• Employers' experience of Higher Apprenticeships: benefits and barriers

      Mieschbuehler, Ruth; Hooley, Tristram; Neary, Siobhan; University of Derby (iCeGS, University of Derby and Pera Training, Melton Mowbray, 2015)
      This report explores employers’ experience and understanding of Higher Apprenticeships. It is based on a survey of almost 200 companies and follow-up interviews with eleven employers. The findings suggest that there is strong support for Higher Apprenticeships amongst employers although there are many employers who have yet to engage with this programme. Employers that have implemented Higher Apprenticeships report a range of business benefits, but they were also clear that appropriate funding has to be in place to support these programmes. Employers generally thought that the introduction of Higher Apprenticeships would improve employee retention, help them to train people in the way they thought necessary and would enhance their company’s skills base. Barriers that had mitigated against the introduction of Higher Apprenticeships included the cost of introducing a Higher Apprenticeship programme, the work needed in making the business ‘higher apprentice friendly’ and findings appropriate apprenticeship frameworks and training providers. Companies that had successfully embedded Higher Apprenticeships had typically developed an approach to recruitment which enabled them to identify and select the best apprentices. Companies also set up management processes to ensure that higher apprentices were well supported and able to progress and developed effective partnerships with training providers.
    • ‘Empowerment at the higher level: the perspectives of learners and their tutors on critical professional reflection at Masters’ level’

      Poultney, Val; University of Derby (2008-09-03)
      This research aims to look at the perceptions of a cohort of professional teacher-learners and their University tutors regarding critical professional reflection and how it might be developed and incorporated within a Masters’ course. Tutoring a group of professional teacher-learners to be analytical, enquiring and evaluative requires skilling them with the scholarly processes that will enable them to be an effective part of the postgraduate workforce. Developing critical thinking skills may require a ‘learning conversation’ (Brookfield, 1987) but it might be that tutors could do more. Garrison’s (1991) concerns about role modeling critical thinking implies a lack of pedagogic expertise on the part of tutors, however tutors unwilling to adopt the characteristics of reflective critical thinkers or be role models for such may deprive teacher-learners of skills and qualities needed to become independent learners. Drawing on a survey approach using questionnaires, telephone interviews and focus groups, teacher-learners and tutors were invited to talk about their experiences of critical professional reflection. Early indications revealed that teacher-learners’ understanding of critical professional reflection is roughly in line with their ‘learning maturation’ and that more challenge and role modeling of this type of thinking by tutors is required, both at early and later stages of the course. It is also significant to note at this point that teacher-learners’ perception of their critical thinking has been highlighted as a result of this research. The data has raised issues for pedagogical practice within one institution and provides data for on-going pedagogical discussions. Teacher-learners engaging with knowledge from both academic and professional sources are beginning to understand that critical professional reflection skills will not only serve them well in the school context, but will also give them the resources to engage and disseminate their knowledge in a wider variety of academic and professional arenas.
    • Enhancing choice? The role of technology in the career support market

      Hooley, Tristram; Hutchinson, Jo; Watts, A. G.; University of Derby (UKCES, 2010-12)
      This report explores the role that technology has played in the development of the career support market. This market is conceived broadly to include all possible resources that individuals might draw upon to support them in their career development. A key element is the role that is played by public-sector career services and by careers professionals; though these resources are supplemented by services paid for in a wide range of ways and delivered by a range of professionals and non-professionals.
    • Enhancing professionalism - progressing the career development sector

      Johnson, Claire; Neary, Siobhan; Career Development Institute; International Centre for Guidance Studies (iCeGS) (National Institute for Career Education and Counselling (NICEC), 2015-10)
      Much has changed in the career development sector since the launch of the Careers Profession Task Force report, ‘Towards a Strong Careers Profession’ in 2010. The report made recommendations for enhancing the professionalism of the career sector including the establishment of an overarching professional body, new qualification levels and common professional standards. The Careers Profession Alliance (CPA) and then the Career Development Institute (CDI), launched in April 2013 have striven to facilitate the sector to be stronger and more cohesive by addressing these recommendations. This article explores what was needed, what has been achieved and plans for the future.
    • Ensuring an independent future for young people with special educational needs and disabilities (SEND): a critical examination of the impact of education, health and care plans in England.

