• 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.
    • Addressing unrealistic optimism with counterfactual reasoning in an employability module in higher education

      Hanson, Jill; Burke, Ciaran; Univerity of West England; University of Derby (Emerald, 2020-09-01)
      The study aimed to explore the effect of second year business students engaging in counterfactual reasoning on their unrealistic optimism regarding attainment on an employability module. Using an experimental design, the study compared the module performance of those who generated reasons why they would and would not achieve a series of specific grades. A control group who did not generate any reasons also took part. Students who generated reasons why they would not achieve a good grade were less likely to be unrealistically optimistic and more likely to attain a good grade on their assessment. This is a small sample of students from one form of programme, so replication with a greater sample drawn from other programmes would increase reliability. The results suggest an easily applied and practical way of engaging students in employability modules to support their development of a range of capitals. The findings are considered in relation to the theory of possible selves, the value for students, particularly widening participation of students, of improved engagement with employability modules and the possibility of applying this technique in wider educational settings. This paper extends Hoch’s (1985) original study by considering the use of counterfactual reasoning for assessment performance and offering a an easy-to-apply tool for module leaders to support student attainment in employability development modules
    • Pining for the fjords: international perceptions of Nordic work, education and career guidance

      Hagaseth Haug, Erik; Hooley, Tristram; Kettunen, Jaana; Thomsen, Rie; Inland Norway University of Applied Sciences; University of Derby (Brill, 2020-04-28)
      This chapter explores the way in which Nordic work, education and career guidance are seen by those outside of the Nordic region. It draws on an online survey of international informants which gathered respondents’ opinions about the Nordic countries. It finds that respondents are overwhelmingly positive about the Nordic countries, even though they do not claim to be particularly informed about these countries. They report that on average the Nordic countries are better places to work, study and receive career guidance than their own countries. The chapter makes the argument that the way that the brand of ‘Nordicity’ has been disseminated internationally can account for at least some of this international perception. While the ‘Nordic’ has become a powerful and positive signifier, it is an ambiguous one onto which the international community can project their own meanings and use to serve their own political ends.
    • Setting Nordic career guidance in context

      Hooley, Tristram; Kettunen, Jaana; Hagaseth Haug, Erik; Thomsen, Rie; University of Derby (Brill, 2020-04-28)
      The introduction to this volume discusses the importance of situating career and career guidance in context. It makes a connection to wider research and writing that challenges the idea that career theory can be global and universal and argues that there is a need for attention to local context and culture. It then moves on to set the scene for a volume focusing on the Nordic countries, by defining the ‘Nordic’ and exploring key features of the region including the Nordic welfare model and the history of collaborations in career guidance across the region. It proposes the four ‘COs’ of Nordic career guidance (context, community, co-construction and collaboration) before outlining the structure of the volume and looking to the future.
    • Save the student labour market

      Hooley, Tristram; Institute of Student Employers; University of Derby (The Student Employer, 2020-07)
      The pandemic has created a youth unemployment ticking time bomb and we all have a role to play. ISE is championing government support for employers. What else can be done?
    • Understanding inclusion

      Wharton, Julie; Codina, Geraldene; Middleton, Tristan; Esposito, Rosanne; University of Winchester; University of Derby; University of Gloucestershire; UCL Centre for Inclusive Education (Nasen, 2020-06-02)
      This mini guide is for SENCOs, school leaders (including governors), teachers and support staff. This guide aims to help you to consider your position with regard to inclusion in your setting, identify how you can develop an inclusive ethos and practice and reflect on the approach to inclusion taken in your setting.
    • Shaping the new normal: practising career guidance in the time of coronavirus

      Hooley, Tristram; Thomsen, Rie; Sultana, Ronald; University of Derby (Career Development Institute, 2020-04)
      What is the potential of career guidance in a time where the coronavirus is disrupting work and life as we know it? How can we as career practitioners respond in a situation where we do not know what the world will look like and where we, as well as the citizens we meet, will have more questions than answers? In this article we argue, that supporting people to manage their way through the crisis is not enough. Career guidance should also help people to think about and shape the ‘new normal’.
    • Election over, Brexit next. But, what is the future for career guidance?

