• A beacon for guidance : how the International Centre for Guidance Studies has been influencing policy and practice for 16 years

      Hyde, C.; University of Derby, iCeGS; East Midlands Oral History Archive (iCeGS University of Derby, 2014-06)
      The publication documents the history of the International Centre for Guidance Studies (iCeGS) at the University of Derby. It focuses on how the centre has influenced policy and practice in the careers sector over the last 16 years.
    • Beyond brexit

      Hooley, Tristram; Institute of Student Employers (Institute of Student Employers, 2019-04)
      The original Brexit timetable has fallen by the wayside. Given how the process to exit the EU has gone so far, this seems unlikely to be the final twist in the story. We are at the end of the beginning of Brexit rather than the beginning of the end. Negotiations about Britain’s future relationship with Europe will go on for years, possibly decades. And that is saying nothing of the way in which Britain’s own politics, policy and law might develop once it is untethered by EU regulation. The question for members of the ISE will be how this may make a difference to the way in which student recruitment and development works.
    • The ‘Blueprint’ framework for career management skills: a critical exploration

      Hooley, Tristram; Watts, A. G.; Sultana, Ronald G.; Neary, Siobhan; University of Derby (Taylor and Francis, 2013)
      This article examines the Blueprint framework for career management skills as it has been revealed across sequential implementations in the USA, Canada and Australia. It is argued that despite its lack of an empirical basis, the framework forms a useful and innovative means through which career theory, practice and policy can be connected. The framework comprises both core elements (learning areas, learning model and levels) and contextual elements (resources, community of practice, service delivery approach and policy connection). Each of these elements is explored.
    • 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.
    • Building a progression culture: exploring learning organisations’ use of the Progression Matrix

      Moore, Nicki; Hooley, Tristram; University of Derby (International Centre for Guidance Studies, University of Derby, 2011-09)
      This research paper explores the implementation of The Progression Matrix in schools, colleges and other learning organisations such as training providers. The project builds on existing research on The Progression Matrix and finds evidence which suggests that the approach provides a useful conceptual model around which learning organisations can re-orientate their practice and deliver enhanced progression for learners.
    • 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.
    • 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.
    • Business games and enterprise competitions. What works?

      Hanson, Jill; Cox, Annette; Hooley, Tristram; The Careers and Enterprise Company; University of Derby (The Careers & Enterprise Company, 2017-11-03)
      This paper provides the underpinning evidence on business games and enterprise competitions. Schools, colleges and providers of careers and enterprise programmes are invited to use this evidence to inform the programmes that they are running and developing. The paper draws together academic and ‘grey’ literature (such as policy papers, speeches and programme evaluation reports), with the aim of, first, clarifying possible impacts from business games and enterprise competitions and, second, exploring what effective practice looks like.
    • Business games and enterprise competitions. What works?

      Hanson, Jill; Hooley, Tristram; Cox, Annette; University of Derby (Careers and Enterprise Company, 2017-09)
      This paper provides the underpinning evidence on business games and enterprise competitions. Schools, colleges and providers of careers and enterprise programmes are invited to use this evidence to inform the programmes that they are running and developing. The paper draws together academic and ‘grey’ literature (such as policy papers, speeches and programme evaluation reports), with the aim of, first, clarifying possible impacts from business games and enterprise competitions and, second, exploring what effective practice looks like.
    • Can aspiration kill local community? Challenges for young people and career practitioners in Sri Lanka

      Neary, Siobhan; University of Derby, iCeGS (NICEC, 2013-10)
      Raising aspiration is a primary focus of careers work. However, in some circumstances enhanced aspirations may create tensions in situations of limited accessible opportunity. Additionally focusing on the autonomy of the individual and their choice can impact more broadly on local community. This article will explore the importance of locating career guidance in context, specifically in relation to some of the issues facing career practitioners working in Sri Lanka. These practitioners seek to inspire young people to a range of careers whilst remaining conscious of the individual and local impacts that may result. It will consider the concept of 'foundation' which encompasses the physical, social, religious and spiritual, cultural and political environment and the role this might play in providing a holistic model for career guidance.
    • Can we work together and still be friends?

