• I am here to learn biology, not 'personal development': testing the blueprint for Careers

      Neary, Siobhan; Beizsley, Celia; University of Derby, iCeGS; University of Derby, Career Development Centre (2012-10-09)
      University careers services in the UK are increasingly challenged to contribute to ensuring graduates find, obtain and engage with graduate level opportunities. Parallel to this the range of graduate opportunities has become increasingly competitive. All universities strive to identify and promote their added value to the academic experience. The Blueprint for Careers (LSIS, 2011a) builds on international practice in developing career management competencies. It offers a useful framework, which can be used by careers professionals to work with students and academics to review and assess the attainment of career competencies. This multi-layered research project utilised an on-line questionnaire, student peer researcher training and focus groups to engage a sample of students across all faculties of the university. The indicative findings present a mixed picture, with students generally feeling most confident about their attitudes to lifelong learning, and how changes in society impact on life, learning and work. Areas of least confidence focused on the ability to make effective career and life decisions and planning and managing life, learning and work. In relation to programme provision students welcomed opportunities to engage in extra curricular activities but demanded more focused and relevant work experience opportunities.
    • I don’t think anyone here has thought about career really: What the concept of ‘career’ means to Norwegian teenagers and school counsellors

      Bakke, Ingrid Bårdsdatter; Hooley, Tristram; Inland Norway University of Applied Sciences; University of Derby (Taylor and Francis, 2020-10-22)
      Norway is reforming its career guidance system. This article explores how these reforms are experienced in schools around Norway, and attends to the way in which the concept of ‘career’ is understood. There is a difference between an ‘everyday’ and a scholarly understanding of the concept, between seeing it as hierarchical, or viewing career more democratically. This study explores how these tensions are worked through by Norwegian young people and guidance counsellors. The article argues that this tension is pronounced because the concept of ‘career’ has entered Norway as part of a top down policy discourse. Consequently, there is a need to re-contextualise the ideas of career and career guidance to connect them with Norwegian culture.
    • I'm lucky. I love my job

      Moore, Nicki; University of Derby (Evropská Kontakní Skupina (EKS), 2017-06)
      This chapter argues for the need for Careers Advisers to focus on clients happiness as an outcome of their practice.
    • Icarus, grannies, black holes and the death of privacy: exploring the use of digital networks for career enactment

      Staunton, Tom; University of Derby (Taylor and Francis, 2019-11-28)
      New perspectives on how digital networks can be understood as an environment for career enactment are explored in this article, in particular, through using critical perspectives on technology, especially in the context of prevailing instrumental perspectives in the majority of the career development literature. Thus, the narratives of people using digital networks for their careers were explored using an Interpretative Phenomenological Analysis. The results are captured in three main themes or critical discourses: the speed and scale of digital environments, game-like features of social media interactions and a divide between offline and online worlds. These are presented as sites for critical investigation and are aligned with technological and socio-cultural critical theories.
    • The impact of books on social inclusion and development and well-being among children and young people with severe and profound learning disabilities: recognising the unrecognised cohort

