• Gathering career wisdom from Facebook and other social media

      Hooley, Tristram; University of Derby (CASCAID, Loughborough University, 2011)
      Tristram Hooley (Head of the International Centre for Guidance Studies – www.derby.ac.uk/icegs) discusses why careers professionals and their clients should be interested in social media.
    • Gender: Stories and Lies: debunking myth and determining reality

      Shelton, Fiona; University of Derby (Routledge, 2015)
    • Good looks and good practice: the attitudes of career practitioners to attractiveness and appearance

      Yates, Julia; Bagri, Kiren Kaur; Hooley, Tristram; University of Derby (Taylor and Francis, 2016-10-20)
      Empirical evidence attests the impact that career image has on objective career success, yet little is known of how career practitioners conceptualise and operationalise this information. This article presents the quantitative findings of an online survey of career practitioners (n = 399, 74% female, 89% white and 75% from the U.K.) exploring their attitudes and practices towards issues of appearance and attractiveness. Career practitioners who participated in this survey acknowledged that beauty, self-presentation and interpersonal skills influence career success, and 96% of them considered conversations about career image as part of their professional remit. The career practitioners felt relatively comfortable and well informed in their discussions in this arena, but would welcome further guidance and training to inform their practice. Ethical and practical implications for the profession are considered.
    • Government, policy, and the role of the state in secondary education (Mexico).

      Aguilar-Nery, Jesús; Universidad Nacional Autonoma de Mexico (Bloomsbury Publishing Plc, 2019)
    • Graduate Careers in the Post-Brexit World

      Hooley, Tristram; University of Derby (2016-07)
      Tristram Hooley, Professor of Career Education at the University of Derby, offers a prognosis on Brexit’s effect on the graduate labour market. He argues that careers guidance should play a role in bringing about more equality in the aftermath of Brexit and in empowering the generation of young people whose voices were not heard in the referendum.
    • The growing demand for education in Saudi Arabia: How effective is borrowing educational models from the west?

      Mirghani, Taiseer M.; University of Derby (Canadian Center of Science and Education, 2020-11-12)
      The Kingdom of Saudi Arabia (KSA) considers education a top priority, and more emphasis has been placed on this following the 2016 announcement of Saudi Vision 2030. Since then, the country has witnessed several economic and social changes. As a result, the Kingdom has initiated a plan to invest in human capital through education to diversify its economy and increase employment. This includes educational reform with regard to primary and secondary education geared toward preparing students for higher education and the workplace. However, several factors may hinder the successful execution of this plan. This report will provide insights into factors such as cultural dimensions, learning profiles, the English language proficiency gap, and information on borrowing educational models from the West. It will also include some suggestions and recommendations to enhance teacher education programmes so that positive educational reform may be achieved effectively.
    • H.E. Careers & Employability Services’ use of resources: Summary report

      Artess, Jane; Shepherd, Claire; International Centre for Guidance Studies; University of Derby (University of Derby, 2016)
    • HE in FE: vocationalism, class and social justice

      Avis, James; Orr, kevin; University of Huddersfield (Informa UK Limited, 2016-03-03)
      The paper draws on the Wolf (2015) report (Heading for the Precipice: Can Further and Higher Education Funding Policies Be Sustained?) and other quantitative data, specifically that derived from HEFCE’s Participation of Local Area (POLAR) classifications. In addition it explores key literature and debates that associate higher education in further education (HE in FE) with the pursuit of social justice. This enables an interrogation of conceptualisations of vocationalism as well as a consideration of its articulation with class and gender. Whilst the paper is set within a particular and English socio-economic context, it addresses issues that have a much broader global significance. The paper argues that whilst HE in FE has limited traction in facilitating social mobility it does serve as a resource in the struggle for social justice.
    • Higher/degree apprenticeships and the diversification of transitions in England

      Esmond, Bill; Centre of Educational Research and Innovation, University of Derby (2019-03-21)
      The relationships between apprenticeship and higher education vary internationally: unlike countries whose apprenticeships and TVET offer tertiary vocational progression, post-school education in England is dominated by universities. Professional or technical additions to the higher education system have generally conformed to the norms of established universities. Apprenticeships at higher levels now contribute to moves to create a second tertiary pathway, with degree apprenticeships now offering both a work-based route and a qualification at bachelor level. Concerns about access and permeability between ‘technical’ and ‘academic’ routes provided the basis for a study of possibilities for ‘bridging’ between work-based and existing higher education provision. The four examples studied succeeded in their primary aim of supporting higher progression but were less effective in supporting permeability across these education pathways. A deeper recognition of the differences among students and their knowledge is suggested as a precondition of effective bridging between formal or implicit sectoral divides.
    • A holistic approach to teaching and personal tutoring

      Walker, Ben; University of Lincoln (2016-05)
      Workshop training session to pre-service trainee teachers
    • Hours spent building skills and employability

