We are the hub for educational research at the University of Derby. The Centre conducts educational research and provides consultancy to schools, education providers, the wider education sector, and Government. We have a lifelong focus and addresses education policy, practice, and research from early years to adult learning. The Centre is home to researchers from the Institute of Education, educational researchers from across the University of Derby, and associate researchers from a range of schools and organisations. Its core areas of focus include career education and guidance; educational leadership and management; higher education; mathematics education; and special needs education. The Centre was launched in October 2015 and brings together a wide range of pre-existing research and expertise from the University of Derby.

Recent Submissions

  • Increasing students’ career readiness through career guidance: measuring the impact with a validated measure

    Dodd, Vanessa; Hanson, Jill; Hooley, Tristram; Nottingham Trent University; University of Derby (Informa UK Limited, 2021-06-15)
    Career readiness is an important short-term outcome of career guidance activities in England. This research (1) details the development of a career readiness measure and (2) tests the relationship between career guidance interventions and career readiness among secondary school students. The measure was piloted on pupils (Study 1, N = 1508) in England taking part in a career guidance pilot programme. The instrument fitted a nine-item one-factor structure. In Study 2 (N = 2240), we found further evidence the factor structure was a good fit to the data. In Study 3 (N = 5242), we tested the relationship between career guidance activities and career readiness. Greater participation in career guidance activities was significantly associated with increased career readiness. These findings have implications for policymakers and researchers.
  • Decommissioning normal: COVID‐19 as a disruptor of school norms for young people with learning disabilities

    Beaton, Mhairi C.; Codina, Geraldene N.; Wharton, Julie C.; University of Derby; University of Winchester; Leeds Beckett University (Wiley, 2021-06-02)
    To slow the spread of COVID-19, on 20 March 2020, nurseries, schools and colleges across England were closed to all learners, apart from those who were children of key workers or were considered “vulnerable.” As young people with learning disabilities, families, professionals and schools become acquainted with the Erfahrung of the new horizon brought about by COVID-19, the negativity of altered social inclusion is becoming the “new normal.” Capturing this transitory moment in time, this paper reflexively analyses the curiously productive variables of altered ecological pathways to social inclusion for people with learning disabilities. Taking a hermeneutic stance, this paper draws on Gadamer's construction of the nature of new experiences. Focussed on the experience of social inclusion during the COVID-19 pandemic, semi-structured interviews were conducted with six key stakeholders. As the phenomenon in question was new, an inductive approach to thematic analysis was applied. The critical tenet of this paper is that the Erfahrung of COVID-19 has created the conditions for a “new normal” which have afforded children with learning disabilities altered opportunities for social inclusion, whether that be through increased power/agency for them and their families and/or new modes of connectedness leading to enhanced relationships. Whilst the impact of COVID-19 has been a negative one for many aspects of society, application of Simplican and Gadamer's theories on social inclusion and the nature of new experiences has permitted the surfacing of new possibilities for the social inclusion of children with learning disabilities.
  • Personal agency and organisational attachment: A career capital perspective

    Brown, Cathy; Hooley, Tristram; Wond, Tracey; Evolve Consulting Services Limited, Nottingham; University of Derby (Informa UK Limited, 2021-06-14)
    Despite role transitions occurring frequently within organisations, career theories have often overlooked such transitions. Here we explore the role of personal agency and organisational attachment in shaping career capital enactment within intra-organisational role transitions. We propose a new career capital usage typology. Using an interpretivist approach, the research is based within a UK construction business and explores the role transition experiences of 36 business leaders. Through an analysis of workers’ career capital use we identify a new typology and groups workers as follows: Passive Worker, Company Worker, Political Worker and Career Worker. We argue that type varies in accordance with levels of personal agency and organisational attachment and that this variation in type is particularly important during intra-organisational role transitions.
  • Approaches to quality assurance in school-based career development: policymaker perspectives from Australia

    Rice, Suzanne; Hooley, Tristram; Crebbin, Sue; University of Melbourne, Australia; University of Derby (Informa UK Limited, 2021-05-19)
    In this article we explore Australian policymaker perspectives on the quality assurance of career development (CD) programmes in schools. We found that Australian policymakers are concerned about the quality of CD provision in schools and have a wide range of approaches that they deploy to ensure and assure quality at the school level. Quality assurance within the country is focused on the qualifications and professionalism of the people delivering career development programmes rather than on systemic or organisational quality. We also found that the range of quality assurance tools that are deployed by such policymakers varies across the different Australian jurisdictions and is influenced by geography, the size of the jurisdiction and the level of priority given to career guidance.
  • Resilience, Reflection and Reflexivity