      Robinson, Deborah; Moore, Nicki; Harris, Catherine; University of Derby; Centre for Educational Research and Innovation (Wiley, 2019-02-07)
      This paper presents the findings of an original research project commissioned by BookTrust, a respected UK charity that gifts books to children, young people (CYP) and their families. It explored the impact and modus of pleasurable engagement with books among CYP with severe and profound learning disabilities and applied a critical, phenomenological stance on what it means to read through drawing on 'inclusive literacy' as a conceptual framework. Data was collected from four local areas in England and included 43 CYP aged 4-14. In keeping with a phenomenological stance, it employed interpretivist methods involving 13 deep-level interviews with families to include observations and structured play; 13 observations of CYP sharing books with others in home, play or school settings, and interviews with 27 practitioners working in a range of organisations (e.g. Portage service, advisory teams). Findings were that books had a positive impact on well-being, social inclusion and development. CYP were engaged in enjoying the content of books through personalisation, sensory stimulation, social stimulation and repetition. This affirmed the theoretical and practical approaches espoused by 'inclusive literacy' but made a critical and original contribution to our understanding of the special place that books occupy as ordinary artefacts of literary citizenship among this cohort. The benefits of volitional reading among CYP who do not have learning disabilities are well known but the authors urge publishers and policy makers to recognise CYP with severe and profound learning disabilities as equally important, active consumers of books who have much to gain from reading for pleasure. There is strong evidence of the positive relationship between reading for pleasure and attainment, emotional and economic wellbeing. Reading books for pleasure has strong associations with emotional and personal development including self-understanding. This is shown to be the case across genders and socioeconomic groups but significantly less research has been done on the impact of reading books for pleasure among people with learning disabilities. This paper provides an original account of the impact of pleasurable reading and engagement with books on children and young people (CYP) with severe learning disabilities (SLD) and profound and multiple learning disabilities (PMLD). It demonstrates that responsive adults support pleasurable engagement with books and reading in ways that enable children and young people with reading disabilities to develop sensory, shared focus, communication, social and cultural understanding whilst also providing a basis for shared attention, closeness and wellbeing. Provided is account of the modus of pleasurable reading and engagement with books within the conceptual frame of inclusive literacy and phenomenological conceptions of what it means to read. Effective practices are illustrated and outlined to include recognition of the importance of multi-modal texts, personalisation and intense dyadic interaction. The paper urges policy makers and publishers to recognises CYP with SLD and PMLD as important, active consumers of books, claiming that their relative absence from consideration of positive impacts is a sign of exclusive conceptualisations of what it means to be a literate citizen.
    • Increasing students’ career readiness through career guidance: measuring the impact with a validated measure

      Dodd, Vanessa; Hanson, Jill; Hooley, Tristram; Nottingham Trent University; University of Derby (Informa UK Limited, 2021-06-15)
      Career readiness is an important short-term outcome of career guidance activities in England. This research (1) details the development of a career readiness measure and (2) tests the relationship between career guidance interventions and career readiness among secondary school students. The measure was piloted on pupils (Study 1, N = 1508) in England taking part in a career guidance pilot programme. The instrument fitted a nine-item one-factor structure. In Study 2 (N = 2240), we found further evidence the factor structure was a good fit to the data. In Study 3 (N = 5242), we tested the relationship between career guidance activities and career readiness. Greater participation in career guidance activities was significantly associated with increased career readiness. These findings have implications for policymakers and researchers.
    • Integrated policies: creating systems that work

      McCarthy, John; Hooley, Tristram; University of Derby (Kuder, 2015)
      This paper is concerned with the integration of career development policies across the world. It was prepared in advance of the International Centre for Career Development and Public Policy symposium in Des Moines 2015.
    • International approaches to quality in career guidance

      Hooley, Tristram; Inland Norway University of Applied Sciences (Competence Norway, 2019-04-10)
      This report explores the issue of quality and quality assurance in career guidance. It is based on six case studies which look at how different countries quality assure their career guidance provision. The aim of the study is to use these international examples to inform the development of a quality system for career guidance in Norway.
    • International Centre for Guidance Studies (iCeGS) Annual Report 2014

      University of Derby International Centre for Guidance Studies; University of Derby (University of Derby, 2015)
    • International Centre for Guidance Studies (iCeGS) Annual Review 2015

      University of Derby International Centre for Guidance Studies; University of Derby (University of Derby, 2016)
    • International Centre for Guidance Studies (iCeGS) Annual Review 2016

      University of Derby International Centre for Guidance Studies; University of Derby (University of Derby, 2017)
    • International Centre for Guidance Studies (iCeGS) Annual Review 2018.

