• 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.
    • Maximising leadership capacity and school improvement through re-alignment of children's services.

      Tarpey, Christine; Poultney, Val; University of Derby; Derby City Council (Sage, 2014-07-25)
      This article emerges from work undertaken with leaders from a local authority who took part in a programme entitled ‘Advanced Leadership in Integrated Children’s Services Environment’ or ALICSE programme. The aim of this course was to engage leaders and managers in thinking differently about their roles and to consider how they could make changes to their leadership practices to cope with the fast pace of change now enforced on the educational landscape. Through coconstruction of work-based knowledge and the application of integrated leadership theory with a local Higher Education Institution (HEI) during 2012, this research offers some insight into how a group of Local Authority (LA) teams have provided a de-centralised service for vulnerable families whilst maintaining and improving educational standards across the City’s primary schools. A range of leadership, improvement and process strategies are currently being piloted with inner city schools and presented in this paper as a series of vignettes which exemplify these strategies. By taking a more holistic, integrated approach to working with key personnel at both local authority and school level it has been possible to demonstrate a greater alignment between the different LA teams in respect of the support they are offering to the schools. These outcomes have arisen as a result of professional teams working on the development of a more autonomous approach to leadership based on a ‘can do’ attitude firmly embedded within a morally focused culture.
    • Mindful networks? Navigating and negotiating life and work in academia.

      Vigurs, Katy; University of Derby (Springer, 2018-08-25)
      In this chapter I unpack my use of social networks (and social media) as a means of being more mindful about the role of research and scholarship in the construction of my academic identity. I have found it to be a restless, shifting identity that has to be carefully and continually navigated and negotiated. On the one hand, I explain how participation in social networks has actively shaped my sense of academic community and also the scholarly relationships that contribute strongly to my academic health and wellbeing. On the other hand, I question the extent to which social networking and the use of social media in academia allow truly mindful practices to be enacted. For example, I sometimes worry that social networking for academic purposes through social media contributes to the acceleration of higher education practice – never switching off, always being connected – potentially further exacerbating academics’ levels of labour, stress and pressure. By reflecting upon and analysing my scholarly use of Twitter and Instagram I explore how this practice (usually) keeps me acting mindfully as an academic and evaluate the extent to which it enables me to engage better in the complex cognitive and emotional demands of working in higher education. Finally, I reflect upon my recent change of both role and institution, which saw me unexpectedly and temporarily suspend my regular use of social media for academic purposes.
    • More questions than answers: the role of practitioner research in professional practice.

      Neary, Siobhan; Hutchinson, Jo; University of Derby (Institute of Career Guidance, 2011-12-14)
      The concept of the career guidance practitioner viewing themselves as a professional is currently being challenged (Colley and Lewin, 2008; Greer, 2009). During the last decade there has been a concerted effort to support practitioners in engaging with research both as an agent and as a recipient to enhance practice and to drive forward the concept of the professional. This paper presents examples of progress within this endeavour and the views of practitioners who have engaged in research activities, either as part of their role or as dedicated continuing professional development (CPD). Throughout this paper we explore the role of research within the concepts of profession and professional practice; drawing on literature and primary research that captures views from two groups of practitioners. That careers guidance is a profession is an assumed reality for many practitioners and the organisations that represent them (and our own stance is that it is indeed a profession and we refer to it as such throughout this paper).
    • More than a good CV

      Artess, Jane; University of Derby (Graduate Prospects Ltd., 2015)
      We know students get jobs when they have job-tailored CVs, oodles of relevant work experience and interpersonal skills fit to charm the birds off the trees. But as anyone who trained as a career professional knows, there is more to careers than a good CV. Jane Artress shares her wisdom on constructing holistic and meaningful approaches to career guidance from different theoretical strands.
    • Moving beyond ‘what works’: Using the evidence base in lifelong guidance to inform policy making

