• Qualitative research in education

      Wallace, Sue; Atkins, Liz; University of Huddersfield (Sage, 01/01/2012)
      This accessible and practical book is a perfect quick guide for postgraduate researchers in education. Looking at the interdependence of teaching and research, the authors show that a critical and analytical exploration of policies and practices is a necessary part of what we mean by being a 'professional' in education. This co-authored book is structured around a range of methods applicable to educational research and appropriate for use by practitioners at all stages of their professional development. It takes recognisable, 'real life' scenarios as its starting point for each discussion of method, so that readers are able to start from the known and familiar. As well as exploring theoretical aspects of research method, each chapter provides practical tasks and points for discussion and reflection. These approaches, taken together, are designed to build confidence and encourage reader engagement and enjoyment.
    • Quality Assurance Standards A synthesis of quality standards across partner countries. Summary report.

      Dodd, Vanessa; Hagaseth Haug, Erik; Hooley, Tristram; Neary, Siobhan; International Centre for Guidance Studies (iCeGS) (University of Derby, 2019-05)
      This report presents an analysis of a range of transnational and national quality assurance (QA) practices in career guidance within partner countries, 21 quality activities were assessed. The report focuses on identifying the variety of different approaches, the factors that enable these approaches and the impact of these different approaches.
    • Quality Assurance Standards : A synthesis of quality standards across partner countries.

      Dodd, Vanessa; Hooley, Tristram; Haug, E.H.; Neary, Siobhan; International Centre for Guidance Studies (iCeGS) (University of Derby, 2019-05)
      This report presents an analysis of a range of transnational and national quality assurance (QA) practices in career guidance within partner countries, 21 quality activities were assessed. The report focuses on identifying the variety of different approaches, the factors that enable these approaches and the impact of these different approaches.
    • Recent developments on the roles of employers and of careers professionals: a pivotal phase in determining future careers provision for young people.

      Watts, A. G.; University of Derby (Careers England, 2014-03-05)
      This policy commentary reviews key statements and reports issued in February and the beginning of March 2014, including; Statements by Lord Nash (Parliamentary Under-Secretary for Schools) on the Government’s intentions with regard to the forthcoming revised Statutory Guidance for Schools; A speech by Nick Clegg (Deputy Prime Minister) in which he commented on careers guidance in schools; A progress report issued by the National Careers Council; and A Briefing Note issued by the Careers Sector Stakeholders Alliance.
    • Reclaiming professional identity through postgraduate professional development: Career practitioners reclaiming their professional selves

      Neary, Siobhan; International Centre for Guidance Studies (iCeGS); University of Derby (Taylor and Francis, 2014-01-06)
      Careers advisers in the UK have experienced significant change and upheaval within their professional practice. This research explores the role of postgraduate level professional development in contributing to professional identity. The research utilises a case study approach and adopts multiple tools to provide an in-depth examination of practitioners’ perceptions of themselves as professionals within their lived world experience. It presents a group of practitioners struggling to define themselves as professionals due to changing occupational nomenclature resulting from shifting government policy. Postgraduate professional development generated a perceived enhancement in professional identity through exposure to theory, policy and opportunities for reflection, thus contributing to more confident and empowered practitioners. Engagement with study facilitated development of confident, empowered practitioners with a strengthened sense of professional self.
    • Recognising the changing labour market

      Hooley, Tristram; Institute of Student Employers; University of Derby (Jisc/ Prospects, 2020-12)
    • Redeveloping the CDI framework

      Hooley, Tristram; University of Derby (Career Development Institute, 2021)
      This paper describes a project that took place in 2020 to redevelop the CDI’s Careers, Employability and Enterprise Framework. The aim of the project was to update the existing framework by drawing in insights from key stakeholders and users of the framework. In addition, it was hoped to broaden out the relevance of the current CDI framework beyond its basis in secondary education to create a lifelong, all-age career management/ development skills framework
    • Reflective practice for VET teachers

      Atkins, Liz; Brennan Kemmis, Ros; Northumbria University (David Barlow Publishing, 01/10/2014)
    • Reimagining the CDI career development framework

      Hooley, Tristram; University of Derby (2021-01)
      A short article discussing the development of the CDI framework.
    • Religion and belief in Higher Education: the experiences of staff and students

      Weller, Paul; Hooley, Tristram; Moore, Nicki; University of Derby (Equality Challenge Unit, 2011-07)
      This report presents key evidence from ‘Religion and belief in higher education: researching the experiences of staff and students’, a research project commissioned by ECU. The research methods used for this project took into consideration institutional contexts and backgrounds to religion or belief issues to ensure sensitivity to the issues involved. The project utilised the experience of the project stakeholder group in designing all research approaches.
    • Research Methods for Social Justice and Equity in Education

      Atkins, Liz; Duckworth, Vicky; Northumbria University (Bloomsbury, 21/02/2019)
      Research Methods for Social Justice and Equity in Education offers researchers a full understanding of very important concepts, showing how they can be used a means to develop practical strategies for undertaking research that makes a difference to the lives of marginalised and disadvantaged learners. It explores different conceptualisations of social justice and equity, and leads the reader through a discussion of what their implications are for undertaking educational research that is both moral and ethical and how it can be enacted in the context of their chosen research method and a variety of others, both well-known and more innovative.
    • Research update

      Mieschbuehler, Ruth; Vickers, Rob; International Centre for Guidance Studies (National Institute for Career Education and Counselling, 2015-04)
      In this article we provide a brief update on some of the research papers and reports published in 2014 on career development, examining in particular some issues related to equality and employment, career adaptability and self-efficacy in career decision making. The research findings are presented and discussed with careers practitioners in mind. We also consider the validity of the findings and their relevance to careers practitioners.
    • Researching reciprocal leadership: using the consciousness quotient inventory (CQ-i) as a pilot methodology to explore leadership with the context of a school–university partnership.