      Neary, Siobhan; International Centre for Guidance Studies (University of Derby, 2018-12-01)
    • International centre for guidance studies (iCeGS) annual review 2019

      Neary, Siobhan; Clark, Lewis; Hanson, Jill; Nicki, Moore; Tom, Staunton; International Centre for Guidance Studies (2019-12-01)
    • The international symposia on career development and public policy: retrospect and prospect

      Watts, A. G.; Bezanson, L.; McCarthy, John; University of Derby, iCeGS (2014)
      Between 1999 and 2011, seven international symposia on career development and public policy were held at various venues across the world, and an International Centre was established to support and maintain continuity between these events. These developments were closely intertwined with a number of other significant international developments. The origins of the symposia are described; their core design features are defined; their evolution is outlined and reviewed; and their impact is assessed. This article concludes with a discussion of the prospects for future symposia and for the International Centre.
    • Introducing a fellowship scheme for the CDI

      Neary, Siobhan; International Centre for Guidance Studies (iCeGS) (The Career Development Institute, 2019-06)
      The article outlines the process adopted and the outcomes for the development for a Fellowship programme within the Career Development Institute. It explores the rationale for adoption, the criteria for selection and strategy for progressing this new membership conferment.
    • Introduction: Rethinking career development

      McCash, Phil; Hooley, Tristram; Robertson, Peter J.; University of Derby (Oxford University Press, 2021-01-13)
      This chapter introduces readers to The Oxford Handbook of Career Development and to the field of career development. The origins of the field are discussed in relation to vocational guidance, differential psychology, interactionist sociology, and life course development. The selection of the term career development for this volume is explained with regard to three interlocking themes: the broader contexts of career development, including government policy; the wide range of theory concerned with career-related experiences, phenomena, and behaviour; and the broad spectrum of career helping practices, including one-to-one work and group work. The inspiration and aims for the volume are set out, and the challenges associated with terminology in the field are acknowledged. The editors seek to provide a state-of-the-art reference point for the field of career development, and engender a transdisciplinary and international dialogue that explores key current ideas, debates, and controversies. The volume is divided into three sections. The first explores the economic, educational, and public policy contexts for practice. The second section focuses on concepts and explores the rich theoretical landscape of the field. The third section turns to practice, and the translation of ideas into action to support individuals and groups with their career development.
    • Invisible Students, Impossible Dreams: Experiencing vocational education 14-19

      Atkins, Liz; University of Huddersfield (Trentham Books, 01/09/2009)
      This book explores the aspirations and experiences of the young people who are the real focus of the 14-19 agenda - the 'disaffected', 'disengaged' and low-achieving. Perceived not to have succeeded in traditional academic subjects, they move into low-level vocational education programmes post-16, often failing to pursue or complete 'opportunities' for progression. Based on original research carried out in two large FE Colleges in England's Midlands, the book presents rich qualitative data about the lives and educational experiences of these young people. It contests common assumptions that their aspirations are low, and illuminates the complexities of their lives as they try to make the transition from school to work. The data is presented in narrative form so the voices of the young people are clearly heard as they discuss their lives, hopes and aspirations. The book sets out the implications of the findings for policy and practice, so will be essential reading for trainee teachers who hope to work with 14-19 students and for professionals already involved in the implementation of the 14-19 agenda, whether as teacher practitioners, managers or policy makers.
    • 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.
    • 'It all kind of symbolises something doesn't it?' How students present their career image online.

      Hooley, Tristram; Cutts, Beth; University of Derby (National Institute for Career Education and Counselling (NICEC), 2018-04-04)
      It has become common to share images of yourself online. There is evidence that employers are using these images as part of selection decisions. This article presents a research project which explored these issues with current undergraduates. It found that students had a clear understanding of what a professional online career image would look like, but that this was not reflected in the images that they shared. However, students were careful and considered in the images that they did share; they just did not want employers looking at them. For careers professionals this situation presents an ethical challenge as to how far we want to curb students’ online identities to ensure their employability.
    • 'It helps to have more strings to your bow’. Exploring the careers and success of graduates of the conservatoire for dance and drama

      Mellors-Bourne, Robin; Hooley, Tristram; CRAC / Institute of Student Employers; University of Derby (CRAC, 2020-10)
      This report sets out the findings of a project exploring the careers pursued by the graduates from the Conservatoire of Dance and Drama. It finds that CDD graduates are positive about their experience of studying at the Conservatoire and that they frequently go on to paid work linked to their degree discipline. However, the experience of work for these graduates is likely to be of a portfolio career which links together a range of different jobs.