      Robinson, Deborah; Moore, Nicki; Hooley, Tristram; University of Derby; Centre for Educational Research and Innovation, University of Derby, Derby, UK; International Centre for Guidance Studies, University of Derby, Derby, UK; International Centre for Guidance Studies, University of Derby, Derby, UK (Taylor and Francis, 2018-01-03)
      This article examines the implications of the new education, health and care (EHC) planning process for career professionals in England. The new process comes in the wake of a succession of legislation relating to young people with special educational needs and disabilities (SEND) in England. There is much to recommend the new process as it represents a shift to a more holistic and person-centred approach. However, there are four main criticisms which can be made of the new process: (1) the policy has an excessive focus on paid work as an outcome which is unrealistic (for some young people); (2) the resourcing in local authorities is too limited to successfully operationalise the policy; (3) there is a lack of clarity about the professional base delivering EHC planning (especially in relation to the career elements); and (4) the policy is too narrowly targeted. While the new legislation offers some major opportunities, realising these will be difficult. In this paper, questions are raised about the resources required to deliver these services; the responsibilities relevant to such services; and the role and scope of these services in supporting the transitions of vulnerable young people into learning and work in an environment where universal careers provision has been substantially diminished.
    • Ensuring quality in career guidance: a critical review

      Hooley, Tristram; Rice, Suzanne; University of Derby; University of Melbourne; International Centre for Guidance Studies, University of Derby, Derby, UK; Centre for Vocational and Educational Policy, Melbourne Graduate School of Education, University of Melbourne, Australia (Taylor & Francis, 2018-07-06)
      In rapidly changing employment markets, career guidance has a vital role to play in supporting people in navigating transitions between education and employment across the lifespan. In this article, the issue of quality and quality assurance in career guidance is explored. Although there is no clear agreed international understanding of what quality career guidance looks like, through a review of current approaches we identify six main areas which may be quality assured and propose a new typology of approaches to assuring quality. The article concludes by considering critically some of the issues that quality assurance approaches in career guidance generate, highlighting the need for caution so that the pursuit of quality does not undermine the goals it seeks to achieve.
    • Enthusiasm Trust and Community Space Challenge: impact evaluation

      Moore, Nicki; Hutchinson, Jo; University of Derby (International Centre for Guidance Studies, University of Derby, 2012-12)
      The aims of research were:- • To build a body of evidence of impact regarding environmental volunteering services on young people, and on the community • To provide an overview of the types of young people who have participated in the past • To document aspects of previous projects that encourage young people to participate and to achieve, and those that discourage young people from participation or from sustained engagement • To identify the key resources that underpinned successful project delivery • To identify specific achievements of young people that are attributable to the programme
    • Entrepreneurship and UK doctoral graduates

      Hooley, Tristram; Bentley, Kieran; Marriott, John; University of Derby (IP Publishing, 2011-06-01)
      This paper discusses the experience of UK doctoral graduates in pursuing entrepreneurial careers: there is evidence that this applies to a substantial number - about 10% - of doctoral graduates. The nature of their experience was explored using 37 interviews with doctoral entrepreneurs. The research was funded by Vitae (www.vitae.ac.uk), an organization championing the personal, professional and career development of doctoral researchers and research staff in UK higher education. The stories that the participants tell suggest that doctoral entrepreneurship develops out of a complex interaction between the personality and skills of the entrepreneurs and the environment in which they operate. In particular, the authors argue that the participants have mobilized a mix of financial, social and educational capital in order to create and sustain their enterprises successfully.
    • Establishing Croatia’s lifelong career guidance service

      Moore, Nicki; Zećirević, Mirjana; Peters, Simon; University of Derby (NICEC, 2014-04-01)
      On July 1st 2013, Croatia became the 28th member state of the European Union. One requirement for Croatia’s accession to the EU was the establishment of comprehensive life-long career guidance (LLCG) provision. In 2011, the Croatian Employment Service, the traditional provider of career guidance services to the unemployed, embarked on a programme to establish eight public facing pilot LLCG centres funded through EU transition funding. This article uses the results of an early evaluation of the new LLCG centres undertaken at the end of the pilot stage to explore the inter-relationship between this EU imperative and the policy and practice developments required to establish LLCG in a post-conflict and post command economy emerging EU country.
    • Evaluating the Legacy Careers Project.