      Poultney, Val; University of Derby (2011-04)
      Recently at my institution, the University of Derby, we have recognised a burgeoning increase in the number of academic staff undertaking postgraduate courses which requires tutoring or supervision from other academic colleagues. Increasingly the postgraduate team is undertaking ‘colleague to colleague’ supervision for Master’s and Doctoral programmes. While this may be nothing new in Higher Education (HE) institutions I was interested in some of the ways in which this pedagogy impacted on professional relationships. There appeared to be little written in the academic literature at least about ‘colleague to colleague’ supervision, but at a recent University Council for the Education of Teachers (UCET) conference the theme was widely recognised by many university staff. There are increasing constraints on the CPD budgets in secondary schools that goes nowhere near covering professional development requirements for all staff. Schools must therefore turn ‘in house’ and make full use of existing teacher capacity to cover the shortfall perhaps under the auspices of coaching and mentoring. This drive for getting ‘value for money’ would require teachers to work more closely together, perhaps on a one to one basis over longer periods of time. How do teachers manage one to one professional relationships; which can be improved when they work but difficult to sustain if they do not.
    • Capturing habitus: theory, method and reflexivity.

      Costa, Cristina; Burke, Ciaran; Murphy, Mark; University of Strathclyde; University of Derby; University of Glasgow; School of Education, University of Strathclyde, Glasgow, United Kingdom of Great Britain and Northern Ireland; University of Derby, Derby, United Kingdom of Great Britain and Northern Ireland; University of Glasgow, Glasgow, United Kingdom of Great Britain and Northern Ireland (Taylor and Francis, 2018-01-11)
      Bourdieu’s career long endeavour was to devise both theoretical and methodological tools that could apprehend and explain the social world and its mechanisms of cultural (re)production and related forms of domination. Amongst the several key concepts developed by Bourdieu, habitus has gained prominence as both a research lens and a research instrument useful to enter individuals’ trajectories and ‘histories’ of practices. While much attention has been paid to the theoretical significance of habitus, less emphasis has been placed on its methodological implications. This paper explores the application of the concept of habitus as both theory and method across two sub-fields of educational research: graduate employment and digital scholarship practices. The findings of this reflexive testing of habitus suggest that bridging the theory-method comes with its own set of challenges for the researcher; challenges which reveal the importance of taking the work of application seriously in research settings.
    • Career development and human capital theory: Preaching the “education gospel”

      Hooley, Tristram; University of Derby (Oxford University Press, 2020-09-02)
      This chapter analyses the relationship between career development, education, and human capital theory. It argues that education lies at the heart of our understanding of how individuals develop their careers and how purposeful career development interventions can support them in this endeavour. Career development services are most evident and accessible in the education system. This relationship is not accidental but is rooted in both the historical development of the field and in the importance of human capital theory to the ideology of both education and career development. The chapter finishes by critiquing the dependence of policymakers and advocates for the field on human capital theory and by considering alternative relationships that could be built between education and career development.
    • Career Development Framework

      Hooley, Tristram; Career Development Institute (Career Development Institute, 2021)
      This document introduces the CDI’s Career Development Framework to careers professionals, educators and other professionals who work supporting people to develop their careers. Its main purpose is to clarify the skills, knowledge and attitudes that individuals need to have a positive career and to provide a framework for planning support for career development.
    • Career Development Framework: Using the Framework to support career education and guidance in secondary schools (Key stage 3 - post-16)

      Hooley, Tristram; Career Development Institute (Career Development Institute, 2021)
      This document introduces the CDI’s Career Development Framework for secondary schools. It clarifies the skills, knowledge and attitudes that individuals need to have a positive career and explores how secondary schools can support pupils to build their career development skills. A ‘positive career’ will mean something different to different people, but it will typically include being happy with the way you spend your time, being able to make a contribution to your community and being able to have a decent standard of living.
    • Career development in Canada

      Hooley, Tristram; University of Derby (International Centre for Guidance Studies, University of Derby, 2013-11-19)
      This report sets out the findings from a research study visit that I (Tristram Hooley) undertook in Canada during the summer of 2011. The study visit was made possible by the generous funding of the Winston Churchill Memorial Trust. During the visit I was able to explore the career development systems in five Canadian provinces (New Brunswick, Nova Scotia, Ontario, Alberta and British Columbia). I was also able to briefly visit another two provinces (Prince Edward Island and Quebec) and to talk to a number of organisations with national remits.
    • Career development policy and practice: the Tony Watts reader

      Hooley, Tristram; Barham, Lyn; University of Derby (Highflyers, 2015)
    • 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.