      Hooley, Tristram; University of Derby (Career Development Institute, 2020-01)
    • Book review: Research methods for ssocial justice and equity in education

      Hanson, Jill; University of Derby (Taylor and Francis, 2020-05-15)
      This is a review of the book "Research Methods for Social Justice and Equity in Education" by Liz Atkins and Vicky Duckworth.
    • Evaluation of the careers leader training

      Williams, Joy; Akehurst, Georgie; Alexander, Kate; Pollard, Emma; Williams, Ceri; Hooley, Tristram; Institute of Employment Studies; University of Derby (Institute of Employment Studies, 2020-05)
      This paper evaluates the effectiveness of the careers leaders training programme which was funded by the Careers & Enterprise Company.
    • Future frontiers: the impact of career coaching on year 11 students

      Hanson, Jill; Clark, Lewis; University of Derby (IAEVG, 2020-03)
      This paper considers the issue of young people who are not in education, employment or training (NEET) and in particular it describes an evaluation of a career coaching programme conducted in a disadvantaged school for teenage students in London, England. The long-term aim of the programme is to improve destinations for children and reduce the number of NEETs, but in the shorter term the evaluation employed a semi-quasi experimental design to identify whether the coaching produced changes in career readiness and indicators of successful transitions. The students who took part in the coaching programme showed significant increases in some aspects of career readiness and some indicators of successful transitions compared to young people who did not. The paper discusses the size of the effects found and the importance of establishing short term measures of impacts for programmes that ultimately wish to evidence long-term impacts such as reduced NEET numbers.
    • The Gatsby benchmarks and social mobility: impacts to date

      Hanson, Jill; Neary, Siobhan; University of Derby (IAEVG, 2020-03)
      Young people face a lengthening transition from education to the world of work. The average age that young people leave full-time education has been rising for over a century. Within the education system they are frequently asked to make choices about subject, institution and qualifications that will exert a profound influence on their future lives. This is an issue for all young people and is particularly concerning because social capital is a significant influence on careers. Some young people can lack the social capital to develop an awareness of careers and labour markets, decision making around careers and progression routes available to them through education and training. They can then be at risk of being outperformed by their more advantaged peers when building their careers. This paper discusses recent developments in policy and career strategy in England for young people and the extent to which career strategy is moving away from being a marginalised policy area. It examines a recent pilot which has operationalised elements of the recent career strategy for young people and an evaluation which explores how career guidance, as an all-inclusive measure, is being used to impact positively on learners in the short, medium and long term.
    • Is Gatsby great for careers education? A vision for the future of career learning in schools

      Andrews, David; University of Derby (University of Derby, 2020-04-27)
      This paper provides a written record of the 2019 iCeGS Annual Lecture which was delivered in December 2019 by David Andrews OBE.
    • An evaluation of the INSPiRED teenager framework

      Clark, Lewis; Parry, Caroline; University of Derby (National Institute for Career Education and Counselling, 2019-10-01)
      Teenagers frequently struggle to make informed career choices and often turn to their parents or carers for help. In response to this, the INSPiRED Teenager framework was developed to encourage collaborative career-based learning between parents and carers and their teenage child. A mixedmethods approach was implemented to explore the effectiveness of the two programme delivery formats. The findings show evidence of improving teenagers’ career confidence and career direction clarity and also parents/carers’ understanding of the changing world of work, their ability to have informed conversations with their teenagers, and their confidence and clarity to help their teenager make informed career decisions
    • Understanding the digital skills of the career development sector

      Moore, Nicki; University of Derby (Career Development Institute, 2020-01)
      This article summarises the findings of research which examines the digital skills of the career development sector.
    • The role and relevance of theory in careers professionalisation and practice

      Lauder, Lydia; Neary, Siobhan; The Open University; University of Derby (Taylor and Francis, 2020-04-11)
      A new qualification benchmark, the Qualification and Credit Framework (QCF) Diploma Level 6 in Career Guidance and Development was established in the UK in 2011. This study was conducted to ascertain whether a theoretical nexus is necessary for practice and how this could contribute to the professionalisation of the adult careers sector in England. The study was undertaken with practitioners, all of whom had trained either through the work-based competency route or the academic route. Practitioners were asked to consider their theoretical modalities and how this influenced the embedding of theory within their professional practice. Analysis of survey and case study data revealed that degrees of exposure to theory during initial training affect capacities for theoretical integration during ongoing practice and development.
    • Let’s talk about career guidance in secondary schools! A consideration of the professional capital of school staff in Ireland and England

      Hearne, Lucy; Neary, Siobhan; University of Limerick; University of Derby (Springer Science and Business Media LLC, 2020-03-27)
      The delivery of a comprehensive career guidance service in secondary schools through the whole school model that equips students with requisite career learning and development competencies has garnered credence in recent years. This article deliberates on the current situation of this type of provision in secondary schools in Ireland and England and the implications for professional practice in both countries. Specifically, it considers the conditions that could support the delivery of a whole school approach to career guidance through the concept of professional capital.
    • An evaluation of the Derbyshire and Nottinghamshire collaborative outreach programme

