• 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.
    • 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.
    • 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.
    • 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.
    • 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.
    • 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.
    • 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.
    • Different schools, same problem What value teacher research and inquiry?

      Poultney, Valerie; University of Derby (British Education Research Association, 2020-02-21)
      Robust school leadership is seen as the most effective route by which schools and outcomes for students can be achieved (Greany, 2015). But how does a headteacher of a school graded ‘outstanding’ by the inspectorate maintain the motivation of its teachers to work consistently at this highest level? I am a university academic, and recently I was in conversation with the head of an outstanding secondary school about this issue. He explained that most of his staff are graded as ‘very good’/‘outstanding’, and student outcomes are consistently above the national norm. The school is not aligned with a teaching school alliance, nor is it part of a multi-academy trust (MAT). Networking with other teacher professionals is limited because of a restricted budget for cover teachers and for fear of compromising standards in the long term. We talked about teacher research to encourage staff to engage with wider external networks, in order to keep them motivated about practice. This might open opportunities for dissemination to enable the staff to adopt a more critical perspective on their work. He seemed interested.
    • Diversifying the careers workforce: opportunities and challenges

      Neary, Siobhan; University of Derby (De Gruyter, 2020-01-20)
      Attracting high quality candidates with relevant and pertinent experience to any profession is often a challenge. A UK based research project is presented that employs a protean lens to examine the motivations and expectations of career changers who have recently moved into the fi eld of career guidance and counselling. The research comprised of a mixed methods design, utilising an online self-completed survey and interviews aimed at practitioners who have transitioned into the careers fi eld over the last fi ve years. The data refl ects practitioners working in a range of settings including, schools, further education colleges and higher education. The initial fi ndings present several important issues for the careers fi eld in the UK which may have wider applicability. Respondents transitioned from a diverse range of professional backgrounds including HR, education management consultancy and research. A common motivation focused on supporting and infl uencing a social justice agenda. The research identifies that the field is successful in recruiting highly qualifi ed and experienced candidates, the challenge is about diversity and attracting a workforce that better reflects the populace.
    • The personal guidance fund- developing new and innovative practice

      Neary, Siobhan; Hanson, Jill; University of Derby (The Career Development Institute, 2020-01)
      To support the implementation of Gatsby Benchmark 8, ‘Personal Guidance’, the Careers & Enterprise Company have invested £2.5 million over two phases, to showcase how groups of schools and colleges can successfully and affordably deliver personal guidance. In total, eighteen projects will be funded until July 2020. This article introduces these programmes and presents some of the initial findings from the evaluation of the Personal Guidance Fund being undertaken by the International Centre for Guidance Studies (iCeGS) at the University of Derby.
    • 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.
    • Understanding the use of digital technology in the career development sector

      Moore, Nicki; Czerwinska, Karolina; University of Derby (University of Derby, 2019-12-04)
      This research, funded jointly by the UK’s Career Development Institute and the University of Derby, has been conducted at a time of rapid change in the availability and use of digital technologies. A recommendation to develop digital skills to harness technology is not new and was first suggested by The Careers Profession Task Force (2010). This research aims to determine what progress has been made over the last nine years since the recommendation was made and seeks to determine: • How practitioners and managers use digital technology to deliver career development services • The potential for digital technology to deliver career development services; and • The training needs of career development practitioners so that they can use digital technology to deliver services, innovate solutions and solve problems in service delivery. The knowledge developed through this research will be used to develop professional support and training activities and services to organisations and individual career development practitioners. It will also be used by policy makers in the UK and beyond, who are tasked with the development of modern, cost-effective and client appropriate career development services.