      Marriott, John; Hooley, Tristram; University of Derby (2014-03-18)
      The Legacy Careers Project was a five day programme of career enrichment activities for schools in East London. The programme ran from June to December 2013 with students moving from Year 8 to Year 9. It provided information and activities to support students to better understand their future career options. The project takes its inspiration from the Olympic Games and is informed by the opportunities offered by Queen Elizabeth Olympic Park. This paper sets out the findings of an evaluation of the project conducted by the International Centre for Guidance Studies. The evaluation concludes that the project was successful. Evaluators noted the delivery of an effective and coherent career learning programme that aligned well with best practice in the sector. Key indicators of success are as follows: • Students who participated in the programme reported that they enjoyed the experience and found it useful; • A high level of learning could be observed throughout the programme; • Students reported that they had developed their skills and attributes through the programme; • There was evidence of greater purposefulness in thinking about their next career destination; • The programme exceeded the initial target of 200 participants by providing 770 students (year 8, moving to year 9) and an additional 70 team leaders (year 12) with career enrichment activities outside of the classroom; • There was a high level of positive engagement from the schools involved in the programme; and • The programme also provided opportunities for a group of sixth form team leaders. These students also reported improvements in their self-confidence (53%), leadership skills (47%) and other skills and attributes.
    • Evaluation of Careers Yorkshire and the Humber Inspiration activity and good practice guide

      Artess, Jane; Hanson, Jill; University of Derby (2017-03)
      The research suggests that Careers Yorkshire and the Humber (CYH) is continuing to make good progress in its inspiration work and fulfilling the expectations that it set itself in its Inspiration plans. Whilst celebrating its continuing achievements CYH is set on a journey of improvement and is actively seeking to continue to work collaboratively with partners, to make the most of its networks, to continue to provide impartial, labour market information and to grow the infrastructure to meet the needs of young people and their parents and advisers for reliable career-related information and support activities. The context for CYH’s inspiration work during 2016-2017 has become more complex as more organisations and services become available. This presents challenges but also opportunities which CYH appear to have grasped with enthusiasm.
    • Evaluation of outreach interventions for under 16 year olds: Tools and guidance for higher education providers.

      Harrison, Neil; Vigurs, Katy; Crockford, Julian; McCaig Colin; Squire, Ruth; Clark, Lewis; International Centre for Guidance Studies (Office for Students (OfS), 2018-12-13)
      During 2017-18, OFFA commissioned research that aimed to understand the nature of outreach activities for under 16 year olds (which were funded through access and participation investment) and how these were evaluated. This document, developed from the research, is intended to act as a resource for pre-16 outreach practitioners and evaluators, drawing both on the data collected by this project and the wider literature around evaluation and outreach. It seeks to recognise the complexity of pre-16 outreach work and eschews a prescriptive approach in favour of establishing important principles and actions that are likely to underpin good practice. Our discussion is broadly positioned within a ‘social realist’ worldview (Archer, 2008; Pawson, 2013) that seeks to understand the fuzzy nature of the cause-and-effect relationships that exist within complex social fields, where individuals construct their own realities in reference to those around them. There is a particular focus on epistemology – the pathways to creating dependable, if contingent, knowledge – as a vehicle for making meaning from data that is usually incomplete, compromised or mediated through young people’s emergent constructions of their worlds. Fundamentally, outreach is predicated on the ability of practitioners to influence young people in a planned way, albeit that the plan will not always work for every young person in every cohort. An important element in this epistemology is that it is not concerned with finding single ‘solutions’ that exist outside time and context. Rather, it is concerned with understanding how young people are influenced by their life experiences – not ‘what works’, but what works in a given context and, importantly, why. It is only through understanding the latter element that practices can become robustly effective in the long-term and potentially transferable to other contexts. This is particularly appropriate to pre-16 outreach work due to the lengthy time lag between activity and application to higher education (HE).
    • Evaluation of premiership rugby’s HITZ learning academy programme

      Defeyter, Greta; Graham, Pamela; Atkins, Liz; Harvey-Golding, Louise; Crilley, E; Northumbria University (Premiership Rugby/Northumbria University, Healthy Living Lab, 2017-06)
      N/A
    • Evaluation of the careers leader training

      Williams, Joy; Akehurst, Georgie; Alexander, Kate; Pollard, Emma; Williams, Ceri; Hooley, Tristram; Institute of Employment Studies; University of Derby (Institute of Employment Studies, 2020-05)
      This paper evaluates the effectiveness of the careers leaders training programme which was funded by the Careers & Enterprise Company.
    • An evaluation of the Derbyshire and Nottinghamshire collaborative outreach programme

