• Get yourself connected: conceptualising the role of digital technologies in Norwegian career guidance

      Hooley, Tristram; Shepherd, Claire; Dodd, Vanessa; University of Derby (International Centre for Guidance Studies, University of Derby, 2015-10)
      This report outlines the role of digital technologies in the provision of career guidance. It was commissioned by the c ommittee on career guidance which is advising the Norwegian Government following a review of the countries skills system by the OECD. In this report we argue that career guidance and online career guidance in particular can support the development of Norwa y’s skills system to help meet the economic challenges that it faces.
    • 'Getting hired' is just part of it

      Grant, Korin; Hooley, Tristram; Loughborough University; The Careers and Employment Agency (Higher Education Careers Services Unit, 2017-11)
    • Getting it down on paper: the importance of letter writing for young people's employability

      Dodd, Vanessa; Hooley, Tristram; International Centre for Guidance Studies (2015-09-11)
    • Getting Qualified in Woodwork: Young peoples reasons for choosing VET programmes in the UK

      Atkins, Liz; Northumbria University (NCVER, 10/07/2014)
      This paper reports on a qualitative study carried out in the UK during summer 2010 on behalf of City and Guilds Centre for Skills Development (CSD). The study formed part of a wider, international project which aimed to explore young people's perceptions of vocational education and training (VET), and as such is of significance in the Australian context: it also formed part of the evidence for the influential Wolf Review of Vocational Education which reported to the UK government in 2011. The study 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 courses (which the young people considered to be negative) suggesting that, in the UK, pre-Coalition policy (before May 2010) has been unsuccessful in addressing issues of parity of esteem, despite considerable policy investment in the VET sector. The paper explores the implications of these findings for the English models of Vocational Education in the context of current Coalition policy. It concludes that whilst some recent policy initiatives, such as the proposed introduction of University Technical Colleges may be successful in raising the esteem of some forms of specialised VET, broad vocational courses at lower levels will continue to be held in lower esteem and to confer little educational advantage on those young people, largely drawn from working class backgrounds and displaying multiple exclusionary characteristics, who pursue them.
    • Give yourself the edge: Evaluation report.

      Dodd, Vanessa; Hanson, Jill; University of Derby (University of Derby, 2018-09-06)
    • The global graduate: developing the global careers service

      Neary, Siobhan; Thambar, N.; Bell, Sharon; University of Derby, iCeGS (CRAC, 2014-04)
      Graduate employability is an international issue. Students seek a higher education experience with added value in terms of employability and an international perspective. How do careers services meet the expectations that accompany these aspirations? The University of Nottingham, an established global university with campuses in Malaysia and China, attracts students from across the world. These students have diverse and culturally-specific career development needs, requiring skilled practitioners with knowledge of the global graduate opportunity structure. This article explores ways in which the Careers and Employability Services are being developed to meet a global market through support for staff and internationalised employer engagement.
    • A global pandemic and its aftermath: The way forward for career guidance

      Hooley, Tristram; University of Derby (2020-11)
      This lecture explores the implications of the global pandemic for career guidance. It argues that career guidance needs to radically and rapidly reform in the face of the pandemic both by adopting digital and integrated delivery approaches and through a stronger engagement in social justice.
    • Going further and higher together

      Atkins, Liz; Northumbria University (06/06/2014)
    • Good timing: Implementing STEM careers strategy in secondary schools

      Finegold, Peter; Stagg, Peter; Hutchinson, Jo; Isinglass Consultancy; Warwick University; University of Derby (Centre for Education and Industry, University of Warwick, 2011)
      Good Timing is the final report of a three-year programme of work, commissioned by the Department for Education, and carried out by the Centre for Education and Industry at the University of Warwick (CEI), the International Centre for Guidance Studies at the University of Derby (iCeGS) and Isinglass Consultancy Ltd. The programme explored potential to embed STEM careers awareness in the early stages of secondary education.
    • Government inspiration vision statement and other recent developments: Policy Commentary 24

      Watts, A. G.; University of Derby (Careers England, 2013-11-24)
      This is the twenty-fourth in an occasional series of briefing notes on key policy documents related to the future of career guidance services in England. the Government also published an Inspiration Vision Statement. This has clearly been the basis for Ministerial statements in two recent Parliamentary question sessions: in the House of Lords on 23 October 2013; and in the House of Commons on 11 November 2013. This Policy Commentary analyses these various statements. It demonstrates that the Government, despite its earlier promises to achieve a renaissance of the careers profession, appears now to be writing careers professionals out of the policy script.
    • Government response to Education Select Committee Report : Careers England Policy Commentary 20

      Watts, A. G.; University of Derby (Careers England, 2013-04)
      This is the twentieth in an occasional series of briefing notes produced for Careers England on key policy documents related to the future of career guidance services in England. This briefing note describes and provides context to the Government response to Education Select Committee Report.
    • Government response to Heseltine Review: Careers England Policy Commentary 19

