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    • ‘We wanted to change that particular part of the world': the role of academics in the career development field, learning from the career of Tony Watts

      Hooley, Tristram; University of Derby (Journal of the National Institute for Career Education and Counselling, 2014-10)
      This article uses a career case-study with Tony Watts to explore the interface of an academic career with policy and practice. It finds that, in Tony’s case, public engagement was driven by a social and political mission. Such engagement is shaped by both the institutional arrangements within which the academic is situated and the political and organisational structures of the part of the world into which they try to intervene. While it is difficult to generalise from a single case, the article concludes by suggesting some key themes which academics may wish to attend to in navigating these issues of engagement and the nature of academic roles.
    • What can careers workers learn from the study of narrative?

      Hooley, Tristram; Rawlinson, Mark; University of Derby (NICEC, 2011-02)
    • What is online research?: using the Internet for Social Science research

      Hooley, Tristram; Marriott, John; Wellens, Jane; University of Derby (Bloomsbury Academic, 2012-06)
      Online research is perhaps the most obvious but also the most difficult of research methods. What is Online Research? is a straightforward, accessible introduction to social research online. The book covers the key issues and concerns for all social scientists, with sections on research design, ethics and good practice. Short, clear case studies are used throughout to allow students to see examples of the research in practice. Wide ranging and interdisciplinary, What is Online Research Methods? shows researchers how to engage in the online environment in innovative ways, and points the way forward for future research.
    • What is the impact of University work-based learning for early year's practitioners in Norway and England? Examples of processes, outcomes and impact from the undertaking of work-based projects

      Atkins, Liz; Furu, Anne; Heslop, Kay; Kaarby, Karen Marie; Lindboe, Inger Marie; Mpofu-Currie, Lucy; Northumbria University (Open University, 01/02/2018)
      This paper is focused on partnership work between academics in Norway and England involved in the teaching of university and work-based learning programmes. Initiated four years ago, the collaboration has developed into a community of practice involving a range of shared activities. These activities include academic and student exchanges, nursery visits, seminars and workshops, which culminate in a joint conference presentation. This paper explores the cultural and curricula differences between the two programmes, and considers how these impact on the individual practitioners undertaking them and on the settings in which they work. The data draws on four students' experiences to exemplify learning in a work-based context. Ethical issues were addressed in a manner consistent with the British Education Research Association (BERA) (2011) guidelines for educational research, and the study utilised theoretical frameworks that drew on concepts of work-based learning (e.g. Colley et al., 2003). Findings suggest that, despite the significant differences in culture and curricula approach, both programmes appear to enhance the practice of practitioners in early years. Key impacts of the programme included evidence of personal change and professional development (Mpofu-Currie, 2015), which were reflective of democratic rather than instrumental notions of professionalism (Atkins and Tummons, 2017). There was also evidence of significant gains in knowledge, manifested through improved pedagogy and more meaningful engagement with the children in each setting. This work demonstrates the benefits of knowledge exchange and dialogue to promote cross-cultural learning experiences. The authors hope that it will inform the development of innovative work-based learning programmes and wider policy in relation to work-based learning, as well as knowledge transfer between Norway and England.
    • What works? The evidence base for teacher CPD delivered by employers.

      Dodd, Vanessa; University of Derby (The Careers & Enterprise Company, 2017-12-04)
      Teacher continuing professional development (CPD) delivered by employers can refer to a variety of professional development activities where an employer is the primary facilitator of training. But what impact do teacher placements have and what can we learn about lessons in best practice? This paper provides an overview of the evidence for teacher continuing professional development (CPD) provided by employers with the aim of clarifying possible impacts and identifying effective best practice.
    • Why higher apprenticeships are critical to business

      Hooley, Tristram; Institute of Student Employers; University of Derby (Open Access Government, 2019-09-06)
    • Why important education research often gets ignored

      Hayes, Dennis; University of Derby (The Conversation Trust (UK), 2014-10-16)
    • Why we've all got to be digital career practitioners

      Hooley, Tristram; University of Derby (2015)
      This article discusses effective strategies for career development on the internet.
    • Work-based learning and lifelong guidance policies