      Hanson, Jill; Clark, Lewis; University of Derby (University of Derby, 2019-05)
      In the East Midlands the NCOP consortia is the Derbyshire and Nottinghamshire Collaborative Outreach Programme (DANCOP) which is a progression of NEMCON (North East Midlands Collaborative Outreach Network) and is comprised from several universities and colleges of further education. DANCOP’s initial two goals were: 1. Raise learners’ motivation to work hard and their understanding of the importance of education in their future: 2. Equip learners to plan for progression and make appropriate choices for post-16 study and HE. This report includes an extensive review of literature on widening access, collaboration and networks and details a formative and summative evaluation undertaken by The International Centre for Guidance Studies (iCeGS) using data collected from February 2017 to May 2019. It reports on the progress made by DANCOP up until April 2019 with respect to: 1. The development of the collaborative network 2. The extent to which schools and learners have been engaged 3. The perceived impact of activities on learners, feedback from learners, teachers and parents and distance travelled with respect to knowledge/attitudes/intentions pertaining to future options and in particular higher education 4. Innovations in collaborative working and widening access The evaluation has captured data from surveys, interviews and focus groups from DANCOP team members, management group members, learners, teaching and school staff, session deliverers and third party providers. KEY FINDINGS 1. The network is well established amongst the HEIs, external stakeholders and FE colleges 2. DANCOP has surpassed its targets with respect to school engagement and learner interactions 3. It took a long time to establish the central and hub teams and recruit college based roles, partly because of the policies and processes inherent in HEIs and FECs but also because of non-competitive salaries and short term contracts. 4. It took a long time to build awareness in schools and develop good working relationships so that activities could be delivered. In short term funded programmes this is a problem. 5. DANCOP could work more quickly if legal, recruitment and financial issues and executive sign off could be facilitated. 6. Collaborative work has been supported by: a. Representation of key partners across different management groups b. The structural and physical location of teams and individuals c. An agile Steering Group and inclusion of further education colleges through the IPG d. ‘Blended Professionals’ who have significant experience, knowledge and skills and are able to cross boundaries to get work done 7. Key innovations have been the IPG, a small but agile steering group and using funding for longer term resources such as skills study coaches in colleges and the STEM Centre. 8. With respect to activities, feedback has been almost entirely positive, and this includes learners, teachers, DANCOP staff funded roles and parents. This has been the case across the wide range of different activities which have been delivered, across year groups and across delivery teams. 9. Activity evaluations show participants report significant increases in knowledge about HE and confidence. 10. Comparisons of knowledge, attitudes and intentions between DANCOP and non DANCOP learners suggest there have been the desired changes in DANCOP learners. They have shown increased likelihood of attending FE and HE, increased sense of academic fit, increased confidence and increased knowledge of HE.
    • An evaluation of the Derbyshire and Nottinghamshire Collaborative Outreach Programme: interim evaluation.

      Hanson, Jill; University of Derby (University of Derby, 2018-10-24)
      The Context The National Collaborative Outreach Programme (NCOP) was developed to support the Government in meeting three goals: 1. Double the proportion of young people from disadvantaged backgrounds in higher education (HE) by 2020 2. Increase by 20 per cent the number of pupils in HE from ethnic minority groups 3. Address the under-representation of young men from disadvantaged backgrounds in HE. In the East Midlands the NCOP consortia is the Derbyshire and Nottinghamshire Collaborative Outreach Programme (DANCOP) which is a progression of NEMCON (North East Midlands Collaborative Outreach Network) and is comprised from several universities and colleges of further education. DANCOP’s initial two goals were: 1. Raise learners’ motivation to work hard and their understanding of the importance of education in their future: 2. Equip learners to plan for progression and make appropriate choices for post-16 study and HE. Aim/Methods This interim report includes an extensive review of literature on widening participation, collaboration and networks and details a formative evaluation undertaken by The International Centre for Guidance Studies (iCeGS) using data collected from February 2017 to March 2018. It reports on the progress made by DANCOP up until March 2018 with respect to: 1. The development of an effective collaborative network 2. The extent to which schools have been engaged 3. The nature of student feedback received so far and distance travelled with respect to knowledge/attitudes/intentions pertaining to future options and in particular higher education 4. Innovations in collaborative working and widening participation The formative evaluation has so far captured data from surveys, interviews and focus groups from DANCOP team members, management group members, students and third party providers. Key Findings 1. The network is well established amongst the HEIs, external stakeholders and some FE colleges 2. FE colleges are facing an unprecedented upheaval with significant changes to the sector, pressures on staff to meet targets, mergers and redundancies. In this difficult and uncertain climate some of the college partners have been unable to engage effectively in the partnership. 3. It has taken a long time to establish the central and hub teams, primarily because of the policies and processes inherent in HEIs and FECs. Additionally it takes a long time to build awareness in schools and develop good working relationships so that WP activities can be delivered. The project life span needs to be extended for its full potential to be realised and for impacts to be properly evaluated. 4. DANCOP could work more quickly if legal issues and executive sign off could be facilitated. Dealing with the implications of GDPR has taken a lot of capacity. 5. Collaborative work has been supported by: a. Representation of key partners across different management groups b. The structural and physical location of teams and individuals c. An agile Steering Group d. ‘Blended Professionals’ who have significant experience, knowledge and skills and are able to cross boundaries to get work done 6. DANCOP has been able to engage with a large number of learners although these have tended to be located in a small number of schools. At March 2018 the majority of interactions had been delivered through the third party provider IntoUniversity. Year 11 students were the year group who have had the most engagement with activities. 7. Innovative approaches to WP can be seen already but some may not be eligible for the funding or able to demonstrate specific impacts which may be at a cost to pupils. 8. Initial feedback, both quantitative and qualitative, from pupils indicates that activities are perceived positively. The activities, in the short term at least, have a favourable impact on levels of knowledge, confidence, intentions to attend and motivation to work hard Recommendations 1. That the lifespan of the initiative is increased significantly in order to meet targets and evaluate long term impact. 2. That NCOP provides legal advice and support regarding elements such as data sharing agreements. 3. That there is more efficacious system for executive sign off on contracts for projects. 4. That colleges and hubs consider how to integrate their team members both within the institution (i.e. located structurally and physically within appropriate departments) and with each other to facilitate support, communication and collaboration. 5. That DANCOP produces a shared calendar of events for hubs and central team members. There might also be an internal online forum for all partners and members of teams to access in order to share best practice, challenges and develop resolutions. The Final Report Will include data from more students, teaching and SLT staff, Governance Board members, all third party providers and follow ups with the DANCOP team. Additionally it will include analyses of the CFE survey data from October 2017 and September 2018 to examine shift in knowledge, attitudes and intentions over time. Finally it will include case studies on innovative widening participation activities
    • An evaluation of the INSPiRED teenager framework

