• 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.
    • Crucial impacts on career choices: Research to understand the influences on young people’s choices in primary and secondary schools: Executive summary

      Moore, Nicki; Clark, Lewis; Neary, Siobhan; Blake, Hannah; University of Derby (University of Derby, 2021-04-01)
      This is the executive summary which sets out the findings of European research undertaken by five project partners (The Czech Republic, The United Kingdom, Denmark, Greece and Spain) and lead by a team from the International Centre for Guidance Studies at the University of Derby in the UK. The research was conducted between September 2018 and July 2020. This project has illuminated the similarities and differences in the way young people approach career decision making and the influences which prevail. Whilst there are some differences between the partner countries, largely due to the economic or social conditions which prevail, there are many similarities. The findings from this research will help those tasked with developing programmes of career development and support to identify and focus on specific aspects of their programmes suggested by the research.
    • Crucial impacts on career choices: Research to understand the influences on young people’s choices in primary and secondary schools: Final report

      Moore, Nicki; Neary, Siobhan; Clark, Lewis; Blake, Hannah; University of Derby (University of Derby, 2021-04-01)
      This report sets out the findings of an Erasmus funded pan-Euopean research project which investigated the impacts on young peoples career decisions. The research was undertaken by five project partners (The Czech Republic, The United Kingdom, Denmark, Greece and Spain) and lead by a team from the International Centre for Guidance Studies (iCeGS) at the University of Derby in the UK. The research was conducted between September 2018 and July 2020. This project has illuminated the similarities and differences in the way young people approach career decision making and the influences which prevail. Whilst there are some differences between the partner countries, largely due to the economic or social conditions which prevail, there are many similarities. The findings from this research will help those tasked with developing programmes of career development and support to identify and focus on specific aspects of their programmes suggested by the research.
    • 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.
    • The dangerous rise of therapeutic education

      Hayes, Dennis; Ecclestone, Kathryn; Oxford Brookes University (Routledge, 2008-06)
      The silent ascendancy of a therapeutic ethos across the education system and into the workplace demands a book that serves as a wake up call to everyone. Kathryn Ecclestone and Dennis Hayes' controversial and compelling book uses a wealth of examples across the education system, from primary schools to university, and the workplace to show how therapeutic education is turning children, young people and adults into anxious and self-preoccupied individuals rather than aspiring, optimistic and resilient learners who want to know everything about the world. The chapters address a variety of thought-provoking themes, including •how therapeutic ideas from popular culture dominate social thought and social policies and offer a diminished view of human potential •how schools undermine parental confidence and authority by fostering dependence and compulsory participation in therapeutic activities based on disclosing emotions to others •how higher education has adopted therapeutic forms of teacher training because many academics have lost faith in the pursuit of knowledge •how such developments are propelled by a deluge of political initiatives in areas such as emotional literacy, emotional well-being and the 'soft outcomes' of learning The Dangerous Rise of Therapeutic Education is eye-opening reading for every teacher, student teacher and parent who retains any belief in the power of knowledge to transform people's lives. Its insistent call for a serious public debate about the emotional state of education should also be at the forefront of the minds of every agent of change in society… from parent to policy maker.
    • Decent work in the UK: Context, conceptualization, and assessment

      Dodd, Vanessa Nichole; Hooley, Tristram; Burke, Ciaran; University of Derby; Nottingham Trent University (Elsevier, 2019-04-03)
      Access to decent work is an important goal for policymakers and for individuals navigating theirworking lives. Decent work is a career goal for individuals and a priority for many employers andpolicy makers seeking to promote social justice. Decent work forms part of the United Nationssustainable development goals and the International Labor Organisation's (ILO) Decent WorkAgenda. Thefindings of the Taylor Review (2017) have helped to prioritize decent work as apolicy aim for the current UK government.Although macro-level indicators have been well developed to monitor access to decent work,there have been few studies which attempt to understand decent work at the individual level. Asa result, our studies explore the measurement and definition of decent work in the UK. Study 1investigates whether the Decent Work Scale (DWS) is a valid measure for use in the UK and Study2 uses a qualitative approach to further understand what decent work means to working peoplein the UK. Study results may have implications for the assessment and conceptualization of de-cent work among this specific population.
    • Decommissioning normal: COVID‐19 as a disruptor of school norms for young people with learning disabilities

