• Building motivation, achievement and progression online: evaluating Brightside's approach to online mentoring

      Hooley, Tristram; Hutchinson, Jo; Neary, Siobhan; University of Derby, iCeGS (iCeGS, University of Derby, 2014-08)
      This report sets out the findings of an independent evaluation of Brightside conducted by the International Centre for Guidance Studies. Brightside is a charity that seeks to raise young people’s aspirations and awareness about education and career pathways and enhance their capability to achieve those aspirations. A mixed methods approach to evaluation was taken which combined interviews with Brightside staff and partners (representatives of organisations that used Brightside) with analysis of existing web statistics collected by Brightside, an online survey of mentees and a detailed content analysis of a sample of online mentoring conversations. Overall the evaluation found that Brightside is well regarded by its partners, and provides a tool which delivers high quality mentoring and clear impacts for participants (mentees). It is particularly effective in helping young people to transition to higher education by helping them to think about which university they want to apply to, and supporting them through the application process.
    • Building motivation, achievement and progression online: evaluating Brightside's approach to online mentoring. Executive Summary.

      Hooley, Tristram; Hutchinson, Jo; Neary, Siobhan; University of Derby, iCeGS (iCeGS, University of Derby, 2014-08)
      This report sets out the findings of an independent evaluation of Brightside conducted by the International Centre for Guidance Studies. Brightside is a charity that seeks to raise young people’s aspirations and awareness about education and career pathways and enhance their capability to achieve those aspirations. A mixed methods approach to evaluation was taken which combined interviews with Brightside staff and partners (representatives of organisations that used Brightside) with analysis of existing web statistics collected by Brightside, an online survey of mentees and a detailed content analysis of a sample of online mentoring conversations. Overall the evaluation found that Brightside is well regarded by its partners, and provides a tool which delivers high quality mentoring and clear impacts for participants (mentees). It is particularly effective in helping young people to transition to higher education by helping them to think about which university they want to apply to, and supporting them through the application process.
    • A career of choice: attracting talented young people into house building

      Turner, Clive; Moore, Nicki; Bysshe, Simon; University of Derby (IHS BRE Press on behalf of NHBC Foundation, 2015-03-09)
      The purpose of this research was to establish a better understanding of how young people view house building as a career choice and to provide insights to improve recruitment of those with enthusiasm and talent into the sector. It collected the views of over 500 teenagers and young men and women between the ages of 14 and 24, and the views of those who advise them on careers.
    • Effective transitions for Year 8 students

      Morgan, Sandra; Hutchinson, Jo; Crompton, Nicole; University of Derby (University of Derby, 2007)
      With increased choice and flexibility in the curriculum at Key Stage (KS) 4, Year 9 students will be required to make decisions that could have implications for their future progression and career choices. The provision of good quality information, advice and guidance (IAG) from Year 7 onwards is, therefore, crucial. This project aimed to establish the extent to which current careers education and guidance (CEG) provision in Years 7 and 8 is effectively equipping students with the key skills they need to make realistic choices and successful transitions in Year 9. The research indicated concerns around the decision making skills gaps, variable quality of experiences, the role of mediation of key information, and the potential for personalised support.
    • Making use of icould: learning from practice

      Moore, Nicki; Hooley, Tristram; University of Derby, iCeGS (2015-03-30)
      icould, is an online careers resource which provides individual’s with access to the work and life experiences of hundreds of people in the form of online careers films. The films are supplemented with labour market information and other resources. This approach seeks to provide both a self-directed resource for career explorers and a resource that can be used by career and education professionals to enhance their practice. In addition, icould provides a range of information, games, interactive activities and other resources that can also be used either directly by a career explorer or as underpinning resources for professionals working in the field. icould is a technically innovative product which utilises multi-media content, interactivity and social media in new ways to provide career support. icould has become popular with career professionals and other educators and is frequently used as part of the delivery of career support. icould has produced a very useful suite of resources for teachers to facilitate its use in practice. However, up until now there has been no investigation of the ways that icould is actually being used in practice. Consequently in this project we sought to draw this practice together and to present it in a way that might stimulate, inform and inspire future practice. To do this a diverse group of practitioners were recruited to form a community of practice (COP). This report provides new ideas and insights into the way which the icould website is used by practitioners.