    Codina, Geraldene; Fordham, Jon; University of Derby; Urban Primary School, UK (Bloomsbury, 2021-02-25)
    Historically the teacher resilience literature has tended to focus on the individual (Day, 2017), their ability to manage stressors and risk factors and to draw on protective factors (Howard and Johnson, 2004). More recently the emphasis has shifted from analysis of the individual, towards understandings which emphasise the interaction between individuals and their environments (Ungar, 2012). Focussed more on the latter rather than the former, this chapter moves away from the potentially damaging effects of a ‘pull yourself together’ mentality, in favour of analysis which contextualises teacher resilience. Teacher resilience is viewed more in terms of the space where an individual’s capacity to navigate challenges interacts over time with their personal and professional contexts (Beltman, 2015). The desired outcome of this meeting between individual and context is a teacher who experiences professional engagement and growth, commitment, enthusiasm, satisfaction, and wellbeing (Beltman, 2015) and thus is able to act in a personally, socially and emotionally responsible way. The nexus between professional challenge and teacher satisfaction is explored through two case studies presented in this chapter and the subsequent discussion which addresses the inclusion of children with additional needs (both special educational needs and/or disability (SEND) and able and talented).
  • Career education: every teacher has a role

    Hooley, Tristram; University of Derby (Education Services Australia, 2021)
    This paper provides an overview of the role that teachers can play in career education.
  • Understanding parents’ contribution to young people’s career decision-making

    Clark, Lewis; Moore, Nicki; University of Derby (Career Development Institute, 2021-04-01)
    This article summarises Erasumus funded research to establish the impacts on young people's career decsion making. The article presents data pertaining to parental influence.
  • Training careers professionals: Underpinning research for the C-Course programme.

    Hooley, Tristram; Schulstok, Torild; University of Derby; Inland Norway University of Applied Sciences (Inland Norway University of Applied Science, 2021)
    This report sets out the findings of research conducted in the Czech Republic, Norway, Slovakia and Poland to underpin the development of a new professional e-learning programme for careers practitioners. The recommendations are based on a review of the literature, desk research in each of the countries, expert interviews and practitioner focus groups. Overall, the research finds that: 1. there is a clear demand for an e-learning course for careers practitioners across the four countries. The e-learning should: 2. be clearly articulated in a way that clarifies who should engage with it and why; 3. be flexible to ensure that a wide range of practitioners can access and benefit from it; 4. include interaction with others and foster a community of practice; and 5. make use of a range of technologies by using multi-media and interactive tools. In terms of content, the training should include: 6. clarification of the key terminology and definitions with the field; 7. an overview different approaches to delivering careers services; 8. how to work with a range of different sectors and different client groups; 9. how to work more systemically e.g. with families, communities and organisations; 10. knowledge about the education system, labour market and the research skills required to gather this information for yourself; 11. support for those who are undergoing the training to become professionals and adopt healthy, ethical, reflective, and context-aware practice; and 12. an overview of key theories and evidence for more advanced practitioners.
  • Career Development Framework: Using the Framework to support career education and guidance in secondary schools (Key stage 3 - post-16)

    Hooley, Tristram; Career Development Institute (Career Development Institute, 2021)
    This document introduces the CDI’s Career Development Framework for secondary schools. It clarifies the skills, knowledge and attitudes that individuals need to have a positive career and explores how secondary schools can support pupils to build their career development skills. A ‘positive career’ will mean something different to different people, but it will typically include being happy with the way you spend your time, being able to make a contribution to your community and being able to have a decent standard of living.
  • Career Development Framework

    Hooley, Tristram; Career Development Institute (Career Development Institute, 2021)
    This document introduces the CDI’s Career Development Framework to careers professionals, educators and other professionals who work supporting people to develop their careers. Its main purpose is to clarify the skills, knowledge and attitudes that individuals need to have a positive career and to provide a framework for planning support for career development.
  • Redeveloping the CDI framework

    Hooley, Tristram; University of Derby (Career Development Institute, 2021)
    This paper describes a project that took place in 2020 to redevelop the CDI’s Careers, Employability and Enterprise Framework. The aim of the project was to update the existing framework by drawing in insights from key stakeholders and users of the framework. In addition, it was hoped to broaden out the relevance of the current CDI framework beyond its basis in secondary education to create a lifelong, all-age career management/ development skills framework
  • The Language of SEND: Implications for the SENCO

    Codina, Geraldene; Wharton, Julie C.; University of Derby; University of Winchester (Routledge, 2021-04-22)
    The central tenet of this chapter is that language matters. Over the centuries as human beings have represented and categorised both themselves and others in different ways, so interpretations and the language of disability (physical and learning) shape-shifts altering through time (Goodey, 2016). The language of disability and the societal and political values which underpin it are therefore not cross-historical – let two or three generations pass and the labels associated with disability alter. Sometimes such changes in language usage can seem little more than semantic fashion or a professional challenge to keep up-to-date with. The language of disability is however more than fashion and political correctness (Mallett and Slater, 2014), for words gain their meaning from the manner in which they are used (Wittgenstein, 2009). This chapter argues the language of special education shapes SENCOs’ values, expectations, assumptions, responses and practice. Through an exploration of historical and current language usage, this chapter analyses the language of special education and the implications for the school community.
  • Crucial impacts on career choices: Research to understand the influences on young people’s choices in primary and secondary schools: Executive summary

