the road less travelled

www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs

The road less travelled? Career development learning and the higher education curriculum

Tristram Hooley (Professor of Career Education)


Work ready (employability) or career ready


The importance of career

‘‘The chief guide which must direct us in the choice of a profession is the welfare of mankind and our own perfection.’’

Marx (1835) ‘‘Reflections of a Young Man on the Choice of a Profession’’


Redefining career

“We need to redefine it as the individual’s lifelong progression in learning and in work… Progression can take place laterally as well as vertically: it can incorporate elements of "careering about". But it retains the sense of development, of moving forward: career is more than mere biography. Learning is the key to progression in work. Our task is to help all individuals to interweave the two, on a lifelong basis.”

Watts (1999) Reshaping career development for the 21st century.


What can we take from the careers literature?

What outcomes do

we seek?

How can we learn about

career?What works?


What outcomes do we seek?

Decision making

Opportunity awareness

Transition skills

Self-awareness

DO

TS


The Australian blueprint (outcomes)

Mapping career learning outcomes to the curriculum

• Australian Qualifications Framework

• Core skills for work• University strategies

and graduate attributes

• Subject-based curricula

• Etc.


Implications

• It is possible to debate the nature of career and argue about what you need to learn to be successful.

• However, there is at least a working consensus on what the desired outcomes of career learning should be.

• Many of these outcomes will overlap with the desired outcomes of the curriculum.

• Calling attention to this overlap and exploiting its possibilities is valuable.


How do we learn about career?


Visions of career learning from Bloom

Creating

Evaluating

Analysing

Applying

Understanding

Remembering


Visions of career learning from Kolb

Experience

Reflection

Theorisation

Experimentation


Implications

• Career learning is rooted in learning by doing.• But it also has the potential to foster high level conceptual

thinking appropriate to the HE curriculum.• Theory and research can inform personal reflection about

how and why careers work in particular ways.


What works?

8) The skills, training and dispositions of the

professionals who deliver lifelong guidance

are critical to its success.

9) Lifelong guidance is dependent on access to

good-quality career information.

10) Lifelong guidance should be quality-

assured and evaluated to ensure its

effectiveness and to support continuous

improvement.

Ensure quality

4) Lifelong guidance is not one intervention, but

many, and works most effectively when a range

of interventions are combined.

5) A key aim of lifelong guidance programmes

should be the acquisition of career management skills.

6) Lifelong guidance needs to be holistic and

well-integrated into other support services.

7) Lifelong guidance should involve

employers and working people, and provide

active experiences of workplaces.

Support learning and progression

1) Lifelong guidance is most effective where it

is genuinely lifelong and progressive.

2) Lifelong guidance is most effective where it connects meaningfully

to the wider experience and lives of the individuals who participate in it.

3) Lifelong guidance is most effective where it

recognises the diversity of individuals and

relates services to individual needs.

Focus on the individual

Connection to

curriculum

Personalisation

Access to support

Employer involvement

Skilled professionals

Good information

and resources Monitoring and evaluation

Programmatic

approach


Questions for today

• Is it appropriate to view career development as a core purpose of higher education?

• What are you doing already to foster career learning?• What else could you be doing?• What are the barriers and challenges?• How can we build a research agenda around these

questions?


Bits and bobs

• Hooley, T. (2014). The Evidence Base on Lifelong Guidance. Jyväskylä, Finland: European Lifelong Guidance Policy Network (ELGPN).

• Hooley, T., Hutchinson, J. and Neary, S. (2012). Supporting STEM Students into STEM Careers: A Practical Introduction for Academics. Derby: International Centre for Guidance Studies (iCeGS), University of Derby.

• Hooley, T., Watts, A. G., Sultana, R. G. and Neary, S. (2013). The 'blueprint' framework for career management skills: a critical exploration. British Journal of Guidance & Counselling, 41(2): 117-131.

• Longridge, D., Hooley, T. & Staunton, T. (2013). Building Online Employability: A Guide for Academic Departments. Derby: International Centre for Guidance Studies, University of Derby.

• Neary, S., Thambar, N. and Bell, S. (2014). The global graduate: developing the global careers service. Journal of the National Institute for Career Education and Counselling, 32: 57-63.

• Taylor, A.R. & Hooley, T. (2014). Evaluating the impact of career management skills module and internship programme within a university business school. British Journal of Guidance & Counselling, 42(5): 487-499.

http://hdl.handle.net/10545/333587



http://derby.openrepository.com/derby/handle/10545/231614

http://www.tandfonline.com/doi/abs/10.1080/03069885.2012.713908

http://derby.openrepository.com/derby/handle/10545/294311


http://www.tandfonline.com/doi/full/10.1080/03069885.2014.918934#.VD6SGqFwbcs

http://www.tandfonline.com/doi/full/10.1080/03069885.2014.918934#.VD6SGqFwbcs


Tristram Hooley

Professor of Career Education

International Centre for Guidance Studies

University of Derby

http://www.derby.ac.uk/icegs

[email protected]

@pigironjoe

Blog at

http://adventuresincareerdevelopment.wordpress.com

http://www.derby.ac.uk/icegs

mailto:[email protected]

http://adventuresincareerdevelopment.posterous.com/

the road less travelled

Documents

career development learning

visions of career learning

career ready

nature of career

reshaping career development

implicationscareer learning

work progression

careers work