      Hanson, Jill; Clark, Lewis; University of Derby (University of Derby, 2019-05)
      In the East Midlands the NCOP consortia is the Derbyshire and Nottinghamshire Collaborative Outreach Programme (DANCOP) which is a progression of NEMCON (North East Midlands Collaborative Outreach Network) and is comprised from several universities and colleges of further education. DANCOP’s initial two goals were: 1. Raise learners’ motivation to work hard and their understanding of the importance of education in their future: 2. Equip learners to plan for progression and make appropriate choices for post-16 study and HE. This report includes an extensive review of literature on widening access, collaboration and networks and details a formative and summative evaluation undertaken by The International Centre for Guidance Studies (iCeGS) using data collected from February 2017 to May 2019. It reports on the progress made by DANCOP up until April 2019 with respect to: 1. The development of the collaborative network 2. The extent to which schools and learners have been engaged 3. The perceived impact of activities on learners, feedback from learners, teachers and parents and distance travelled with respect to knowledge/attitudes/intentions pertaining to future options and in particular higher education 4. Innovations in collaborative working and widening access The evaluation has captured data from surveys, interviews and focus groups from DANCOP team members, management group members, learners, teaching and school staff, session deliverers and third party providers. KEY FINDINGS 1. The network is well established amongst the HEIs, external stakeholders and FE colleges 2. DANCOP has surpassed its targets with respect to school engagement and learner interactions 3. It took a long time to establish the central and hub teams and recruit college based roles, partly because of the policies and processes inherent in HEIs and FECs but also because of non-competitive salaries and short term contracts. 4. It took a long time to build awareness in schools and develop good working relationships so that activities could be delivered. In short term funded programmes this is a problem. 5. DANCOP could work more quickly if legal, recruitment and financial issues and executive sign off could be facilitated. 6. Collaborative work has been supported by: a. Representation of key partners across different management groups b. The structural and physical location of teams and individuals c. An agile Steering Group and inclusion of further education colleges through the IPG d. ‘Blended Professionals’ who have significant experience, knowledge and skills and are able to cross boundaries to get work done 7. Key innovations have been the IPG, a small but agile steering group and using funding for longer term resources such as skills study coaches in colleges and the STEM Centre. 8. With respect to activities, feedback has been almost entirely positive, and this includes learners, teachers, DANCOP staff funded roles and parents. This has been the case across the wide range of different activities which have been delivered, across year groups and across delivery teams. 9. Activity evaluations show participants report significant increases in knowledge about HE and confidence. 10. Comparisons of knowledge, attitudes and intentions between DANCOP and non DANCOP learners suggest there have been the desired changes in DANCOP learners. They have shown increased likelihood of attending FE and HE, increased sense of academic fit, increased confidence and increased knowledge of HE.
    • Professional learning communities and teacher enquiry

      Fox, Alison; Poultney, Valerie; The Open University; University of Derby (Critical Publishing, 2020-03-16)
      Professional Learning Communities and Teacher Enquiry as part of the book series Evidence-based Teaching for Enquiring Teachers provides a critical overview of different ways of thinking about professional learning as a social process through collaborative and collective activity. These conceptualisations are illustrated through their application in a range of international settings to allow a critical examination of the opportunities and challenges they present to teachers and school leaders. Case studies offer insights into the way the factors affecting collaborative professional learning play out in particular contexts. The book includes practical recommendations about how to facilitate and engage with collaborative teacher enquiry, based on published evidence. Chapters weigh up the benefits and challenges of the approaches covered and suggest either actions or questions for those of you as readers wishing to act them in your own setting. The book concludes with support for action planning, which includes evaluation of the success of any intervention initiated.
    • Supporting service children in school: An organisational improvement framework

      Burke, Ciaran; Neary, Siobhan; Hanson, Jill; Parker, Gordon; Everitt, Julia; Clark, Lewis; University of Derby (University of Derby, 2019-12)
      The SCiP Alliance defines a Service child as a person whose parent, or carer, serves in the regular Armed Forces, or as a reservist, or has done so at any point during the first 25 years of that person’s life. Quoting the 2016 School Census, McCulloch and Hall (2016) report that there are 68,771 Service children in England. Service family life may involve repeated relocation, deployment and separation; literature highlights the impact this lifestyle may have on Service children‘s progression. The empirical research detailed in this report provides a robust evidence base to support the development of an improvement framework, a simple way for schools to identify improvement priorities and strategies for their work supporting Service children.