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    • Business games and enterprise competitions. What works?

      Hanson, Jill; Hooley, Tristram; Cox, Annette; University of Derby (Careers and Enterprise Company, 2017-09)
      This paper provides the underpinning evidence on business games and enterprise competitions. Schools, colleges and providers of careers and enterprise programmes are invited to use this evidence to inform the programmes that they are running and developing. The paper draws together academic and ‘grey’ literature (such as policy papers, speeches and programme evaluation reports), with the aim of, first, clarifying possible impacts from business games and enterprise competitions and, second, exploring what effective practice looks like.
    • Can aspiration kill local community? Challenges for young people and career practitioners in Sri Lanka

      Neary, Siobhan; University of Derby, iCeGS (NICEC, 2013-10)
      Raising aspiration is a primary focus of careers work. However, in some circumstances enhanced aspirations may create tensions in situations of limited accessible opportunity. Additionally focusing on the autonomy of the individual and their choice can impact more broadly on local community. This article will explore the importance of locating career guidance in context, specifically in relation to some of the issues facing career practitioners working in Sri Lanka. These practitioners seek to inspire young people to a range of careers whilst remaining conscious of the individual and local impacts that may result. It will consider the concept of 'foundation' which encompasses the physical, social, religious and spiritual, cultural and political environment and the role this might play in providing a holistic model for career guidance.
    • Can we work together and still be friends?

      Poultney, Val; University of Derby (2011-04)
      Recently at my institution, the University of Derby, we have recognised a burgeoning increase in the number of academic staff undertaking postgraduate courses which requires tutoring or supervision from other academic colleagues. Increasingly the postgraduate team is undertaking ‘colleague to colleague’ supervision for Master’s and Doctoral programmes. While this may be nothing new in Higher Education (HE) institutions I was interested in some of the ways in which this pedagogy impacted on professional relationships. There appeared to be little written in the academic literature at least about ‘colleague to colleague’ supervision, but at a recent University Council for the Education of Teachers (UCET) conference the theme was widely recognised by many university staff. There are increasing constraints on the CPD budgets in secondary schools that goes nowhere near covering professional development requirements for all staff. Schools must therefore turn ‘in house’ and make full use of existing teacher capacity to cover the shortfall perhaps under the auspices of coaching and mentoring. This drive for getting ‘value for money’ would require teachers to work more closely together, perhaps on a one to one basis over longer periods of time. How do teachers manage one to one professional relationships; which can be improved when they work but difficult to sustain if they do not.
    • Capturing habitus: theory, method and reflexivity.

      Costa, Cristina; Burke, Ciaran; Murphy, Mark; University of Strathclyde; University of Derby; University of Glasgow; School of Education, University of Strathclyde, Glasgow, United Kingdom of Great Britain and Northern Ireland; University of Derby, Derby, United Kingdom of Great Britain and Northern Ireland; University of Glasgow, Glasgow, United Kingdom of Great Britain and Northern Ireland (Taylor and Francis, 2018-01-11)
      Bourdieu’s career long endeavour was to devise both theoretical and methodological tools that could apprehend and explain the social world and its mechanisms of cultural (re)production and related forms of domination. Amongst the several key concepts developed by Bourdieu, habitus has gained prominence as both a research lens and a research instrument useful to enter individuals’ trajectories and ‘histories’ of practices. While much attention has been paid to the theoretical significance of habitus, less emphasis has been placed on its methodological implications. This paper explores the application of the concept of habitus as both theory and method across two sub-fields of educational research: graduate employment and digital scholarship practices. The findings of this reflexive testing of habitus suggest that bridging the theory-method comes with its own set of challenges for the researcher; challenges which reveal the importance of taking the work of application seriously in research settings.
    • Career development in Canada

      Hooley, Tristram; University of Derby (International Centre for Guidance Studies, University of Derby, 2013-11-19)
      This report sets out the findings from a research study visit that I (Tristram Hooley) undertook in Canada during the summer of 2011. The study visit was made possible by the generous funding of the Winston Churchill Memorial Trust. During the visit I was able to explore the career development systems in five Canadian provinces (New Brunswick, Nova Scotia, Ontario, Alberta and British Columbia). I was also able to briefly visit another two provinces (Prince Edward Island and Quebec) and to talk to a number of organisations with national remits.
    • Career development policy and practice: the Tony Watts reader

