• 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.
    • Careers work in higher education in Pakistan: current practice and options for the future

      Zahid, Gulnaz; Hooley, Tristram; Neary, Siobhan; International Centre for Guidance Studies (iCeGS) (Taylor and Francis, 2019-01-31)
      In this article we examine the development of career guidance in Pakistani higher education. The article is primarily based on a review of the existing literature on career guidance in Pakistan, but also includes the consideration of some new data gathered from a review of higher education institutions websites and five case study interviews. It considers both local and global influences as relevant contexts for understanding how the development of career guidance in Pakistani higher education is taking place. Concerns about alignment between skills supply and demand provide key drivers both for the development of career guidance and for wider higher education reform. However the practice of career guidance in Pakistani higher education is shown to be lagging behind the policy aspirations, both due to limited investment and due to more fundamental cultural challenges that have yet to be fully addressed. If career guidance is going to continue to develop within Pakistan it will need to be strengthened by new policy and resources but also through the development of indigenous theories.
    • Careers work in the blogosphere: can careers blogging widen access to career support?

      Hooley, Tristram; University of Derby (2010-11)
      This article explores the phenomenon of careers blogging. It argues that the blogosphere is an important arena within which people are having career conversations. It then goes one to define a typology of careers blogs which distinguishes between personal career blogs, career support blogs and careers work blogs. The article focuses on a discussion of career support blogs which it seeks to contextualise as a form of career support or career guidance. The article demonstrates that the themes which career support blogs focus on are similar to those which career guidance practitioners focus on in other forms of delivery. Furthermore the business models that underpin career support blogs are also related to broader career support business models. However, it notes that the government pays’ and charity pays’ models are not represented in the sample of blogs identified here. It is possible that the lack of public or third sector funded career support blogs has an impact on the assumed audience for career support blogs. In general it appears that career support blogs are aimed at working adults although this may say more about how public sector funders have embraced blogging than about the inherent suitability of the mode for a wider range of clients. The article finishes by exploring how career support blogging fits into wider careers practice. An argument is made that the careers sector should engage further with career support blogging as it offers a practitioner-led, interactive and cost-effective form of service delivery.
    • Careers work with young people: collapse or transition? An analysis of current developments in careers education and guidance for young people in England

      Hooley, Tristram; Watts, A. G.; University of Derby (iCeGS, University of Derby, 2011)
      This paper analyses the current information available (in July 2011) about the changes that are taking place in careers work following recent government policy initiatives and public-sector austerity measures. In particular, it examines the local developments that have emerged in relation to a national policy context in which: • Existing careers work is being radically reconfigured. • The new National Careers Service (NCS) will principally serve adults (apart from its telephone/web-based services, which will cover young people too). • Securing careers guidance for young people has been made the responsibility of schools. • The requirement for schools to provide careers education has been removed. • There has been very limited transition planning at national level: this has led to considerable local confusion. • In particular, there is continuing confusion about the future relationship of remaining face-to-face Connexions services to the NCS, and about the branding of such services. Implications for Connexions services, Local Authorities, schools, new market players and the careers profession are identified.
    • Challenges to recruitment for the career development sector

      Neary, Siobhan; International Centre for Guidance Studies (iCeGS) (Career Development Institute, 2018-10)
      In spring 2018 the Career Development Institute (CDI) together with the International Centre for Guidance Studies (iCeGS) at the University of Derby undertook research with employers in the career development sector to assess current workforce needs. This was prompted by anecdotal evidence suggesting a shortage of careers professionals and challenges to recruitment in many areas of the UK. This research suggests that pay and conditions, geography and access to affordable training are impacting on the skills and capability of the sector.
    • Challenging the PhD: managing the alignment of an EdD programme alongside a traditional PhD pathway.

