• Feminine men and masculine women: in/exclusion in the academy

      Atkins, Liz; Vicars, Mark; Northumbria University (Emerald, 31/03/2016)
      The purpose of this paper is to draw on concepts of female masculinityto interrogate how hegemonic gendering discourses, forms and performances are inscribed in neoliberal narratives of competency in higher education in the Western Hemisphere. Drawing on individual examples, the authors consider how these narratives are omnipresent in the sector, and systematically act to exclude those who do not conform. In doing so, the authors draw extensively on bodies of literature exploring gender/identity, and neo-liberalism. In particular, the paper draws on the work of Halberstam (1998, 2011), and of Drake (2015).There are comparatively few women in senior positions in Higher Education and the authors argue that as gendering institutions they reproduce hegemonic gendering discourses. The authors find that hegemonic gendering discourses are instrumental in maintaining and privileging specific forms and perceptions of masculinity and femininity as inscribed within and reproduced by perceptions of professional competency. There are comparatively few women in senior positions in Higher Education and the authors argue that as gendering institutions they reproduce hegemonic gendering discourses. The authors find that hegemonic gendering discourses are instrumental in maintaining and privileging specific forms and perceptions of masculinity and femininity as inscribed within and reproduced by perceptions of professional competency. This paper examines neo-liberal practices from a more nuanced perspective than some traditional polarised critiques which regard gender as a binary. In doing so, it contributes to debates on masculinity, but more importantly, opens discussions about the implications of gendering discourses for the role of the few women in senior positions in higher education institutions globally.
    • Teaching Higher Education Courses in Further Education Colleges

      Tummons, Jonathan; Orr, kevin; Atkins, Liz; Northumbria University (Sage, 30/05/2013)
      As the number of higher education (HE) courses offered in further education (FE) settings increases, so does the need for teachers and trainee teachers to develop their teaching skills. This text is written for all teachers and trainee teachers in FE. It considers what it means to teach HE in FE and how an HE environment can be created in an FE setting. The text covers day-to-day aspects of teaching including planning and assessment, giving guidance on the unique needs of HE students. Chapters on research and quality assurance support the reader in developing some advanced teaching skills. This is a practical guide for FE teachers and trainee teachers as the sector adapts to the needs of education today.
    • Creating feminized critical spaces and co-caring communities of practice outside patriarchal managerial landscapes

      Duckworth, Vicky; Lord, Janet; Dunne, Linda; Atkins, Liz; Watmore, Sue; Northumbria University (Taylor and Francis, 29/01/2016)
      The experiences of five female lecturers working in higher education in the UK are explored as they engage in the search for a feminized critical space as a refuge from the masculinized culture of performativity in which they feel constrained and devalued. Email exchanges were used as a form of narrative enquiry that provided opportunity and space to negotiate identities and make meaning from experiences. The exchanges provided a critical space, characterised by trust, honesty and care for the self and for each other, that enabled a sharing of authentic voices and a reaffirming of identities that were made vulnerable through the exposing of the self as an emotional, politicised subject. Drawing on existing theoretical understandings of critical feminised spaces enabled us to create a pedagogical framework for work with students in further developing caring and co-caring communities of practice that are not alternative to, but are outside the performativity landscape of education.
    • Nothing changes: Perceptions of vocational education in a coalition era

      Atkins, Liz; Flint, Kevin; Northumbria University (Taylor and Francis, 25/06/2015)
      This paper explores young people's perceptions of vocational education and training (VET) in England. It draws on interview and focus-group data from a funded project. Parallel studies were carried out in The Netherlands, South Africa and England. This study reports on the English project. It found that serendipity, contingent events and influence of significant others are most influential in choice of vocational programme and that young peoples' understandings of possible career paths vary in sophistication, differentiated by age, programme level and subject area. Perceived attractiveness of VET was closely associated with societal perception of their programmes (which the young people considered to be negative). The paper considers the implications of these findings in the context of recent major policy initiatives in England. It concludes that, while some recent policy initiatives, such as the introduction of University Technical Colleges may be successful in raising the esteem of some forms of elite and specialized VET, broad vocational programmes at lower levels, and short courses associated with 'employability' and 're-engagement', will continue to be held in lower esteem and to confer little educational advantage on those young people, largely drawn from working-class backgrounds, who pursue them.
    • Learning on the margins: Experiencing low level VET programmes in a UK context

      Atkins, Liz; Northumbria University (AVETRA, 23/04/2014)
      This paper draws on an empirical study conducted in the UK to explore some of the issues surrounding young people on the lowest level VET programmes and make suggestions about ways in which the learner experience at this level might be enhanced. UK policy perception of young people undertaking low level VET programmes in Further Education (FE) colleges tends to characterise them within a deficit model of social exclusion, disaffectionand disengagement(Colley, 2003:169). Many have special educational needs (Atkins, 2013a). They have been the focus of multiple initiatives in both the context of the New Labour 14-19 agenda, and more recently in the Coalition governments response to the Wolf Review of Vocational Education (2011). These initiatives have largely consisted of the provision of routes through a range of VET opportunities, allegedly to enable young people to engage with the knowledgesociety (Bathmaker, 2005). This paper problematises these notions of opportunity, drawing on the little storiesof four young people to argue that the rhetoric which permeates Government documents fails to consider the significance of young peoples social and educational positioning. Finally, the paper considers the implications of these issues in terms of future practice, policy and research in the UK context
    • Dis(en)abled: legitimating discriminatory practice in the name of inclusion?