      Borbély-Pecze, Tibor Bors; Hutchinson, Jo; University of Derby, iCeGS (European Lifelong Guidance Policy Network, 2014-12)
      This Concept Note discusses the relationship between lifelong guidance and work-based learning. While these are distinct activities, they are often advanced as approaches to answering similar broad policy challenges, such as developing a skilled and socially inclusive population, ensuring engagement with education and work, and helping people to progress and live happy and useful lives. This paper argues that lifelong guidance can be particularly useful in relation to work-based learning in three main ways: • Engagement. Increasing citizens’ understanding of work-based learning, the routes into it and the rewards of participation. • Achievement. Helping participants (learners, employers and learning providers) in workbased learning to remain engaged and consider how best to enhance their skills and employability. • Transition. Assisting the effective utilisation of the skills developed within work-based learning by supporting individuals in transitions from work-based learning programmes to sustainable employment.
    • Work-based learning and lifelong guidance policies across Europe

      Borbély-Pecze, Tibor Bors; Hutchinson, Jo; Social Service Agency of Georgia; University of Derby (Budapest University of Technology and Economics, 2016-09)
      This paper is a re-presentation of work undertaken for the European Lifelong Guidance Policy Network on work-based learning and lifelong guidance policies which discusses the relationship between lifelong guidance and work-based learning. While these are distinct activities, they are often advanced as approaches to answering similar broad policy challenges, such as developing a skilled and socially inclusive population, ensuring engagement with education and work, and helping people to progress and live happy and useful lives. This paper argues that lifelong guidance can be particularly useful in relation to work-based learning in three main ways:  Engagement. Increasing citizens’ understanding of work-based learning, the routes into it and the rewards of participation.  Achievement. Helping participants (learners, employers and learning providers) in work-based learning to remain engaged and consider how best to enhance their skills and employability.  Transition. Assisting the effective utilisation of the skills developed within workbased learning by supporting individuals in transitions from work-based learning programmes to sustainable employment.
    • A workforce development strategy for the Adult Career Information, Advice and Guidance workforce in England

      Neary, Siobhan; Jackson, Heather; University of Derby (Lifelong Learning UK (LLUK), 2010-03)
      This paper outlines Lifelong Learning UK’s approach to the development of a Workforce Development Strategy for the adult career information, advice and guidance workforce in England. Lifelong Learning UK, the independent employer-led sector skills council (SSC) with strategic responsibility for the workforce development of staff working in the lifelong learning sector, brought adult career information, advice and guidance (CIAG) into its footprint in April 2009, thereby providing all employers within the adult CIAG sector in England with the opportunity to engage with a strategic UK wide perspective for workforce planning and development.
    • Workforce needs of the career development sector in the UK

      Neary, Siobhan; Priestley, Peter; International Centre for Guidance Studies (iCeGS); University of Derby (Career Development Institute University of Derby, 2018-11-01)
      The research utilised an online survey circulated widely through the networks of both organisations. Responses were received from 59 employing organisations, representing the four countries in the UK. 64% of responses came from larger career providers employing more than 40 staff. The respondents represented employers providing services to young people, adults, all-age, FE and a small number of HE providers. The research presents a snap shot in time which suggests that pay and conditions, geography and access to affordable training are impacting on the skills and capability of the sector. Recruitment issues, ageing workforce and technology are perceived as the greatest challenges to the career development field at the present.
    • You're hired! Graduate career handbook: Maximise your employability and get a graduate job

      Hooley, Tristram; Grant, Korin; University of Derby; Loughborough University (Crimson and Trotman, 2017)
      You’re Hired! Graduate Career Handbook is the complete guide to career planning and job hunting for students and graduates, offering vital guidance on how to discover your potential, maximise your employability, and kick-start your career.  The book is organised in simple chapters designed to help you address the various issues you experience as you move through university and into work, uniquely starting from your first year at uni and taking you through to your first days at work and beyond. Topics include: self-reflection, career planning, job research, networking, recruitment practices, employability skills, making the most of your degree, postgraduate study, Plan B, and how to make a good first impression at work and build your career over time. Whether you have your heart set on a particular job, have a few ideas about possible lines of work, or simply don’t know where to start, this book is for you. If you know what you want to do, it offers vital guidance on how to achieve your ambition and land your dream job; if you don’t have a clue, it will help you work out what your next step should be.  With handy tips, checklists and real-life examples throughout, this guide will help you to supercharge your career and get the graduate job you want!
    • The Youth Guarantee and lifelong guidance