      Poultney, Val; University of Derby (University of Middlesex, 2010)
      The impact of undertaking a professional doctorate on professionals is now well documented (Butcher and Sieminski, 2006; Wellington and Sikes, 2006). However, the cultural and pedagogical challenge the EdD brings to the traditional research PhD is less well recognised. The aim of this paper is to examine the cultural and pedagogical changes currently being experienced by one University in two aspects: (1) from the ‘master/apprentice’ (Professor/student) model traditionally reserved for PhD degrees to a more flexible and responsive pedagogy; (2) managing the integration of the EdD within already well-established university systems that do not easily support its wide and diverse approach. This paper raises issues related to the means of securing robust doctoral provision, whilst maintaining diversity across a range of doctoral routes, which complements a work-based learning and widening participation agenda. Further, it challenges university staff to develop an understanding of an emerging pedagogy which is equivalent to, but different from, a traditional PhD research route. Finally there are considerations of making more effective operational working practices related to administration and support of doctoral programmes perhaps effected by locating them all under a central Research Office, rather than within separate Schools/Faculties.
    • Changing conceptions of students' career development needs

      Artess, Jane; University of Derby (University of Niš, 2014)
      Abstract — This paper takes as its starting point a brief review of a range of theoretical assumptions about the nature of career learning and decision-making and plots the emergence of the notion of ‘employability’ as a predominant paradigm for the organisation and delivery of career guidance services in UK higher education. The acquisition of employability skills in students is essentially a deficit paradigm that the provision of work-oriented learning opportunities seeks to address. A key driver for the development of employability as an institutional priority is policy-making by governmental agencies that foregrounds university-business partnerships as a component of economic generation. The development of workbased learning (WBL) and work placements as part of higher education courses is shown to exemplify how responsibility for students’ employability development is increasingly shared between institutions and (prospective) employers. The paper draws upon recent research findings that explore issues of quality assurance in WBL and work placements and poses questions for institutional services aimed to support students’ transition from higher education to the labour market. Access to WBL and work placements appears to be stratified and different types of opportunity are taken up by particular groups of students. A relatively new way of conceptualising career learning as ‘career adaptability’ has been developed out of theories of career ‘constructivism’ and is suggested to provide a return to a more student-centred paradigm which has the potential to be more inclusive. Career adaptability is exemplified by the use of the career adaptability scale to support students’ self assessment of their career learning and development.
    • Changing the subject: the educational implications of developing emotional well‐being

      Ecclestone, Kathryn; Hayes, Dennis; Oxford Brookes University (2009-05)
      Claims that emotional well‐being is synonymous with successful educational practices and outcomes resonate with contemporary political portrayal of well‐being as integral to ‘social justice’. In Britain, diverse concerns are creating an ad hoc array of therapeutic interventions to develop and assess attributes, dispositions and attitudes associated with emotional well‐being, alongside growing calls to harness subject content and teaching activities as vehicles for a widening array of affective outcomes. There has been little public or academic debate about the educational implications of these developments for the aspirations of liberal humanist education. This article addresses this gap. Drawing on philosophical, political and sociological studies, it explores how preoccupation with emotional well‐being attacks the ‘subject’ in two inter‐related senses; the human subject and subject knowledge. It argues that it is essential to challenge claims and assumptions about well‐being and the government‐sponsored academic, professional and commercial industry which promotes them.
    • Climbing the employability mountain

      Hooley, Tristram; University of Derby (Graduate Prospects Ltd., 2017)
      Tristram Hooley, head of research at iCeGS, presents the fi ndings of a fi rst-of-its-kind literature review of employability research in UK higher education providers between 2012 and 2016
    • Compass - Helping schools to find their way to good career guidance

      Hooley, Tristram; The Careers & Enterprise Company (The Career Development Institute, 2017-04)
    • Competences of a careers adviser in a digital age

      Moore, Nicki; University of Derby (Evropská Kontakní Skupina (EKS), 2017-06)
      This chapter describes the digital career management skills required by careers advisers in order to support their clients career development.
    • Creating an evidence base to support the development of a holistic approach to working with children and young people in Derbyshire: a local authority case study on the integration of social pedagogy in children and young people’s services

