AffiliationUniversity of Derby
MetadataShow full item record
AbstractNeary and Hanson’s chapter reports on research conducted with the HE career development workforce and focusses on careers advisers who have moved into the field within the last five years. Their research illustrates a highly dedicated and satisfied workforce demonstrating a strong set of values. Predominantly, most have moved from other roles in education/higher education or HR and recruitment. They raise questions about the highly gendered nature of careers work which is dominated by women; as they suggest, unsurprisingly given how many caring jobs are still associated with a female workforce. Their chapter supports what Thambar reports in her chapter about the dedicated nature of careers advisers.
CitationNeary, S. and Hanson, J. (2018) A new career in higher education careers work, in C. Burke and F. Christie (Eds) Understanding Graduate Careers: Research, Policy and Practice in Context, Abingdon: Routledge
Showing items related by title, author, creator and subject.
The ‘Blueprint’ framework for career management skills: a critical explorationHooley, Tristram; Watts, A. G.; Sultana, Ronald G.; Neary, Siobhan; University of Derby (Taylor and Francis, 2013)This article examines the Blueprint framework for career management skills as it has been revealed across sequential implementations in the USA, Canada and Australia. It is argued that despite its lack of an empirical basis, the framework forms a useful and innovative means through which career theory, practice and policy can be connected. The framework comprises both core elements (learning areas, learning model and levels) and contextual elements (resources, community of practice, service delivery approach and policy connection). Each of these elements is explored.
Recent developments on the roles of employers and of careers professionals: a pivotal phase in determining future careers provision for young people.Watts, A. G.; University of Derby (Careers England, 2014-03-05)This policy commentary reviews key statements and reports issued in February and the beginning of March 2014, including; Statements by Lord Nash (Parliamentary Under-Secretary for Schools) on the Government’s intentions with regard to the forthcoming revised Statutory Guidance for Schools; A speech by Nick Clegg (Deputy Prime Minister) in which he commented on careers guidance in schools; A progress report issued by the National Careers Council; and A Briefing Note issued by the Careers Sector Stakeholders Alliance.
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).