      Foster, Rowan; Svanaes, Siv; Howell, Sarah; Neary, Siobhan; Everitt, Julia; Dodd, Vanessa; University of Derby (Department for Education, 2020-07)
      This report summarises findings from a mixed-methods research project conducted by IFF Research, in partnership with the International Centre for Guidance Studies at the University of Derby, to measure the time that young people spend on activities in and outside of education which builds their skills and employability. This research involved two phases. Firstly, a qualitative phase in summer 2017 comprising 15 interviews with education providers and nine focus groups with young people. This phase explored providers’ experiences of planning and recording planned hours, and the activities that young people undertake to build their skills and employability. The second phase of the research involved a quantitative survey of students in March 2018, consisting of a total of 2,024 interviews. The survey sample included students in pre and post-16 education and those in academic and technical courses. Findings suggest pre-16 students, i.e. years 10 and 11, on average participate in 852 qualification hours per year across all their subjects (22.4 per week). This compares to an average of 563 annual hours amongst post-16 students, i.e. years 12 and 13, (15.1 hours per week). There were no significant differences between those in post-16 academic educations and those in post-16 technical education in the average number of qualification hours reported per week (15.0 and 15.1 respectively). Students also engage in a range of non-qualification activities expected to contribute to their wider employability, with careers guidance and exam revision and practice common across all ages. This pattern was also consistent between full and part-time students. Post-16 students doing mainly academic qualifications spend the most amount of time on homework and self-study (nearly 13 hours per week), with post-16 students in technical education spending on average 8 hours on these tasks.
    • How 'learning styles' undermine education

      Hayes, Dennis; University of Derby (spiked Ltd., 2017-03-16)
      Why 'learning styles' are bogus and why we should not be using them.
    • How the lessons we learned become lessons we can learn: Understanding memories of primary school experiences using narrative inquiry

      Shelton, Fiona; University of Derby (Waxmann Verlag, 2019-08-15)
      This chapter reflects upon the experiences of the methodological journey I undertook to collect and analyse data for my doctoral research. The reflection explains approaches I took to attempt an authentic and open approach to my research which positions the participants (narrators), as co-authors of their stories of their primary school experiences. In this chapter, I have focused on one theme which related to the lessons learned at school, as remembered by the narrators. The paper explains why narrative inquiry is a valuable method to understand experience and how I try to make sense of stories, recognising that narrators remember the stories with recollections, reflections and feelings (affect). I observed how stories needed to be ‘awakened’; they are not simply remembered and retold. Extracts from different stories told by some of the narrators are shared throughout the paper to exemplify the narratives and how I attempted to create a sense of equality in the co-construction of people's narratives. The final reflections demonstrate the lessons I have learned, looking beyond others' ways of approaching narrative research and finding ways to be an authentic researcher. This paper tells the story of what I have discovered in the research process and makes a methodological contribution to the field of narrative inquiry.
    • How the university lost its way: Sixteen threats to academic freedom

      Hayes, Dennis; University of Derby (Springer, 2019-11-27)
      Are you happy to let someone tell you what to think? No one is. In universities, where academics have a particular role encapsulated in the phrase ‘academic freedom’—the responsibility to speak your mind and challenge conventional wisdom—they have a duty to refuse to be told what to think. My challenge to academics at the Higher Education Institutional Research (HEIR) Conference 2019 was that, in their unquestioning compliance with many familiar functions of the university today, they have willingly accepted innovations and impositions that do just that, tell you what to think. It is time to give them a wake-up call.
    • How to promote real equality in higher education

      Mieschbuehler, Ruth; University of Derby (Routledge, 2020-10-30)
      This chapter aims to open up a debate about two meanings of ‘equality’ in higher education (HE). The first meaning of ‘equality’ is ‘the right to be the same’. The second meaning of ‘equality’ is ‘the right to be different’. Three contrasting examples from politics, compulsory education and HE are given in detail to illustrate how the meaning of the term ‘equality’ has changed. The older meaning of ‘equality’ required a universal and common education for all students. The newer meaning requires the curriculum to be refocused on the perceived group identities that necessitate a variety of curricula. The curriculum in HE has become divisive and undermines education for all students. This chapter raises issues that are rarely discussed for fear of being offensive. The future of HE depends on opening up a debate about the divisive nature of current conceptions of ‘equality’ that undermine HE – the university - as the embodiment of Enlightenment universalism.
    • How trigger warnings shoot down free debate

      Hayes, Dennis; University of Derby (spiked Ltd., 2014-03-20)
      The only thing we need ‘trigger warnings’ about on campus are trigger warnings. I expect British satirical website the Daily Mash will soon start selling t-shirts with the words ‘TRIGGER WARNING’ on them. If it does, every academic worthy of the name should buy one and proudly wear it on campus.
    • Huthwaite play project

      Oates, Ruby; Yates, Ellen (University of Derby, 2016-06)
      Huthwaite Play Project is a joint venture between Ashfield District Council (ADC), the University of Derby's Childhood Studies students and staff and involves representatives of local community in the north Nottinghamshire village of Huthwaite. A key aim of the project is to provide feedback to the Council to support the improvement of two local parks known as Brierley Forest Park and Huthwaite Welfare Park as identified in the Council's Locality Plan. Huthwaite Play Project incorporated two phases: phase one took place in the autumn of 2015 whereby site evaluations and children's views about park provision were gathered. Phase two took place in February 2016 and included meeting parents of very young children at the local Sure Start Centre as well as talking with older children and young people who attended a local youth club in the village on a Friday evening.
    • ‘I don’t make out how important it is or anything’: identity and identity formation by part-time higher education students in an English further education college.

      Esmond, Bill; Chesterfield College (Taylor & Francis, 2012-07-04)
      Policymakers in England have recently, in common with other Anglophone countries, encouraged the provision of higher education within vocational Further Education Colleges. Policy documents have emphasised the potential contribution of college-based students to widening participation: yet the same students contribute in turn to the difficulties of this provision. This article draws on a study of part-time higher education students in a college, a group whose perspectives, identities and voices have been particularly neglected by educational research. Respondents’ narratives of non-participation at 18 indicated the range of social and geographical constraints shaping their decisions and their aspirations beyond higher education; whilst they drew on vocational and adult traditions to legitimate college participation, their construction of identity was also shaped by the boundaries between further education and the university. These distinctive processes illustrate both possibilities and constraints for future higher education provision within colleges