• What do researchers do? Career profiles of doctoral graduates

      Hooley, Tristram; Videler, Tennie; CRAC (The Careers Research and Advisory Centre (CRAC), 2009)
    • What does good careers advice look like?

      Hooley, Tristram; University of Derby (Westminster Employment Forum, 2015)
    • What teachers need to know

      Hardman, Alison; University of Derby (2016-07-07)
      Set within the current context of teaching and teacher education, this presentation will explore what at first glance seems a simplistic question: What do Teachers Need to Know? Drawing upon some pertinent international perspectives and implications for practice, the presentation will reflect upon important philosophical viewpoints that serve to frame perceptions of teacher knowledge. By addressing some of the wider political, professional and pedagogical considerations allied to this focus, the presentation raises some key questions for the very future of the profession.
    • What works in careers and enterprise?

      The Careers & Enterprise Company; Hooley, Tristram; The Careers & Enterprise Company (The Careers & Enterprise Company, 2016)
      The Careers & Enterprise Company believes that young people should be given the best support available to develop their careers and to make choices about education and employment.
    • Who do you want me to be? An exploration of female and male perceptions of imposed gender roles in the early years

      Brownhill, Simon; Oates, Ruby (Taylor and Francis, 2016-03-24)
      This paper provides an exploratory discussion surrounding the views and experiences of women and men who work/train in the early years (0-8 years) by bringing together select findings from two independent doctoral research projects. In an effort to weave together the voices of females and males working/training in the early years sector, this paper focuses its attention on the different ways in which their working roles are constructed and the possible ways in which this leads to the imposition of gender roles upon professionals in the 0-8 workforce in England.
    • Who wins the rat race? Social justice and the graduate labour market

      Hooley, Tristram; University of Derby (Graduate Prospects Ltd., 2015-10)
    • Why are there no great women artists? The positioning of women artists within fine art and craft.

      Yates, Ellen; University of Derby (2018-03-07)
      Nochlin‘s 1971 essay Why Have There Been No Great Women Artists? highlighted the barriers that women have faced within the world of fine art to be recognised , valued and exhibited. These include socio cultural and socio- economic factors, access to education, space, time and institutional barriers. Dominant discourses around the positioning of women’s work draw upon the status of the artist as ‘amateur’ or ‘professional’, alongside continuing debates in relation to the fine art/ craft divide and the status afforded to each. The dominance of the gendered masculine ideal , encompassing an ‘artist as genius’ stereotype pervades, despite advances in the public face of women’s art. (Korsmeyer 2004) This has led many women (and increasingly men) to seek refuge in the domain of craft as a more fruitful platform for exploring ideas. Women artists have used the visual language of craft to explore political ideas and to disrupt, challenge and parody dominant discourses about what can be considered ‘fine art’ and what it is to be ‘an artist’. This paper will explore these ideas in relation to examples of women’s work in the recent past in fine art and craft and contemporary work. The utilisation of craft by men will also be considered. The paper will conclude with an exploration of what is required to be a successful ‘artist’ in today’s world of self -promotion, online galleries and entrepenurship.
    • Work based assessment of teamwork: an interprofessional approach.

      Thistlethwaite, Jill; Forman, Dawn; Dunston, Roger; Moran, Monica Catherine; University of Derby (Office for Learning and Teaching Australia, 2015)
      This report Work-based assessment of teamwork: an interprofessional approach describes the Office for Learning and Teaching (OLT) funded project of the same name. It focuses on the rationale for, the development of and the piloting of a tool for observing and giving feedback on an individual student’s behavior in an interprofessional team based activity. The study was conducted during 2012–2014 with a project team initially led by the University of Queensland, and included team members from five Australian universities in three states (University of Queensland, University of Technology Sydney, The University of Sydney, Central Queensland University and Curtin University), as well as from the UK (University of Derby) and Canada (University of British Columbia).
    • Working together.

      Johnston, Jane; Szenasi, Judith; University of Derby (Routledge, 2018-02-16)
    • World-class apprenticeship standards: Report and recommendations

