to supporting departments in achieving higher NSS and other employability related metrics.
  • The Skills for Jobs White Paper: Implications for career development

    Hooley, Tristram; University of Derby (Career Development Institute, 2021-01)
    The Department for Education published Skills for jobs: Lifelong learning for opportunity and growth on Thursday 21st January 2021. The white paper is wide ranging and includes discussion of compulsory and post-compulsory education and lifelong learning. There are also several specific proposals that relate to the organisation of England’s careers education and guidance system.
  • Why we need to share our ideas about connecting career development to social justice

    Hooley, Tristram; University of Derby (CERIC, 2021-01)
    An article introducing key ideas of social justice in career guidance.
  • Online career information and career development

    Hooley, Tristram; University of Derby (Education Service Australia, 2020)
    A short resource providing an introduction to career information and the use of careers websites.
  • A global pandemic and its aftermath: The way forward for career guidance

    Hooley, Tristram; University of Derby (2020-11)
    This lecture explores the implications of the global pandemic for career guidance. It argues that career guidance needs to radically and rapidly reform in the face of the pandemic both by adopting digital and integrated delivery approaches and through a stronger engagement in social justice.
  • Reimagining the CDI career development framework

    Hooley, Tristram; University of Derby (2021-01)
    A short article discussing the development of the CDI framework.
  • Introduction: Rethinking career development

    McCash, Phil; Hooley, Tristram; Robertson, Peter J.; University of Derby (Oxford University Press, 2021-01-13)
    This chapter introduces readers to The Oxford Handbook of Career Development and to the field of career development. The origins of the field are discussed in relation to vocational guidance, differential psychology, interactionist sociology, and life course development. The selection of the term career development for this volume is explained with regard to three interlocking themes: the broader contexts of career development, including government policy; the wide range of theory concerned with career-related experiences, phenomena, and behaviour; and the broad spectrum of career helping practices, including one-to-one work and group work. The inspiration and aims for the volume are set out, and the challenges associated with terminology in the field are acknowledged. The editors seek to provide a state-of-the-art reference point for the field of career development, and engender a transdisciplinary and international dialogue that explores key current ideas, debates, and controversies. The volume is divided into three sections. The first explores the economic, educational, and public policy contexts for practice. The second section focuses on concepts and explores the rich theoretical landscape of the field. The third section turns to practice, and the translation of ideas into action to support individuals and groups with their career development.
  • Recognising the changing labour market

    Hooley, Tristram; Institute of Student Employers; University of Derby (Jisc/ Prospects, 2020-12)
  • Evaluating the impact of the Team Programme on the outcomes for student-alumni

    Dimitrellou, Eleni; Moore, Nicki; University of Derby (University of Derby, 2020-12-12)
    This research explored the medium and long term impacts of thr Young Entreprise Programme 'Team' on young people who experience special educational needs and disabilities. It found that the programme is effective in helping students boost their confidence and enhance several enterprising skills such as communication skills, self-confidence, teamwork, monetary skills, self-improvement, and employability skills. Further, TP is successful in enabling students to improve other competences such as independent living skills, effective citizenship, the management of change and transitions, their understanding the world of work and media and digital literacy.
  • 'It helps to have more strings to your bow’. Exploring the careers and success of graduates of the conservatoire for dance and drama

    Mellors-Bourne, Robin; Hooley, Tristram; CRAC / Institute of Student Employers; University of Derby (CRAC, 2020-10)
    This report sets out the findings of a project exploring the careers pursued by the graduates from the Conservatoire of Dance and Drama. It finds that CDD graduates are positive about their experience of studying at the Conservatoire and that they frequently go on to paid work linked to their degree discipline. However, the experience of work for these graduates is likely to be of a portfolio career which links together a range of different jobs.
  • Are young people aged 16-19 using or expecting to use the gig economy for their careers

    Galfalvi, Esther; Hooley, Tristram; Neary, Siobhan; University of Derby (NICEC, 2020-10)
    Amid growing precarity and zero hour contracts, the ‘gig economy’ represents a new way of working mediated by web technology. Workers can sign up to a work platform – a website or smartphone program that manages the work automatically – and take on work at the tap of a button. Some platforms manage labour, such as driving for Uber or delivering food for Deliveroo, while others manage retail activity, such as Ebay or Etsy. Recent research has shown that a significant number of people are using platform work to earn money, with over half being young people aged 16-34. While there are some data regarding satisfaction levels and attractors, there is little research examining specific age segments of workers, or the relationship between platform work and career. Using data from focus group interviews with school and Further Education college students, this paper will discuss findings from research investigating how young people in England aged 16-19 perceive the gig economy and whether they feel that it will be relevant to their careers, with a view to discussing whether it may be necessary to include in careers education programmes or guidance. The interview data indicate that these participants were occasionally using platforms to make money, and a few were earning regularly, usually on retail platforms. While some interviewees appreciated the autonomy and flexibility promised by gig economy work, the uncertainty, perceived low status, and lack of career progression prevented them from taking it seriously as a career option. Instead, they preferred traditional forms of work that provide more stability and organisational support - an increasingly rare commodity in a labour market that is changing rapidly in the opposite direction. We conclude that while there may be little value in giving detailed individual guidance on the gig economy, it could be valuable to use it as a way of teaching young people about the labour market and different types of employment
  • Celebrity scientists: Inspiration or just entertainment?