      Hooley, Tristram; Barham, Lyn; University of Derby (Highflyers, 2015)
    • Career guidance

      Moore, Nicki; University of Derby (National Governors Association, 2017-03-10)
      The article explains the vital role that career-related learning and guidance plays in schools. The article covers the statutory duties and strategic responsibilities of governors in both primary and secondary schools
    • Career guidance and inspiration in schools

      Hooley, Tristram; University of Derby (Careers England, 2015-04-07)
      This is the thirtieth 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 Tristram Hooley.
    • Career guidance and the changing world of work: Contesting responsibilising notions of the future.

      Hooley, Tristram John; University of Derby (Springer, 2019-04-29)
      Career guidance is an educational activity which helps individuals to manage their participation in learning and work and plan for their futures. Unsurprisingly career guidance practitioners are interested in how the world of work is changing and concerned about threats of technological unemployment. This chapter argues that the career guidance field is strongly influenced by a “changing world of work” narrative which is drawn from a wide body of grey literature produced by think tanks, supra-national bodies and other policy influencers. This body of literature is political in nature and describes the future of work narrowly and within the frame of neoliberalism. The ‘changing world of work’ narrative is explored through a thematic analysis of grey literature and promotional materials for career guidance conferences. The chapter concludes by arguing that career guidance needs to adopt a more critical stance on the ‘changing world of work’ and to offer more emancipatory alternatives.
    • Career guidance for social justice: contesting neoliberalism

      Staunton, Tom; University of Derby (Routledge, 2019-05-22)
    • Career guidance for social justice: Contesting neoliberalism.

      Hooley, Tristram; Sultana, Ronald; Thomsen, Rie; Hooley, Tristram; Sultana, Ronald; Thomsen, Rie; University of Derby; University of Malta; Aarhus University (Routledge, 2017-11-30)
      This edited collection examines the intersections between career guidance, social justice and neo-liberalism. Contributors offer an original and global discussion of the role of career guidance in the struggle for social justice and evaluate the field from a diverse range of theoretical positions. Through a series of chapters that positions career guidance within a neoliberal context and presents theories to inform an emancipatory direction for the field, this book raises questions, offers resources and provides some glimpses of an alternative future for work. Drawing on education, sociology, and political science, this book addresses the theoretical basis of career guidance’s involvement in social justice as well as the methodological consequences in relation to career guidance research.
    • Career guidance in communities: A model for reflexive practice

      Thomsen, Rie; Aarhus University (University of Derby, 2017-05-01)
      The aim of this paper is to inspire practitioners and professionals to leave their offices to bring career guidance into communities that might not identify with career guidance in the first instance. By making the effort to engage with communities, practitioners may bring about a critical change in career guidance practices as well as in the lives of the people in the communities. This paper falls into two parts: The first part considers the collective as the starting point for the development of meaningful career guidance activities. Based on previous research on career guidance in communities from a critical psychological standpoint the paper introduces a social practice theory of career guidance. The social practice theory of career guidance argues that career guidance can be seen as a collective practice in which people can join forces with career guidance practitioners to analyse their situation and based on these insights create new opportunities in relation to their future educational or vocational participation in society (Thomsen 2012). From this idea, the second part of the paper the paper moves on to consider the practical implications of taking the collective as the starting point for the development of a critically reflexive career guidance practice. The considerations are organised around seven elements. 1. Creating opportunity, structure and access 2. Entering a community and increasing visibility 3. Providing guidance in communities 4. Exploring potentials in guidance situations 5. Deciding on guidance activities 6. Developing, planning and implementing 7. Documenting and evaluating. These elements are joined together and presented as a model for reflexive practice. Each element is introduced, illustrated and examined noting important areas for reflection and action.  
    • A career in career - understanding what career looks like in the career development sector

      Neary, Siobhan; Hanson, Jill; Cotterill, Vicky; University of Derby (The Career Development Institute, 2017-01)
      There is little known about the careers workforce in the UK. This research focuses on developing a better understanding of who chooses to become a career development practitioner, their motivation, the transferable skills they bring with them and how they see their career developing. Although respondents represent a snapshot of practitioners it identified that the workforce is female, ageing and lacks diversity. Respondents felt their was a lack of career development within the sector with mainly management available for progression.
    • A career of choice: attracting talented young people into house building