      Clark, Lewis; Parry, Caroline; University of Derby (National Institute for Career Education and Counselling, 2019-10-01)
      Teenagers frequently struggle to make informed career choices and often turn to their parents or carers for help. In response to this, the INSPiRED Teenager framework was developed to encourage collaborative career-based learning between parents and carers and their teenage child. A mixedmethods approach was implemented to explore the effectiveness of the two programme delivery formats. The findings show evidence of improving teenagers’ career confidence and career direction clarity and also parents/carers’ understanding of the changing world of work, their ability to have informed conversations with their teenagers, and their confidence and clarity to help their teenager make informed career decisions
    • Evaluation of the INSPiRED teenager programme

      Clark, Lewis; International Centre for Guidance Studies (University of Derby, 2019-04-01)
      The INSPiRED Teenager programme is a variant of the existing INSPiRED framework (RE -INSPiRED Professional and INSPiRED Team programmes) that was successfully developed and tested in 2015. The framework provides an easy to learn self or facilitated coaching process by which participants can conduct regular career reviews throughout their working life. INSPiRED Teenager in particular is grounded in helping parents and carers to enable their teenagers to identify a purpose and combine this with their potential to improve career clarity and confidence in a radically changing labour market. While research suggests some 70% of teenagers turn to their parents for help, and that 56% of parents feel ill-equipped to help, the world of work is continuing to change due to technological developments. In response to this, the INSPiRED Teenager programme was developed as many young people are now need to adapt, pivot and continually learn new skills as new careers and training routes open up. The evaluation set out to assess the effectiveness of the two delivery formats, the effectiveness of the programme in helping to improve teenagers’ career confidence and clarity, and the effectiveness of the programme to support parents/carers to have informed conversations with their teenagers about their future careers.
    • Even extremists have a right to freedom of speech on campus

      Hayes, Dennis; University of Derby (The Conversation Trust (UK), 2014-11-26)
    • The evidence base for careers websites. What works?

      Vigurs, Katy; Everitt, Julia; Staunton, Tom; University of Derby (Careers and Enterprise Company, 2017-11-24)
      There is some evidence which suggests that using career websites as part of broader careers education provision can impact positively on young people’s career readiness and the quality and diversity of their social networks for careers purposes. The evidence points to a number of findings which can be turned into lessons for practice. - Information-based career websites need to exist in the context of a wider offline careers support program. They are not a replacement for professional career guidance. - Career websites that provide automated interactions need to be embedded within a wider range of careers support services. Only by doing so can they increase users’ awareness of career support or give users new ideas about careers by exposing them to multimedia resources. - Where career websites are used to facilitate communication (e.g. through online guidance and counselling or through delivery based inside virtual worlds), this can lead to positive outcomes such as gains in career decidedness and self-knowledge, gains in satisfaction with future career prospects, and in career exploration behaviours (such as more frequent career searches). - Career websites need to be integrated into careers education provision and into wider forms of career support (e.g. tutorial support and personal guidance).