      Hooley, Tristram; University of Derby (W. Bertelsmann Verlag, 2017)
      This chapter examines the evidence base in career guidance. It argues that such evidence should be a critical part of policy making in the field. Career guidance has a strong relevance to a range of policy agendas associated with the education system, the labour market and with wider social policies. The paper sets out a hierarchical model of impacts which it defines as investment, take-up, reaction, learning, behaviour, results and return on investment. Policy makers should seek to discover whether career guidance interventions are making impacts at each of these levels. The chapter argues that the evidence base for career guidance uses a wide range of methods, that it is multi-disciplinary and international and that it provides evidence of all of the levels of impact outlined. It also notes that career guidance is a lifelong activity and that evidence exists to support its utilisation at all life stages (although the depth of this evidence varies across life stages). Finally the paper argues that the evidence base highlights a number of lessons for policy makers as follows. Career guidance should: (1) be lifelong and progressive; (2) be connected to wider experience; (3) recognise the diversity of individuals and their needs; (4) involve employers and working people, and providing active experiences of workplaces; (5) be understood as not one intervention, but many; (6) develop career management skills; (7) be holistic and well-integrated into other services; (8) ensuring professionalism; (9) make use of career information; and (10) assuring quality and evaluate provision.
    • Moving from information provision to co-careering: Integrated guidance as a new approach to e-guidance in Norway

      Bakke, Ingrid Bårdsdatter; Hagaseth Haug, Eri; Hooley, Tristram; Inland Norway University of Applied Sciences (National Institute for Career Education and Counselling, 2018-10-01)
      Norway has invested heavily in its career guidance system. This has allowed it to move rapidly from a relatively weak guidance system to an innovative and emergent one. One of the advantages of the historic lack of development of career guidance in the country has been the opportunity to learn from the mistakes of others and to try out new and innovative approaches. A key opportunity that the country is keen to make the most of is the potential to use digital technologies to support guidance. Following a process of exploration of this issue the government has resolved to establish an e-guidance service located in Tromsø. However, at present the nature of this service is unclear. In this article we argue that that the concepts of (1) integrated guidance, (2) instructional design and (3) co-careering should be at the heart of the new service and indeed at the heart of the delivery of guidance across Norway.
    • My future: Developing career education and guidance at school.

      Moore, Nicki; Hanson, Jill; University of Derby (University of Derby, 2018-09-03)
      This report in conjunction with a new quality framework for delivering career guidance in schools, will be the foundation of a new web-based resource which will help teachers in schools across Europe to develop their provision in response to these issues. Throughout the report, the chapters are cross-referenced to the framework to allow a consistent read across and to inform the development of training and development programmes.
    • National Careers Council, an aspirational nation: creating a culture change in careers provision; Careers England Policy Commentary 21

      Hooley, Tristram; University of Derby (Careers England, 2013-06-10)
      This is the twenty-first in an occasional series of briefing notes on key policy documents related to the future of career guidance services in England. The policy commentary has been prepared for Careers England by Dr Tristram Hooley (Reader in Career Development and Head of the International Centre for Guidance Studies, University of Derby); the views expressed are those of the writer.
    • The nature of practitioner research: critical distance, power and ethics

      Appleby, Michelle; University of Derby (University of Cumbria, 2013-10)
      Researching within one’s place of practice allows the researcher to have the unique position of knowing the participants and the research context. The relationship the participants have with the researcher will impact upon the disclosure of information differently than research conducted by someone outside the area of practice. This can be a benefit and a drawback for the participants, the area of practice and the researcher. However, as is demonstrated within this paper, the role the researcher adopts throughout the process of gathering information is not always clear. As a student on the Doctorate of Education programme myself, the nature of practitioner research and the complexities of this type of research is of great interest to me. Beginning to develop my own research project through this taught programme has allowed an opportunity to think through these challenges and wrestle with the complexity and contradiction, dilemma and incongruity which emerges from being a researching practitioner. Within this piece it is suggested that these quandaries can be considered from the perspective of critical distance, relationships and power and ethical considerations. The idea of considering these conflicts reflexively will be explored here. Although this discussion was not based on empirical research findings as such, it is anticipated that this piece will further the understanding of practitioner research in higher education from the position of being a student and through scholastic analysis of the Ed D programme providing a particular perspective on the nature of research.
    • A new career in higher education careers work.