      Watts, A. G.; University of Derby (Careers England, 2013-03)
      This is the nineteenth in an occasional series of briefing notes produced for Careers England on key policy documents related to the future of career guidance services in England. This briefing note describes and provides context to the Heseltine Review report, 'No Stone Unturned: In Pursuit of Growth'.
    • Graduate career handbook: A supplementary guide to the handbook for providing career support and employability programmes

      Hooley, Tristram; Grant, Korin; University of Derby; Loughborough University (Crimson and Trotman, 2017)
      We have written this guide for both academics who are delivering employability modules within the curriculum and career and employability professionals who may be working in the curriculum, delivering services centrally, running skills awards and/or providing workshops and advice and guidance.
    • Graduate dress code: How undergraduates are planning to use hair, clothes and make-up to smooth their transition to the workplace

      Cutts, Beth; Hooley, Tristram; Yates, Julia; University of Derby; University of Derby; University of East London (2015-08-01)
      This article explores the relationship between students’ identities, their ideas about professional appearance and their anticipated transition to the world of work. It is based on a series of semi-structured interviews with 13 students from a vocationally-focused university in England. It was found that participants viewed clothing and appearance as an important aspect of their transition to the workplace. They believed that, if carefully handled, their appearance could help them to fit in and satisfy the expectations of employers, although some participants anticipated that this process of fitting in might compromise their identity and values. The article addresses students’ anticipated means of handling the tension between adapting to a new environment and ‘being themselves’. It is argued that the way this process is handled is intertwined with wider facets of identity – most notably those associated with gender.
    • Graduate gap years: Narratives of postponement in graduate employment transitions in England.

      Vigurs, Katy; Jones, Steven; Harris, Diane; Everitt, Julia; University of Derby (Routledge, 2018-07-26)
      For UK higher education students, the ‘gap year’ or ‘year out’ is historically conceptualised as an amassing of wider life experience, often overseas, during a twelve-month period between the completion of A-level studies and the first year of a university degree. However, in a recent comparative study, which saw interviews conducted in both 2014 and 2015 with final year undergraduate students (n74) from different social backgrounds, across two English universities (one Russell Group university and one Post-1992 university), the term ‘gap year’ was being re-appropriated to capture something different. The term was being used to describe a period following graduation in which graduands planned to take low-paid work or ‘ordinary’ jobs, take stock of their financial situation, and attempt to save money and/or repay urgent debt. A high proportion of students in the 2015 stage of the study (16/37) spoke of taking a graduate gap year, compared with 9/37 in 2014. It may be that the increasing costs of debt-based forms of higher education payment coinciding with growing precarious employment has contributed to this situation. By borrowing the term gap year to describe a new and different phenomenon, some of the student interviewees may be legitimising the predicament in which they find themselves. This chapter explores the experiences of students who spoke of taking a graduate gap year. It examines the different roles of a graduate gap year and discusses wider implications for unequal graduate outcomes.
    • Great Expectations: youth transitions in troubled times

      Atkins, Liz; Northumbria University (BERA, 01/09/2014)
      This paper draws on an empirical study conducted in the UK to explore some of the issues surrounding young people on the lowest level VET programmes and make suggestions about ways in which the learner experience at this level might be enhanced. UK policy perception of young people undertaking low level VET programmes in Further Education (FE) colleges tends to characterise them within a deficit model of social exclusion, disaffectionand disengagement(Colley, 2003:169). Many have special educational needs (Atkins, 2013a). They have been the focus of multiple initiatives in both the context of the New Labour 14-19 agenda, and more recently in the Coalition governments response to the Wolf Review of Vocational Education (2011). These initiatives have largely consisted of the provision of routes through a range of VET opportunities, allegedly to enable young people to engage with the knowledgesociety (Bathmaker, 2005). This paper problematises these notions of opportunity, drawing on the little storiesof four young people to argue that the rhetoric which permeates Government documents fails to consider the significance of young peoples social and educational positioning. Finally, the paper considers the implications of these issues in terms of future practice, policy and research in the UK context.
    • Greater expectations of graduate futures? A comparative analysis of the views of the last generation of lower-fees undergraduates and the first generation of higher-fees undergraduates at two English universities.

