• Building online employability: a guide for academic departments

      Longridge, Debra; Hooley, Tristram; Staunton, Tom; University of Derby (International Centre for Guidance Studies, University of Derby, 2013-06)
      This guide will help academic departments to support students to think about their careers and to use the online environment wisely. Used badly the array of social media and online technologies can seriously disadvantage a students’ career development, but if used well they can support students to find out about and transition into their future career.
    • Career guidance for social justice: contesting neoliberalism

      Staunton, Tom; University of Derby (Routledge, 2019-05-22)
    • A critical response to Hooley’s Seven Cs of digital literacy.

      Staunton, Tom; University of Derby (National Institute for Career Education and Counselling (NICEC), 2018-04)
      This article will provide a critical analysis of Tristram Hooley’s Seven Cs of digital literacy. This analysis will be based on responses from the theoretical tradition of New Literary Studies (NLS) to digital literacy. The key findings of this article are that NLS points towards the Seven Cs, firstly, developing an autonomous view of knowledge and skills where learning is seen as separate from context and, secondly, which obscures forms of exclusion and inequality. Finally, this analysis will discuss an alternative basis for careers practice based on online pedagogy and critical investigation.
    • Education and the digital revolution.

      Staunton, Tom; University of Derby (Routledge, 2017-08-23)
      This chapter explores how education could rise to the challenge of the digital world. This will explore the intersection between three different understandings of the digital world and consider the tensions the educator experiences in relation to these. This will highlight how debates around the nature of technology and how it interrelates to society creates debates which need to be engaged within the field of education studies. Technology places learners, educators and institutions at a precarious intersection created by technology where there is a need to navigate complexity more than take a single position.
    • The evidence base for careers websites. What works?

      Vigurs, Katy; Everitt, Julia; Staunton, Tom; University of Derby (Careers and Enterprise Company, 2017-11-24)
      There is some evidence which suggests that using career websites as part of broader careers education provision can impact positively on young people’s career readiness and the quality and diversity of their social networks for careers purposes. The evidence points to a number of findings which can be turned into lessons for practice. - Information-based career websites need to exist in the context of a wider offline careers support program. They are not a replacement for professional career guidance. - Career websites that provide automated interactions need to be embedded within a wider range of careers support services. Only by doing so can they increase users’ awareness of career support or give users new ideas about careers by exposing them to multimedia resources. - Where career websites are used to facilitate communication (e.g. through online guidance and counselling or through delivery based inside virtual worlds), this can lead to positive outcomes such as gains in career decidedness and self-knowledge, gains in satisfaction with future career prospects, and in career exploration behaviours (such as more frequent career searches). - Career websites need to be integrated into careers education provision and into wider forms of career support (e.g. tutorial support and personal guidance).
    • Exploring critical perspectives on labour market information through the lens of elite graduate recruitment

      Staunton, Tom; University of Derby (Wiley, 2021-03-04)
      This article provides a critical discourse analysis of how career is discussed on elite graduate recruitment websites. Building on previous work from Handley (2018) and Ingram and Allen (2019) this article draws attention to how career is constructed, first, as something which graduates consume and, second, as a ‘liminal experience’ which transforms the graduates' identities and allows them to gain access to a new authentic self, now able to progress towards their personal goals. This ideological reading of careers information is different to traditional understandings of careers information in Higher Education research which focuses on the objective nature of information which can be used to support the rational decision making. Focussing on the ideology of career draws attention to the need for careers delivery, in Higher Education and beyond, to engage with more critical pedagogical approaches.
    • Icarus, grannies, black holes and the death of privacy: exploring the use of digital networks for career enactment

      Staunton, Tom; University of Derby (Taylor and Francis, 2019-11-28)
      New perspectives on how digital networks can be understood as an environment for career enactment are explored in this article, in particular, through using critical perspectives on technology, especially in the context of prevailing instrumental perspectives in the majority of the career development literature. Thus, the narratives of people using digital networks for their careers were explored using an Interpretative Phenomenological Analysis. The results are captured in three main themes or critical discourses: the speed and scale of digital environments, game-like features of social media interactions and a divide between offline and online worlds. These are presented as sites for critical investigation and are aligned with technological and socio-cultural critical theories.
    • Labour market information and social justice: a critical examination

      Staunton, Tom; Rogosic, Karla; University of Derby (Springer, 2021-03-04)
      Labour Market Information forms a central place in career practice and how individuals enact their careers. This paper makes use of Alvesson and Sandberg’s (Constructing research questions: doing interesting research. Sage, Thousand Oaks, 2013) methodology of focussing research on theoretical assumptions to construct a critical literature review on the relationship between Labour Market Information and career guidance. This paper presents six theoretical conceptions from the career literature: Contact, Rationalism, Nomad, Adaptability, Constructivist and Social Justice. We will argue for the need to move towards more constructivist understandings of Labour Market Information as well understandings linked to more critical understandings of the labour market.
    • 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.
    • Social media, social justice? Consideration from a career development perspective

      Staunton, Tom; University of Derby (National Institute for Career Education and Counselling (NICEC) and CDI, 2016-04-01)
      Inside the overall context of careers development, this article will explore how social media relates to social justice through exploring two contrasting perspectives. Firstly we will consider the potential of social media to enhance social justice by democratising social life and so address inequalities related to career development. We will secondly consider if social media develops new forms of inequalities in the forms of the network it creates which harm the progression of social justice. It will be argued that these two perspectives coexist, presenting social media as both disrupting and intensifying inequality in society. This will be particularly highlighted through attaching these positions to different schools of thought related to social capital.