      Poultney, Val; Fordham, Jon; Univeristy of Derby; Allenton Community Primary School; Institute of Education, University of Derby, UK; Headteacher, UK (Sage, 2018-01-17)
      This article looks at the potential of using an online self-completing inventory that measures leadership consciousness awareness. The Consciousness Quotient inventory (CQ-i) has been developed to encourage leaders to be more conscious of their ability to be accountable and responsible for their leadership practice. The CQ-i as a method for researching leadership is piloted here between a university academic and a primary headteacher in the context of a school–university partnership. Pilot outcomes reveal that the inventory can be used as an evaluation of partnership work and ways of thinking about leadership on two levels: the personal and the partnership. The method is somewhat limited by a lack of distinctive criteria for personal domain statements and the absence of an overall profile outcome for the CQ score. Its strength lies in the way the outcomes of the inventory can be used as a starting point for personal reflection on leadership and as a vehicle for discussing a range of different ways of leadership working within different settings, such as school and university contexts.
    • Researching with, not on: engaging marginalised learners in the research process

      Atkins, Liz; Northumbria University (Taylor and Francis, 15/02/2013)
      This paper discusses practical and methodological issues arising from a case study exploring the hopes, aspirations and learning identities of three groups of students undertaking low-level broad vocational programmes in two English general further education colleges. Working within a social justice theoretical framework the paper outlines the participative approach which was adopted as part of the research process from the initial development of interview questions to the early data analysis. It explores the advantages and limitations of the approach in the context of the broader methodology and the social justice theoretical framework arguing that, despite the intention to collaborate with the participants, the ultimate control over the study was vested in the researcher, raising questions around the nature and extent of empowerment through the medium of research. The paper draws two key conclusions. In social justice terms, the young peoples contribution was limited by their lack of previous experience of any type of research and, to some extent, by difficulty with the written word. Despite this, the participative approach was effective in demonstrating value and respect for the young participants and provided an opportunity for them to make their voices heard from beyond the model of disadvantage and disengagement in which government policy seeks to confine them. Further, in purely methodological terms, the approach provided insights which could not have been obtained by researching on, suggesting that it provides a useful means of exploring the lives and identities of marginalised youth.
    • Resilience, Reflection and Reflexivity

      Codina, Geraldene; Fordham, Jon; University of Derby; Urban Primary School, UK (Bloomsbury, 2021-02-25)
      Historically the teacher resilience literature has tended to focus on the individual (Day, 2017), their ability to manage stressors and risk factors and to draw on protective factors (Howard and Johnson, 2004). More recently the emphasis has shifted from analysis of the individual, towards understandings which emphasise the interaction between individuals and their environments (Ungar, 2012). Focussed more on the latter rather than the former, this chapter moves away from the potentially damaging effects of a ‘pull yourself together’ mentality, in favour of analysis which contextualises teacher resilience. Teacher resilience is viewed more in terms of the space where an individual’s capacity to navigate challenges interacts over time with their personal and professional contexts (Beltman, 2015). The desired outcome of this meeting between individual and context is a teacher who experiences professional engagement and growth, commitment, enthusiasm, satisfaction, and wellbeing (Beltman, 2015) and thus is able to act in a personally, socially and emotionally responsible way. The nexus between professional challenge and teacher satisfaction is explored through two case studies presented in this chapter and the subsequent discussion which addresses the inclusion of children with additional needs (both special educational needs and/or disability (SEND) and able and talented).
    • Responding to COVID-19: The experience of suppliers

      Institute of Student Employers; Institute of Student Employers (Institute of Student Employers, 2020-05)
      Findings of the Institute of Student Employers survey of suppliers to the student employment market during the Covid-19 pandemic.
    • Responses by the Secretary of State for Education to the Education Select Committee

      Watts, A. G.; University of Derby (Careers England, 2013-12)
      Michael Gove, the Secretary of State for Education, appeared before the Education Select Committee on 18 December 2013, to answer questions from Committee members related to various aspects of education policy, including careers guidance. It was the first time his views on careers guidance have been expressed in the public domain. This analysis of his comments is based on the uncorrected transcript2, which the Secretary of State will have an opportunity to correct. The transcript is therefore not yet an approved formal record of the proceedings.
    • Revised guidance for colleges: Careers England policy commentary 28

      Watts, A. G.; University of Derby (Careers England, 2014-09)
      This is the twenty-eighth 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 Tony Watts.
    • The role and relevance of theory in careers professionalisation and practice

      Lauder, Lydia; Neary, Siobhan; The Open University; University of Derby (Taylor and Francis, 2020-04-11)
      A new qualification benchmark, the Qualification and Credit Framework (QCF) Diploma Level 6 in Career Guidance and Development was established in the UK in 2011. This study was conducted to ascertain whether a theoretical nexus is necessary for practice and how this could contribute to the professionalisation of the adult careers sector in England. The study was undertaken with practitioners, all of whom had trained either through the work-based competency route or the academic route. Practitioners were asked to consider their theoretical modalities and how this influenced the embedding of theory within their professional practice. Analysis of survey and case study data revealed that degrees of exposure to theory during initial training affect capacities for theoretical integration during ongoing practice and development.