      Mieschbuehler, Ruth; Hooley, Tristram; University of Derby (International Centre for Guidance Studies, College of Education, University of Derby, 2016)
      The aim of this research was to identify world-class apprenticeship standards and to make suggestions as to how these could be applied to the English system. By ‘world class’ we mean that the standards described here are acknowledged to be among the best in the world. Thirteen indicators for world-class apprenticeship standards were identified through the research and these have been divided into four sub-sections: (1) training, (2) skills and expertise, (3) recognition and (4) progression. Each of the indicators is explained separately in this report but they have to be understood as being in close relationship to each other. As well as identifying world-class apprenticeship standards the indicators are also designed to compare these standards to apprenticeship standards that are of a good level but do not necessarily feature amongst the best in the world. Identifying and applying standards in apprenticeships is important because apprenticeship training, especially if delivered at a world-class standard, can raise the number of people in employment, increase individual and company productivity and enhance economic growth. The findings from our research suggest that world-class apprenticeship standards require: • extended apprenticeships of between three to four years; • broad and in-depth scientific and industrial skills and knowledge; • the presence of a ‘master’ in the company to train an apprentice; • high-quality knowledge-based education and training; • recognition through an occupational title on completion of the training; • apprentices to acquire all the skills and knowledge necessary to work effectively in an occupation; • apprentices to become skilled workers in an occupational area with a critical and creative approach; and • progression routes into employment as well as into further education and training. This report is based on interviews with seven experts from Australia, Denmark, England, Germany, Ireland, the Netherlands and South Korea on vocational education and training with a review of the literature.
    • You're Hired! Job Hunting Online: The Complete Guide

      Hooley, Tristram; Bright, Jim; Winter, David; University of Derby (Trotman, 2016-04)
    • Young children’s views on play provision in two local parks: A research project by early childhood studies students and staff

      Yates, Ellen; Oates, Ruby; University of Derby (Sage, 2019-04-08)
      This article describes a collaborative research project which aimed to elicit the views of children, young people and the local community in relation to the play provision within two local parks that were in need of renovation. It involved 13 undergraduate students on a BA (Hons) Early Childhood Studies degree, academics, a local landscape architect, children in two local schools, young people from the local youth club and parents attending the local Sure-Start centre. This article focuses on phase 1 of the project which involved undergraduate students and staff in primary research with children in two schools.13 third year students were enrolled on an option module entitled ‘Creative Opportunities and Possibilities’ which required them to evaluate an outdoor space as part of the module assessment. These students engaged in primary research and produced evaluations of each park, based on photographs and notes taken from site visits. This was followed by primary research with two year 2 classes in two local schools. Findings clearly identified that traditional playground equipment was important to children as well as ‘risky’ play features. Children also preferred play equipment for different ages on the same site, so they could play alongside older and younger siblings. Short term or semi-permanent provision was very popular and a keen interest in nature was expressed. The children’s knowledge and awareness of health and safety was a key finding and they were already very risk-averse. The researchers conclude that involving children in primary research needs careful planning and researchers need to be mindful of how children’s authentic voices can be heard and how they are positioned within the research. Constraints to the approach were recognised, the students were inexperienced researchers and as such the depth and complexity of the data was limited.
    • Young Enterprise: Evaluating the impact of the Team programme

      Moore, Nicki; Sahar, Arif; Robinson, Deborah; Hoare, Malcolm; University of Derby (2016)
      This report sets out the findings of the evaluation of the Team programme conducted by the International Centre for Guidance Studies at the University in 2016. The project adopted a mixed methodology which focussed on the experiences of staff, students and business advisers in a sample of twenty schools selected from a possible 40 which are funded for the Team programme as part of the DfE Character programme. The research findings are encouraging and show that the Team programme has a positive impact on the development of the knowledge, skills and attitudes required by young people to make a successful transition to learning, work and the adult world.
    • Youth organizations in revolutionary Cuba, 1959–1962: from Unidad to Vanguardia

      Luke, Anne; University of Derby (Routledge, 2016)
      The ubiquitous billboards in Cuba featuring the emblem of the Young Communist League (UJC) are part of the landscape of the revolution. The profiles of Che Guevara, Camilo Cienfuegos, and Julio Antonio Mella, staring into a blissful future under the slogan “Estudio, Trabajo, Fusil” (Study, Work, Rifle) are among the most recognizable motifs of communist Cuba. Such organization came from the first three years of the revolution; its existence cannot be taken for granted. The enthusiasm of the early years is not in doubt, but a closer assessment of the search for stability and meaning is timely. Youth is a case in point. The high expectations, uncertainty, and excitement for young people become evident through an examination of the evolution of youth organizations between 1959 and 1962. Initiatives aimed at unity largely coordinated by the Young Socialists (JS), the ascendance of a culture of mass participation with the meteoric rise of the Association of Young Rebels (AJR), and the creation of the UJC in 1962 show the move to selectivity and youth politics as opposed to other, broader initiatives. The story of the youth organizations not only reveals the reasons behind the failure to sustain a mass organization for young people, but also the rapid change and levels of uncertainty to which young Cubans were exposed in the early years of the revolution as they sought to be and become young rebels and young communists within an evolving social revolution