      Chavaudra, Nicole; Moore, Nicki; Marriott, John; Jakhara, Mohammed; University of Derby (ThemPra Social Pedagogy and the Centre for Understanding Social, 2014-12)
      Derbyshire County Council Children and Younger Adult’s Directorate has been undergoing a social pedagogy learning journey. Local research has identified that where social pedagogy underpins the activities offered to vulnerable children and those in residential care settings the outcomes for these groups are improved. Research suggests that there is a growing appetite for a programme of workforce development in social pedagogical approaches. A growing body of research suggests that whilst training in this area is valued and has impact, it should not result in a new professional identity, that of social pedagogue. Rather the principles and concepts should be embedded in the existing roles of a range of practitioners and stakeholders working with children and young people. As a result of these insights a new accredited programme is being developed in Derbyshire in partnership with the University of Derby which will be offered to 100 practitioners drawn from across the range of the children’s and young people’s workforce. This new approach will be the focus of new research which monitors the impact of the training on the behaviours of practitioners and the outcomes for children. This article offers insights into process and thinking which surrounds the new strategy.
    • Creating feminized critical spaces and co-caring communities of practice outside patriarchal managerial landscapes

      Duckworth, Vicky; Lord, Janet; Dunne, Linda; Atkins, Liz; Watmore, Sue; Northumbria University (Taylor and Francis, 29/01/2016)
      The experiences of five female lecturers working in higher education in the UK are explored as they engage in the search for a feminized critical space as a refuge from the masculinized culture of performativity in which they feel constrained and devalued. Email exchanges were used as a form of narrative enquiry that provided opportunity and space to negotiate identities and make meaning from experiences. The exchanges provided a critical space, characterised by trust, honesty and care for the self and for each other, that enabled a sharing of authentic voices and a reaffirming of identities that were made vulnerable through the exposing of the self as an emotional, politicised subject. Drawing on existing theoretical understandings of critical feminised spaces enabled us to create a pedagogical framework for work with students in further developing caring and co-caring communities of practice that are not alternative to, but are outside the performativity landscape of education.
    • Creative apprentices and envoys: routes to employment and participation

      Artess, Jane; University of Derby (University of Derby, 2017-01-01)
      In commissioning this evaluation LeftCoast had the following objectives: (i) to explore the effectiveness of the Creative Apprentices and Envoys initiatives in delivering new routes and pathways to professional or voluntary participation in the arts and arts organisations; (ii) to look for evidence of good practice, learning moments, and effective approaches to individual skills and personal development; (iii) to conclude on how effective the schemes are in contributing to local arts sector development, and (iv) to look at the values and benefits perceived by individual participants. A brief literature review, together with participants’ and stakeholders’ accounts, evidence that the schemes provide new routes and pathways to professional and voluntary participation in the arts; that there is clear evidence of good practice, learning moments and effective approaches to individual skills and personal development; and that both Creative Apprentices and Envoys contribute to local arts sector development. The participants interviewed appear to value both the work-based and voluntary opportunities provided through these initiatives.
    • A critical response to Hooley’s Seven Cs of digital literacy.

      Staunton, Tom; University of Derby (National Institute for Career Education and Counselling (NICEC), 2018-04)
      This article will provide a critical analysis of Tristram Hooley’s Seven Cs of digital literacy. This analysis will be based on responses from the theoretical tradition of New Literary Studies (NLS) to digital literacy. The key findings of this article are that NLS points towards the Seven Cs, firstly, developing an autonomous view of knowledge and skills where learning is seen as separate from context and, secondly, which obscures forms of exclusion and inequality. Finally, this analysis will discuss an alternative basis for careers practice based on online pedagogy and critical investigation.
    • Culture, capitals and graduate futures: Degrees of class.

      Burke, Ciaran; Ulster University (Routledge, 2016-08-24)
      In a time of too many graduates for too few jobs, and in a context where applicants have similar levels of educational capital, what other factors influence graduate career trajectories? Based on the life history interviews of graduates and framed through a Bourdieusian sociological lens, Culture, Capitals and Graduate Futures explores the continuing role that social class as well as cultural and social capitals have on both the aspirations and expectations towards, and the trajectories within, the graduate labour market. Framed within the current context of increasing levels of university graduates and the falling numbers of graduate positions available in the UK labour market, this book provides a critical examination of the supposedly linear and meritocratic relationship between higher education and graduate employment proposed by official discourses from government at both local and national levels. Through a critical engagement with the empirical findings, Culture, Capitals and Graduate Futures asks important questions for the effective continuation of the widening participation agenda. This timely book will be of interest to higher education professionals working within widening participation policy and higher education policy.