an article by Fiona Christie (University of Salford, UK) published in British Journal of Guidance and Counselling Volume 44 Number 1 (January 2016)
Abstract
This paper reveals findings from a small-scale research project which explored how university careers advisers experience their role in guiding clients within a labour market where barriers to social mobility prevail. The research discovers that advisers' daily work gives them a depth of insight into social mobility.
The professional turbulence in which advisers operate and the evolution of their role from in-depth work to a focus on breadth is chronicled. University environments vary with regard to the scope advisers have to impact lives, but a strong set of values anchors them.
Recommendations are made with regard to how high quality careers information, advice and guidance can support social mobility for traditionally disadvantaged students into the labour market.
Showing posts with label career_education. Show all posts
Showing posts with label career_education. Show all posts
Wednesday, 20 July 2016
Tuesday, 18 June 2013
The impact of career websites: what's the evidence?
an article by Cathy Howieson and Sheila Semple (University of Edinburgh, UK) published in British Journal of Guidance & Counselling Volume 41 Issue 3 (June 2013)
Abstract
Careers provision for young people in the UK is being re-formulated on the basis of a central role for career websites but this policy is based on unproven assumptions about their value.
In this article we consider the use and impact of the two main career websites in Scotland on pupils’ career management skills.
We found that pupils at risk of not achieving positive post-school destinations were less likely to use the websites, as were minority ethnic pupils. Although similar in functions, the two websites differed in their effect: one had no impact while the other impacted on only one aspect of pupils’ career management skills.
Careers policy needs to be informed by more extensive research on career websites.
Abstract
Careers provision for young people in the UK is being re-formulated on the basis of a central role for career websites but this policy is based on unproven assumptions about their value.
In this article we consider the use and impact of the two main career websites in Scotland on pupils’ career management skills.
We found that pupils at risk of not achieving positive post-school destinations were less likely to use the websites, as were minority ethnic pupils. Although similar in functions, the two websites differed in their effect: one had no impact while the other impacted on only one aspect of pupils’ career management skills.
Careers policy needs to be informed by more extensive research on career websites.
Tuesday, 28 August 2012
Quality assurance and evidence in career guidance in Europe: counting what is measured or measuring what counts?
an article by Peter Plant (affiliation(s) not provided) published in International Journal for Educational and Vocational Guidance Volume 12 Issue 2 (July 2012)
Abstract
Quality assurance (QA) and evidence in career guidance are increasingly seen as an indispensable part of explaining and even legitimising career guidance activities and policies.
It is no longer sufficient to assume that career guidance or career education has an impact. This has to be demonstrated.
This paper provides an overview of how and why QA approaches are featuring ever more significantly on the agenda of many European Countries.
A particular focus is the link between particular quantitatively oriented QA approaches and the effects that this has upon guidance policies and practices.
The paper concludes by raising some of the wider QA issues that need to be addressed.
Abstract
Quality assurance (QA) and evidence in career guidance are increasingly seen as an indispensable part of explaining and even legitimising career guidance activities and policies.
It is no longer sufficient to assume that career guidance or career education has an impact. This has to be demonstrated.
This paper provides an overview of how and why QA approaches are featuring ever more significantly on the agenda of many European Countries.
A particular focus is the link between particular quantitatively oriented QA approaches and the effects that this has upon guidance policies and practices.
The paper concludes by raising some of the wider QA issues that need to be addressed.
Friday, 3 August 2012
Career Education Programming in Three Diverse High Schools A Critical Psychology – Case Study Research Approach
an article by Saba Rasheed Ali, Ling-Yan Yang and Thomasin T. H. McCoy (University of Iowa, USA) and Christopher J. Button (United States Air Force, Wichita Air Force Base, USA) published in Journal of Career Development Volume 39 Number 4 (August 2012)
Abstract
From a critical psychology perspective, Prilleltensky and Nelson advocate for research that has explicit focus on social change and can allow for full participation and empowerment of those under study.
The current article describes the collaborative development, implementation, and evaluation of a career education program within three ethnically and economically diverse rural high schools.
Using case study methodology, the authors examined the effects of the “A Future in Iowa Career Education” (FICE) program using three different sources of data (pre–post test results, student evaluations, and focus groups). Context-specific results indicated the program was associated with increases in self-efficacy and career aspirations and had practical strengths and weaknesses.
Results are discussed in terms of current literature and practical implications are provided.
Abstract
From a critical psychology perspective, Prilleltensky and Nelson advocate for research that has explicit focus on social change and can allow for full participation and empowerment of those under study.
The current article describes the collaborative development, implementation, and evaluation of a career education program within three ethnically and economically diverse rural high schools.
Using case study methodology, the authors examined the effects of the “A Future in Iowa Career Education” (FICE) program using three different sources of data (pre–post test results, student evaluations, and focus groups). Context-specific results indicated the program was associated with increases in self-efficacy and career aspirations and had practical strengths and weaknesses.
Results are discussed in terms of current literature and practical implications are provided.
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