      Beaton, Mhairi C.; Codina, Geraldene N.; Wharton, Julie C.; University of Derby; University of Winchester; Leeds Beckett University (Wiley, 2021-06-02)
      To slow the spread of COVID-19, on 20 March 2020, nurseries, schools and colleges across England were closed to all learners, apart from those who were children of key workers or were considered “vulnerable.” As young people with learning disabilities, families, professionals and schools become acquainted with the Erfahrung of the new horizon brought about by COVID-19, the negativity of altered social inclusion is becoming the “new normal.” Capturing this transitory moment in time, this paper reflexively analyses the curiously productive variables of altered ecological pathways to social inclusion for people with learning disabilities. Taking a hermeneutic stance, this paper draws on Gadamer's construction of the nature of new experiences. Focussed on the experience of social inclusion during the COVID-19 pandemic, semi-structured interviews were conducted with six key stakeholders. As the phenomenon in question was new, an inductive approach to thematic analysis was applied. The critical tenet of this paper is that the Erfahrung of COVID-19 has created the conditions for a “new normal” which have afforded children with learning disabilities altered opportunities for social inclusion, whether that be through increased power/agency for them and their families and/or new modes of connectedness leading to enhanced relationships. Whilst the impact of COVID-19 has been a negative one for many aspects of society, application of Simplican and Gadamer's theories on social inclusion and the nature of new experiences has permitted the surfacing of new possibilities for the social inclusion of children with learning disabilities.
    • Developing a methodology for public engagement with critical research.

      Boyask, Ruth; Vigurs, Katy; Auckland University of Technology; University of Derby; Auckland University of Technology; University of Derby (Sage, 2017-12-10)
      n this article we argue that a refined understanding of ‘public’ and ‘public engagement’ can help researchers who produce critical research make better decisions towards achieving policy influence. We acknowledge the challenges critical researchers face in putting their research to work within the public domain. Critical research struggles to gain influence in bounded public spheres where research is valued as a consumable commodity rather than for its integrity or capacity for informing change. A starting point for developing a method of engagement is to understand better ‘publics’ and the different ways they may be conceptualised. We draw on a framework of three conceptualisations of the public in public engagement: bounded, normative and emergent. We use this framework to analyse our own experience of public engagement and attempts at policy influence in the Respecting Children and Young People Project. Through this analysis we recognise alternative ways to conceive of publics that may direct us away from some courses of action, and open new possibilities for public engagement with critical research.
    • Developing the effectiveness of teacher education for inclusion

      Robinson, Deborah; University of Derby (2017-05)
      Abstract: This paper reports on the findings of a research study which sought to identify the conditions, processes and activities underpinning effective inclusive teacher education. The study took forward what was currently known (or hypothesised) and from this built a pedagogic model (in the form of inclusive action research) that was applied in a partnership school during the practicum period among 22 participants (preservice teachers, experienced teachers and teaching assistants) to support the professional development of all involved. The findings support the claim that socially situated, research oriented, reflexive, collaborative approaches to developing inclusive practice are important elements in an effectual programme. They also cast light on the conceptual and practical challenges involved in being inclusive and on the impact of external cultures on the professional identities and actions of practitioners. This paper takes the position that de-intellectualised, competence based ‘on the job training’ models of teacher education will not be effective in preparing teachers for the deep challenges involved in becoming and being a more inclusive practitioner.
    • The development of the Teachers’ Attitudes toward Career Learning Index (TACLI).

      Dodd, Vanessa; Hooley, Tristram; University of Derby (Taylor and Francis, 2017-10-18)
      Teachers play an important role supporting young people to form their career identities and to make successful transitions into further learning and work. In England there has been limited research that has looked specifically at the role of teachers and none which has tried to establish a measure of teacher attitude toward careers work. This article details the development of the Teachers Attitude toward Career Learning Index (TACLI) which was created to measure attitudes and engagement in career learning on teachers in England. The instrument went through a survey design process which included content validity and construct validity components. The process identified a five underlying factors in teachers attitude and engagement in careers work: (1) career learning and support practices, (2) school career strategy attitudes, (3) subject career learning attitudes, (4) career support attitudes, and (5) school career strategy practices. This process helped refined initial theoretical constructs regarding teachers’ roles in careers learning.