      Borbély-Pecze, Tibor Bors; Hutchinson, Jo; National Labour Office, Hungary; University of Derby, iCeGS (European Lifelong Guidance Policy Network, 2013-10)
      The European Youth Guarantee is an initiative to help link young people aged 16 - 14 to the labour market across all member states. The paper is a Concept Note commissioned by the policy network to explore how guidance activities are being implemented in a range of ways across national youth support programmes and includes practical evidence from 17 member countries. The paper contends that successful and sustainable implementation of the Youth Guarantee Initiative can only be secured through effective integration of lifelong guidance practice into national programmes.
    • Youth transitions, VET and the making of class: changing theorisations for changing times?

      Atkins, Liz; Avis, James; Northumbria University (Taylor and Francis, 19/07/2017)
      The paper places youth transitions and VET within the global policy context in which economic competiveness is hegemonic. It compares research from the 1970s/80s, which explored young peoples lived experiences of VET and youth training schemes with contemporary work on similar themes. It argues that there are continuities and discontinuities in the conditions that young people face in their transitions to waged labour. Continuities can be seen in constructions of working class youth, but also by the way in which policy views the economy as characterised by upskilling. This is called into question when set against the existence of significant numbers of low waged, low skilled jobs in the English economy. There are also discontinuities that are the result of changes in class and employment structures. As a result precariousness has become ubiquitous with this existing in tandem with labour that is surplus to the requirements of capital. The paper re-considers youth transitions and re-evaluates the notion of serendipity, suggesting these concepts need to be rethought and reworked in current conditions.
    • Youth Transitions, VET and the ‘making’ of class: changing theorisations for changing times?

      Avis, James; Atkins, Liz; Northumbria University (Taylor & Francis, 2017-07-19)
      The paper places youth transitions and vocational education and training (VET) within the global policy context in which economic competiveness is hegemonic. It compares research from the 1970s/80s, which explored young peoples’ lived experiences of VET and youth training schemes with contemporary work on similar themes. It argues that there are continuities and discontinuities in the conditions that young people face in their transitions to waged labour. Continuities can be seen in constructions of working class youth, but also by the way in which policy views the economy as characterised by upskilling. This is called into question when set against the existence of significant numbers of low-waged, low-skilled jobs in the English economy. There are also discontinuities that are the result of changes in class and employment structures. As a result, precariousness has become ubiquitous, with this existing in tandem with labour that is surplus to the requirements of capital. The paper reconsiders youth transitions and re-evaluates the notion of serendipity, suggesting these concepts need to be rethought and reworked in current conditions.
    • Youth, migration and identity in Cuba since 1959

      Luke, Anne; University of Derby (Routledge, 2017-08-15)
      In Cuba, the issue of migration cannot be disaggregated from the relationship with the US and, specifically, the issues of migration from socialist Cuba to its larger neighbour. Such migration is an important element of the political relationship between the two countries, but is also a key factor in the definition of Cuban identity. This chapter will present two case studies of the intersection of migration and youth in Cuba after 1959 and will explore the relationship between these cases and the contemporary polemic on migration. The relationship between island-based Cubans and the Cuban diaspora and very notion of national identity and the right to self-define as Cuban are woven into narratives of international relations as the intimate level of family relations come into contact (and conflict) with high politics. Young Cubans experience migration not only as migrants but also from the island where such migration has become part of the Cuban imagined identity. The repeated moral panics over young people who do not work or study over the Revolutionary period coupled with the heightened focus on young people as key agents in the revolutionary process creates a specific set of circumstances which allow for a definition of Cuban identity which is fluid and in flux, but which, given the new (though fragile) reality of a closer relationship with the USA, has sought and continues to seek to incorporate migration into a reflective understanding of the revolutionary process.