      Turner, Clive; Moore, Nicki; Bysshe, Simon; University of Derby (IHS BRE Press on behalf of NHBC Foundation, 2015-03-09)
      The purpose of this research was to establish a better understanding of how young people view house building as a career choice and to provide insights to improve recruitment of those with enthusiasm and talent into the sector. It collected the views of over 500 teenagers and young men and women between the ages of 14 and 24, and the views of those who advise them on careers.
    • A career postcode lottery? Local authority provision of youth and career support following the 2011 Education Act

      Langley, Emma; Hooley, Tristram; Bertuchi, Denise; University of Derby; University of Derby, iCeGS (2014-01-15)
      Since the election of the Coalition Government, England has seen a major change in the delivery of career support for young people. Cuts in funding for Connexions, Aimhigher and Education Business Partnerships have been accompanied by a shift in statutory responsibility from local authorities (LAs) to schools. Such policy has been criticised by a wide range of stakeholders and subjected to some scrutiny. This study focuses attention on the experiences of LAs and their staff in dealing with these changes. The aim was to explore the current scale and nature of LA careers activities with a view to providing a picture of LA responses to the policy changes. The report explores several themes: the resourcing of career and youth support, the provision of universal career support, and how targeted services have been affected. It also discusses the implications of the changes on specific groups such as careers professionals and young people, and suggests ways forward.
    • Careering through the Web: the potential of Web 2.0 and 3.0 technologies for career development and career support services

      Hooley, Tristram; Hutchinson, Jo; Watts, A. G.; University of Derby (UKCES, 2011-12-21)
      This paper examines the environment that the web provides for career exploration. Career practitioners have long seen value in engaging in technology and the opportunities offered by the internet, and this interest continues. However, this paper suggests that the online environment for career exploration is far broader than that provided by public-sector careers services. In addition to these services, there is a wide range of other players including private-sector career consultants, employers, recruitment companies and learning providers who are all contributing to a potentially rich career exploration environment.
    • Careering towards a wall? Careers guidance policy and election 2015

      Hooley, Tristram; University of Derby (2015)
      This article reviews recent policy in career guidance in the context of the 2015 election.
    • Careers 2020: options for future careers work in English schools.

      Hooley, Tristram; Marriott, John; Watts, A. G.; Coiffait, Louis; University of Derby (Pearson, 2012-11-01)
      Careers work in English schools has endured much turbulence recently. The government has now established a statutory duty on schools to secure provision, placing commissioning of careers advice and guidance in the hands of schools rather than local authorities or central government. But the duty is framed very loosely, comes with no funding and offers no clear model of provision. The previous funding for face-to-face guidance from qualified careers advisers has been removed, as has the duty for schools to provide careers education. So what should schools’ careers offers look like in future? How can schools ensure the quality of the career development support that is so vital for young people, and particularly so for those who cannot rely on their existing networks for advice and opportunities?
    • A careers adviser? so what do you do exactly?

      Neary, Siobhan; University of Derby, iCeGS (NICEC, 2011-11)
      This paper aims to explore and examine how professional identity is defined within career guidance in England in the wake of ongoing change. It considers the components and the factors that contribute to the formation of professional identity, and the relationship with postgraduate continuing professional development (CPD). The study draws on the perceptions of a group of England-based practitioners broadly representing the sector, but bounded by one common factor; they have all undertaken a postgraduate qualification focusing on CPD within a guidance related discipline.
    • Careers leadership in practice: a study of 27 careers leaders in English secondary schools

      Andrews, David; Hooley, Tristram; University of Derby (Taylor & Francis, 2019-04-01)
      Historically, responsibility for career education and guidance in English schools was shared between the school and an external careers service. The Education Act 2011 transferred responsibility for career guidance to schools. Andrews and Hooley (2017) argued that for schools to successfully manage these new arrangements they require a ‘careers leader’. In this article, we report on research in 27 English state schools and multi-academy trusts where careers leadership currently exists. This research broadly endorses Andrews and Hooley’s typology of careers leadership tasks with the addition of a new task around securing funding. However, it is noted that the way in which these tasks are organised varies, with five models of careers leadership evident. The advantages and potential challenges of each model are outlined and implications for the training and professional development of careers leaders are discussed.