Upload
tristram-hooley
View
102
Download
0
Tags:
Embed Size (px)
DESCRIPTION
A presentation that I'm giving to the University of Wollongon on the 3rd December 2014.
Citation preview
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)
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
Work ready (employability) or career ready
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
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’’
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
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.
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
What can we take from the careers literature?
What outcomes do
we seek?
How can we learn about
career?What works?
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
What outcomes do we seek?
Decision making
Opportunity awareness
Transition skills
Self-awareness
DO
TS
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
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.
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
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.
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
How do we learn about career?
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
Visions of career learning from Bloom
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
Visions of career learning from Kolb
Experience
Reflection
Theorisation
Experimentation
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
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.
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
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
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
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?
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
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.
www.derby.ac.ukwww.derby.ac.uk/icegs www.derby.ac.uk/icegs
Tristram Hooley
Professor of Career Education
International Centre for Guidance Studies
University of Derby
http://www.derby.ac.uk/icegs
@pigironjoe
Blog at
http://adventuresincareerdevelopment.wordpress.com