      Atkins, Liz; Northumbria University (Wiley, 23/03/2016)
      This article explores tensions between the policies and practice of inclusion and the lived experiences of disabled young people in education. Drawing on the narratives of two young men who participated in a small pilot study, it utilises theoretical concepts related to disability, structure and agency, and power and control, as it explores the ways in which inclusion can create subtle (and sometimes not so subtle) forms of exclusion. Focusing on the young men's experiences of further and higher education, it is argued that inclusive practices and policies, however well intentioned, can create new and subtle forms of marginalisation through the structures and discourse intended to address exclusion. I conclude by questioning whether, in a diverse and disparate society, in which all our lives are defined by the extent to which we are more or less equal than others, inclusion can ever be anything other than an illusory concept.
    • Research Methods for Social Justice and Equity in Education

      Atkins, Liz; Duckworth, Vicky; Northumbria University (Bloomsbury, 21/02/2019)
      Research Methods for Social Justice and Equity in Education offers researchers a full understanding of very important concepts, showing how they can be used a means to develop practical strategies for undertaking research that makes a difference to the lives of marginalised and disadvantaged learners. It explores different conceptualisations of social justice and equity, and leads the reader through a discussion of what their implications are for undertaking educational research that is both moral and ethical and how it can be enacted in the context of their chosen research method and a variety of others, both well-known and more innovative.
    • An Analysis of Tanzania's Policies and whether they represent Gender Equity in Education

      Pepper, Laura; Spencer, Sophie; University of Derby (University of Derby, 2021-11-03)
      To determine how educational gender equity is understood and constructed within the official publications of the Tanzanian Government and it’s agencies. 1. Exploring the equivocality of policies regarding commitments to educational equity for females. 2. Investigating degrees of equivocality in the policy documents regarding the acknowledged and unacknowledged barriers to educational equity for females. 3. Exploring the extent to which female rights and voices are present in the policies. We conducted text analysis using authentic texts, acknowledging any bias that may be present. Text was chosen based on: 1. Have they been published between 2011 and 2021? 2. What is the source of the document? 3. Is there sufficient data within the document to analyse in sufficient depth? 4. Acknowledge any bias within the document e.g. is it from a Government source? We then conducted thematic analysis using Braun and Clarke, followed by thematic reduction.
    • Student recruitment survey 2021: The market bounces back!

      Institute of Student Employers; Institute of Student Employers; University of Derby (Institute of Student Employers, 2021-11)
      This report sets out the findings of the 2021 ISE Student Recruitment Survey. This is a detailed survey comprising of 69 questions. The survey ran during September 2021 and received 177 responses from large student employers, covering 45,312 hires.
    • 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.
    • Skills Bootcamps process evaluation: Evaluation Report

      Williams, J; Newton, B; Allen, A; Lanceley, L; Garner, O; Cook, J; Clarke, V; Suarez, S; Neary, S; Blake, H; et al. (Department for Education, 2021-10-20)
    • 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.
    • Should Career Development be a Chartered Profession?

      Moore, Nicki; University of Derby (Career Development Institute, 2021-10-01)
      Over the last year the CDI has been exploring the possibility of a Charter for the career development profession. This article presents findings from research which explores the topic.
    • Black Careers Matter: Improving the early careers of people from Black heritage backgrounds

      Institute of Student Employers; Institute of Student Employers (Institute of Student Employers, 2021-10)
      This report explores the issues that people from Black heritage backgrounds face during their early careers and makes recommendations on what employers can do to ensure that they are more inclusive and diverse.
    • Five signposts to a socially just approach to career guidance

      Hooley, Tristram; Inland Norway University of Applied Sciences (National Institute of Career Education and Counselling, 2021-10)
      In the conclusion to the book Career Guidance for Emancipation, Hooley, Sultana and Thomsen proposed the five signposts to a socially just approach to career guidance as a way to translate some of the theoretical ideas into practice. It argued that practitioners can engage with social justice by: building critical consciousness. Helping people to understand the situation, not just to react to it on a personal level; naming oppression. Helping people see injustice and organise in solidarity to access a decent career, questioning what is normal. Spending time discussing what ‘normal’ means and whether it is something that you should pursue in your career; encouraging people to work together. Facilitating social interaction, collaboration and collective action; and working at a range of levels. Intervening into individual, group, organisational, social and political systems. This article exploreS the five signposts and consider the theories and research that underpins each of them. It goes on to describe how the signposts can be used to inform and enrich practice by giving a series of practical examples, activities and resources that practitioners can utilise.
    • 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.
    • Exploring Scotland's career ecosystem

      Hooley, Tristram; Percy, Chris; Alexander, Rosie; Inland Norway University of Applied Sciences (Skills Development Scotland, 2021-08)
      This report explores career services for young people (up to the age of 25) in Scotland. It describes the overall organisation of career services in the country (what we describe as an ‘ecosystem’), compares it with six other countries and considers options for the development of these services.
    • 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.
    • 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.
    • 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