      Neary, Siobhan; Hanson, Jill; University of Derby (Routledge, 2018-07-26)
      Neary and Hanson’s chapter reports on research conducted with the HE career development workforce and focusses on careers advisers who have moved into the field within the last five years. Their research illustrates a highly dedicated and satisfied workforce demonstrating a strong set of values. Predominantly, most have moved from other roles in education/higher education or HR and recruitment. They raise questions about the highly gendered nature of careers work which is dominated by women; as they suggest, unsurprisingly given how many caring jobs are still associated with a female workforce. Their chapter supports what Thambar reports in her chapter about the dedicated nature of careers advisers.
    • NHBC Foundation: improving recruitment of young people into home building : a compendium of resources

      Marriott, John; Moore, Nicki; University of Derby (University of Derby, 2014-12-18)
      This document is a resource of home building and construction related careers and promotional material for young people seeking to work in the sector. It is organised under general careers resources, home building specific resources, construction and STEM resources. The resources are organised under the organisation providing the resource, name of the scheme they offer, the target sector and age group it is aimed at the type of resource and description.
    • NHBC Foundation: improving recruitment of young people into home building : a literature review

      Marriott, John; Moore, Nicki; University of Derby (University of Derby, 2014-12-18)
      This literature review was undertaken to support research into young people's attitudes to careers in house building. The review is based on database searches supplemented by the evidence gathered during stakeholder interviews and through requests made to the wider careers and home building sectors. In order to fully answer the main research questions, the literature mapping the barriers faced by young people to working within the sector was explored. Based on the review a set of criteria for analysing and categorising industry sector initiatives will also be developed. The criteria will be presented as a separate compendium of opportunities.
    • No change there then: Perceptions of vocational education in a coalition era

      Atkins, Liz; University of Huddersfield (BERA, 01/09/2012)
      This paper explores the findings of a qualitative study carried out in summer 2010 on behalf of City and Guilds Centre for Skills Development (CSD), which explored young peoples perceptions of vocational education. The participants, drawn from schools and colleges across England, were pursuing a broad range of vocational programmes. Data were gathered using a series of focus groups and individual interviews and analysed using a thematic approach within a Bourdieusian theoretical framework drawing on notions of structure and agency, field and habitus as well as on the extensive body of literature exploring vocational education and school to work transitions for young people. The field work for the study was conducted at the time of the General Election and this analysis also contextualises the findings in terms of the Coalition response to the Wolf Review of Vocational Education (2011). The key findings of the study suggest that serendipity, contingent events and influence of significant others rather than Careers Education and Guidance (CEG) are most significant in choice of vocational programme and that young peoplesunderstandings of possible career paths vary in sophistication, differentiated by age group, level of programme and subject area. Further, their perceptions of the attractiveness of vocational education and training are closely associated with the value they place on their courses and wider societal perception of those courses which they consider to be negative, suggesting that pre-Coalition policy has been unsuccessful in addressing issues of parity of esteem. The paper discusses these findings in the context of contemporary educational structures in England which inhibit transfer from vocational to academic routes and ongoing issues around parity of esteem, and explores their implications for the most marginalised young people particularly those who are engaged with vocational education at its lowest mainstream levels and those who are NEET - in the context of current Coalition policy. The paper concludes that whilst some recent policy initiatives, such as the proposed introduction of University Technical Colleges for 14-19 year olds may be successful in raising the esteem of some types of specialised vocational education, broad vocational courses at lower levels, and those short courses associated with employabilityand reengagement, are likely to 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.
    • 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.
    • The odyssey: school to work transitions, serendipity and position in the field.

