• 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.
    • 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
    • Career education: every teacher has a role

      Hooley, Tristram; University of Derby (Education Services Australia, 2021)
      This paper provides an overview of the role that teachers can play in career education.
    • Career guidance

      Moore, Nicki; University of Derby (National Governors Association, 2017-03-10)
      The article explains the vital role that career-related learning and guidance plays in schools. The article covers the statutory duties and strategic responsibilities of governors in both primary and secondary schools
    • Career guidance and inspiration in schools

      Hooley, Tristram; University of Derby (Careers England, 2015-04-07)
      This is the thirtieth in an occasional series of briefing notes on key policy documents related to the future of career guidance services in England. The note has been prepared for Careers England by Professor Tristram Hooley.
    • Career guidance and the changing world of work: Contesting responsibilising notions of the future.

      Hooley, Tristram John; University of Derby (Springer, 2019-04-29)
      Career guidance is an educational activity which helps individuals to manage their participation in learning and work and plan for their futures. Unsurprisingly career guidance practitioners are interested in how the world of work is changing and concerned about threats of technological unemployment. This chapter argues that the career guidance field is strongly influenced by a “changing world of work” narrative which is drawn from a wide body of grey literature produced by think tanks, supra-national bodies and other policy influencers. This body of literature is political in nature and describes the future of work narrowly and within the frame of neoliberalism. The ‘changing world of work’ narrative is explored through a thematic analysis of grey literature and promotional materials for career guidance conferences. The chapter concludes by arguing that career guidance needs to adopt a more critical stance on the ‘changing world of work’ and to offer more emancipatory alternatives.
    • Career guidance for social justice: contesting neoliberalism

      Staunton, Tom; University of Derby (Routledge, 2019-05-22)
    • Career guidance for social justice: Contesting neoliberalism.

      Hooley, Tristram; Sultana, Ronald; Thomsen, Rie; Hooley, Tristram; Sultana, Ronald; Thomsen, Rie; University of Derby; University of Malta; Aarhus University (Routledge, 2017-11-30)
      This edited collection examines the intersections between career guidance, social justice and neo-liberalism. Contributors offer an original and global discussion of the role of career guidance in the struggle for social justice and evaluate the field from a diverse range of theoretical positions. Through a series of chapters that positions career guidance within a neoliberal context and presents theories to inform an emancipatory direction for the field, this book raises questions, offers resources and provides some glimpses of an alternative future for work. Drawing on education, sociology, and political science, this book addresses the theoretical basis of career guidance’s involvement in social justice as well as the methodological consequences in relation to career guidance research.
    • Career guidance in communities: A model for reflexive practice

      Thomsen, Rie; Aarhus University (University of Derby, 2017-05-01)
      The aim of this paper is to inspire practitioners and professionals to leave their offices to bring career guidance into communities that might not identify with career guidance in the first instance. By making the effort to engage with communities, practitioners may bring about a critical change in career guidance practices as well as in the lives of the people in the communities. This paper falls into two parts: The first part considers the collective as the starting point for the development of meaningful career guidance activities. Based on previous research on career guidance in communities from a critical psychological standpoint the paper introduces a social practice theory of career guidance. The social practice theory of career guidance argues that career guidance can be seen as a collective practice in which people can join forces with career guidance practitioners to analyse their situation and based on these insights create new opportunities in relation to their future educational or vocational participation in society (Thomsen 2012). From this idea, the second part of the paper the paper moves on to consider the practical implications of taking the collective as the starting point for the development of a critically reflexive career guidance practice. The considerations are organised around seven elements. 1. Creating opportunity, structure and access 2. Entering a community and increasing visibility 3. Providing guidance in communities 4. Exploring potentials in guidance situations 5. Deciding on guidance activities 6. Developing, planning and implementing 7. Documenting and evaluating. These elements are joined together and presented as a model for reflexive practice. Each element is introduced, illustrated and examined noting important areas for reflection and action.  
    • A career in career - understanding what career looks like in the career development sector

      Neary, Siobhan; Hanson, Jill; Cotterill, Vicky; University of Derby (The Career Development Institute, 2017-01)
      There is little known about the careers workforce in the UK. This research focuses on developing a better understanding of who chooses to become a career development practitioner, their motivation, the transferable skills they bring with them and how they see their career developing. Although respondents represent a snapshot of practitioners it identified that the workforce is female, ageing and lacks diversity. Respondents felt their was a lack of career development within the sector with mainly management available for progression.
    • 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.
    • A career postcode lottery? Local authority provision of youth and career support following the 2011 Education Act

      Langley, Emma; Hooley, Tristram; Bertuchi, Denise; University of Derby; University of Derby, iCeGS (2014-01-15)
      Since the election of the Coalition Government, England has seen a major change in the delivery of career support for young people. Cuts in funding for Connexions, Aimhigher and Education Business Partnerships have been accompanied by a shift in statutory responsibility from local authorities (LAs) to schools. Such policy has been criticised by a wide range of stakeholders and subjected to some scrutiny. This study focuses attention on the experiences of LAs and their staff in dealing with these changes. The aim was to explore the current scale and nature of LA careers activities with a view to providing a picture of LA responses to the policy changes. The report explores several themes: the resourcing of career and youth support, the provision of universal career support, and how targeted services have been affected. It also discusses the implications of the changes on specific groups such as careers professionals and young people, and suggests ways forward.