      Vigurs, Katy; Jones, Steven; Harris, Diane (Society for Research into Higher Education, 2016-02-01)
      Student finance in UK higher education (HE) has been radically reformed over the past twenty years and the changes in student finance policies have been the focus for a growing body of education research (see for example, Bowl and Hughes, 2014; Bachan, 2014; Wakeling and Jefferies, 2013; Wilkins et al., 2012; Dearden et al., 2011; Moore et al., 2011; McCaig, 2010; Callender and Jackson, 2008). The majority of these existing studies, however, focus on the impact of differing tuition fee levels on students’ enrolment behaviour and the beginning of students’ HE careers. There is little research that has investigated how the most recent increase in tuition fees and changes to student loans, under the 2012 student finance system, have affected the views of graduands (university students who are about to graduate) and their approaches toward their graduate futures. This scoping study has been developed to start to address this gap in knowledge and understanding. In 2014, prior to the SRHE research award, the research team produced a unique qualitative baseline of the views of a sample of undergraduate students who were graduating in the summer of 2014. These graduands were part of the last cohort of students to have paid lower tuition fees and would therefore be graduating with less student debt. This follow-up study, funded by the SRHE, sought to generate new data in order to be able to compare the views, ambitions and experience of a sample of 2014 graduands with a sample of 2015 graduands.
    • Handbook of vocational education and training

      Stuart, Rebecca; McGrath, Simon; Mulder, Martin; Papier, Joy; University of the Western Cape; Wageningen University; University of Nottingham (Springer International Publishing, 2019)
      This handbook brings together and promotes research on the area of vocational education and training (VET). It analyzes current and future economic and labor market trends and relates these to likely implications for vocational education and training. It questions how VET engages with the growing power of human development approaches and with the sustainable development agenda. Equity and inclusion are discussed in a range of ways by the authors and the consideration of the construction of these terms is an important element of the handbook. It further addresses both the overall notion of system reform, at different scales, and what is known about particular technologies of systems reform across a variety of settings. Vocational learning and VET teacher/trainer education are discussed from a comparative perspective. National and comparative experiences are also shared on questions of equity and efficiency in funding in terms of those that fund and are funded, and for a range of funding methodologies. As well as reviewing existing gaps, this handbook is looking forward in identifying promising new directions in research and environment.
    • Hey good lookin'

      Yates, Julia; Hooley, Tristram; City, University of London; The Careers and Enterprise Company (Graduate Prospects Ltd., 2017)
      Julia Yates, senior lecturer in organisational psychology at City, University of London and Tristram Hooley, senior consultant at The Careers & Enterprise Company, provide an insight into the impact of image in careers advice and graduate recruitment
    • ‘Hidden agenda in the last decade: localism and Housing Acts in UK.

      Tracada, Eleni; Spencer, Siobhan; Neary, Siobhan; University of Derby; Derbyshire Gypsy Liaison Group; University of Derby (2014-04)
      Localism acts such as Act 2011 have always accompanied and reinforced Planning Acts. For example, in Planning Act 2008, National Policy Statements describe clearly a single commissioner’s role and tasks to handle application; they also define the cases in which Secretary of State is decision-maker. Planning acts describe the meaning of ’owner’, allocation of housing accomodation and acquisition of land. On the other hand with the help of Localism Acts enforcing rules, regulations and continuous amendements, some local communities have successfully challenged Gypsy planning applications as in our case studies in East and West Midlands. Since several years and looking back in time, policy-makers and extremely conservative locals have always challenged planning applications of Gypsy individuals and communities by successfully repealing provisions of local authorities through petitions and other abusive behaviour at times. And although a Housing Act promises to make provisions about housing, secure tenancy and also about mobile homes and the accomodation needs of gypsies and travellers, it may also contain contraddictory content in ’schedules’, ’service notices’ and ’appeals to prohibition notices’, ’management orders’, which may encourage locals to oppose local authorities decisions about Gypsy protected sites. However the most sinister decisions and campaigns against Gypsy sites and planning permissions have been triggered mainly by the Localism acts and by notions of who has the right to be a ’local person’ having the right to make an application and/or acquire land to be used as protected site. In some case study we can discover that the terms of ’Gypsy’, ’nomadism’ and ’Traveller’ become challenging ’weapons’ against planning applications. No Gypsy person getting a local fixed job can be considered any more as a ’Gypsy’ or ’Traveller’, but, they have no chance to become ’locals’ to acquire more rights. On the opposite side, if any person comes from somewhere else is not considered a local to have equal rights with everybody else in the area. If they declare themselves as Gypsy/Traveller, they are opposed by locals as such; locals use themes of wrong waste management and lack of cleaningness, for example, based on Housing Acts to prevent decisions of local authorities ion favour of gypsies who recently lost the right to get legal aid and appeal, as well. The term ’Gypsy’ is played down to what the rest of the inhabitants wants to achieve and most of the times middle aged Gypsy women become victims of a male war of law and regulations; there are occasions in which a woman lost the right to be a ’Gypsy’ simply because they had to find a job close by and for long in order to be a carer for her elderly parents. We are going to challenge ’good practices’ by investigating on these cases through hidden agenda and metaphors used in acts and related decisions and outcomes.