      Atkins, Liz; Department of Education and Lifelong Learning, Northumbria University, Newcastle-upon-Tyne, UK.; Department of Education and Lifelong Learning, Northumbria University, Newcastle-upon-Tyne, UK (Taylor and Francis., 2016-02-15)
      Little work on the significance and implications of decision-making has been undertaken since that led by Hodkinson in the 1990s, and the experiences of young people on vocational programmes and their reasons for undertaking them remain under-theorised and poorly understood. Drawing on two narratives from a study exploring young people’s motivations for undertaking vocational programmes, this article explores the relationship between their positioning in fields and career decision-making. The article argues that social positioning is significant in its relationship to decision-making, to the way in which young people perceive and construct their careers and to the influence of serendipity on their transitions. Drawing on a range of international studies, the article explores the implications of these findings in terms of young people’s future engagement with the global labour market, giving consideration to (dissonant) perceptions of vocational education and training as contributing to economic growth whilst addressing issues of social exclusion and promoting social justice.
    • Ofsted thematic review and Government action plan: Careers England Policy Commentary 23

      Watts, A. G. (Careers England, 2013-09)
      The Ofsted review of career guidance provision in schools describes in detail the erosion that has taken place as a result of recent Government policies, and the limited nature of current provision in most schools. A Government Action Plan issued alongside the review proposes revisions to the Statutory Guidance for schools, and a limited extension of the role of the National Careers Service in relation to schools, without new funding. The proposed actions fall substantially short of those recommended by the House of Commons Education Select Committee.
    • Online research methods for mental health

      Hooley, Tristram; Wellens, Jane; Madge, Clare; Goss, Stephen; University of Leicester (Charles C. Thomas Publishers, 2010)
    • Opportunity and aspiration, or the great deception? The case of 1419 vocational education

      Atkins, Liz; University of Nottingham (Power and Education, 01/01/2010)
      The policy discourse around those young people who are the focus of the 1419 agenda in the United Kingdom is one of negativity which frames them as low achievers with low aspirations. In tension with this deficit model, policy offers these young people opportunities' in the form of a vocational education which, according to the rhetoric, will lead to high-skill, high-paid work and a lifetime of opportunities. Drawing on original empirical research, this article contests the assumption that these young people have low aspirations, arguing that constrained by discourses of negativity and lacking the agency for change, their chances of achieving their aspirations are almost non-existent. Further, it suggests that the rhetoric of opportunityis merely smoke and mirrors, a massive deception whereby young people are channelled into the low-pay, low-skill work market in readiness to fulfil economic demands for cheap labour as and when it is needed. It concludes with proposals for change in the 1419 and post-compulsory education and training systems which could provide a more equitable and effective framework for young people to achieve their hopes and dreams.
    • Participants' productive disruption of a community photo-elicitation project: improvised methodologies in practice

      Vigurs, Katy; Kara, Helen (Taylor and Francis, 2016-08-23)
      This article reports on an attempt to use photo-elicitation to explore contested intergenerational perceptions and experiences of ‘place’ in one English village. Participants actively disrupted the photo-elicitation project and ended up co-creating an enriched research design that allowed them to represent how they experienced ‘place’. The spontaneous, mixed media-elicitation that resulted overturns some of the more straightforward notions that are aligned with photo-elicitation techniques. This article builds on a growing body of critical literature on photo-elicitation and shows how participants’ disruption of a project’s research methods can be both challenging and fruitful in practice. The researcher's flexibility and willingness to work with participants’ alternative approaches proved extremely effective in allowing participants to communicate their ‘imagined geographies’ (Massey & Jess, 1995) and to identify experiences of social inequality. This article explores how the initially problematic in participant involvement can be turned into the productive through the use of 'improvised methodologies'.