    Dent, Maria Fay; Radford, Neil; University of Derby (The Association for Science Education, 2020-09-30)
    This article explores perceptions of science students about the influence of celebrity science on their aspirations. Does celebrity science inspire? Their views are contrasted with those of five prominent celebrity scientists (including Sir David Attenborough and Baroness Susan Greenfield). Qualitative interviews revealed that whilst a key factor in science aspiration is personal interest, celebrity scientists were perceived as having the potential and responsibility to inspire young people. Authenticity and credibility, alongside entertainment, were seen as potentially optimising this influence. Implications for teacher educators are considered from the perspective of working with science teachers, scientists and celebrity scientists, with the concept of ‘message to a name’ being introduced as a supportive tool.
  • Listening to new voices in the career development field

    Albien, Anouk J.; Poulsen, Bo Kindt; Toiviainen, Sanna; Kekki, Miika; Hooley, Tristram; University of Derby (NICEC, 2020-10)
    This is an editorial for an issue of the Journal of the National Institute for Career Education and Counselling focusing on new and early career researchers, particularly those associated with the ECADOC programme.
  • I don’t think anyone here has thought about career really: What the concept of ‘career’ means to Norwegian teenagers and school counsellors

    Bakke, Ingrid Bårdsdatter; Hooley, Tristram; Inland Norway University of Applied Sciences; University of Derby (Taylor and Francis, 2020-10-22)
    Norway is reforming its career guidance system. This article explores how these reforms are experienced in schools around Norway, and attends to the way in which the concept of ‘career’ is understood. There is a difference between an ‘everyday’ and a scholarly understanding of the concept, between seeing it as hierarchical, or viewing career more democratically. This study explores how these tensions are worked through by Norwegian young people and guidance counsellors. The article argues that this tension is pronounced because the concept of ‘career’ has entered Norway as part of a top down policy discourse. Consequently, there is a need to re-contextualise the ideas of career and career guidance to connect them with Norwegian culture.
  • Teacher professional learning through lesson study: teachers’ reflections

    Poultney, Val; Fox, Alison; University of Derby; The Open University (Emerald, 2020-10-15)
    This study examines the experiences of five teachers working in two English secondary school subject departments after being given the opportunity to engage with Lesson Study (LS) to increase student performance in their subject areas. This study aimed to reveal the drivers for the teachers’ engagement in LS, and how this experience of Joint Professional Development (JPD) might be contributing to their learning as teachers. This study application of a model of learning for analysis of teacher reflections on collaborative learning experiences. Understanding individual teacher reflections on LS experiences, are underrepresented in the literature in particular studies providing insights into conditions conducive and constraining to JPD.
  • Career development and human capital theory: Preaching the “education gospel”

    Hooley, Tristram; University of Derby (Oxford University Press, 2020-09-02)
    This chapter analyses the relationship between career development, education, and human capital theory. It argues that education lies at the heart of our understanding of how individuals develop their careers and how purposeful career development interventions can support them in this endeavour. Career development services are most evident and accessible in the education system. This relationship is not accidental but is rooted in both the historical development of the field and in the importance of human capital theory to the ideology of both education and career development. The chapter finishes by critiquing the dependence of policymakers and advocates for the field on human capital theory and by considering alternative relationships that could be built between education and career development.
  • The role of digital technology in career development

    Hooley, Tristram; Staunton, Tom; University of Derby (Oxford University Press, 2020-09-02)
    This chapter analyses the role of digital technologies in career development. It argues that digital technologies change the context for individuals’ careers and the opportunities that exist for the provision of career support. The implications of digital technologies for career are dependent, in part, on how technologies are believed to interact with society. They may be thought of as tools, as shapers of society, or as social practices. For individuals, digital technologies can be understood through six metaphors: (1) library, (2) media channel, (3) surveillance camera, (4) marketplace, (5) meeting place, and (6) arena. For career development professionals, the choice is using them to provide information, automated interactions, or communication. The chapter concludes by arguing that there are three main pedagogic stances (instrumental, connectivist, or critical) that can guide career development professionals in the combination of different technologies and in the resolution of the opportunities and challenges that are presented to individuals in their career building.
  • The career development profession: Professionalisation, professionalism, and professional identity

    Gough, John; Neary, Siobhan; University of Warwick; University of Derby (Oxford University Press, 2020-09)
    This chapter examines the professionalisation of career development provision in countries across the world. ‘Professionalisation’ and ‘professionalism’ are explored through several concepts, including social closure, the professional project, and the regulatory bargain. The chapter argues that professionalism is a useful and important concept for the career development field but recognises the challenges that the field has had in achieving professional status. It recognises some of the critiques that exist of professionalism and explores how these relate to careers professionals. It then argues that increasing professionalism within the field needs to be understood as an ongoing process that has to be conducted on the personal, organizational, and professional level. The chapter concludes by outlining some key strategies that the field can use to advance the cause of professionalism in the future.

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