    Moore, Nicki; Clark, Lewis; Neary, Siobhan; Blake, Hannah; University of Derby (University of Derby, 2021-04-01)
    This is the executive summary which sets out the findings of European research undertaken by five project partners (The Czech Republic, The United Kingdom, Denmark, Greece and Spain) and lead by a team from the International Centre for Guidance Studies at the University of Derby in the UK. The research was conducted between September 2018 and July 2020. This project has illuminated the similarities and differences in the way young people approach career decision making and the influences which prevail. Whilst there are some differences between the partner countries, largely due to the economic or social conditions which prevail, there are many similarities. The findings from this research will help those tasked with developing programmes of career development and support to identify and focus on specific aspects of their programmes suggested by the research.
  • Crucial impacts on career choices: Research to understand the influences on young people’s choices in primary and secondary schools: Final report

    Moore, Nicki; Neary, Siobhan; Clark, Lewis; Blake, Hannah; University of Derby (University of Derby, 2021-04-01)
    This report sets out the findings of an Erasmus funded pan-Euopean research project which investigated the impacts on young peoples career decisions. The research was undertaken by five project partners (The Czech Republic, The United Kingdom, Denmark, Greece and Spain) and lead by a team from the International Centre for Guidance Studies (iCeGS) at the University of Derby in the UK. The research was conducted between September 2018 and July 2020. This project has illuminated the similarities and differences in the way young people approach career decision making and the influences which prevail. Whilst there are some differences between the partner countries, largely due to the economic or social conditions which prevail, there are many similarities. The findings from this research will help those tasked with developing programmes of career development and support to identify and focus on specific aspects of their programmes suggested by the research.
  • Exploring critical perspectives on labour market information through the lens of elite graduate recruitment

    Staunton, Tom; University of Derby (Wiley, 2021-03-04)
    This article provides a critical discourse analysis of how career is discussed on elite graduate recruitment websites. Building on previous work from Handley (2018) and Ingram and Allen (2019) this article draws attention to how career is constructed, first, as something which graduates consume and, second, as a ‘liminal experience’ which transforms the graduates' identities and allows them to gain access to a new authentic self, now able to progress towards their personal goals. This ideological reading of careers information is different to traditional understandings of careers information in Higher Education research which focuses on the objective nature of information which can be used to support the rational decision making. Focussing on the ideology of career draws attention to the need for careers delivery, in Higher Education and beyond, to engage with more critical pedagogical approaches.
  • Labour market information and social justice: a critical examination

    Staunton, Tom; Rogosic, Karla; University of Derby (Springer, 2021-03-04)
    Labour Market Information forms a central place in career practice and how individuals enact their careers. This paper makes use of Alvesson and Sandberg’s (Constructing research questions: doing interesting research. Sage, Thousand Oaks, 2013) methodology of focussing research on theoretical assumptions to construct a critical literature review on the relationship between Labour Market Information and career guidance. This paper presents six theoretical conceptions from the career literature: Contact, Rationalism, Nomad, Adaptability, Constructivist and Social Justice. We will argue for the need to move towards more constructivist understandings of Labour Market Information as well understandings linked to more critical understandings of the labour market.
  • An evaluation of the North East of England pilot of the Gatsby Benchmarks of good career guidance

    Hanson, Jill; Moore, Nicki; Neary, Siobhan; Clark, Lewis; University of Debry (University of Derby, 2021-03-01)
    This report presents the findings of a four year (2016-2019) formative and summative evaluation of the North East of England pilot of the Gatsby Benchmarks of Good Career Guidance. It uses quantitative and qualitative data collected from school and college staff, learners and stakeholders, as well as Gatsby Benchmark self-audit data, financial data and data pertaining to learner attendance, attainment and destinations. It describes the progress made by the sixteen pilot education providers in achieving the eight Benchmarks of good career guidance, explores the approaches they took to achieving the Benchmarks and considers the barriers and enablers they faced. The impacts of their work in delivering the Gatsby Benchmarks on learners, staff, local stakeholders and national policy and practice are presented. The findings indicate that significant progress in achieving all eight Benchmarks can be made by all kinds of education providers within two years and that this has a significant and observable effect on learners with respect to their career readiness, their interactions with teaching staff and employers, their engagement in the classroom and on attainment.
  • The 21st Century HE Careers Professional

    Thambar, Nalayini; Neary, Siobhan; Zlatic, Franka; University of Nottingham; University of Derby (Higher Education Careers Service Unit, 2021-02-17)
    The role of HE careers services have been increasingly influenced over the last ten years or so. The research aimed to explore how various drivers, metrics such as the National Student Survey (NSS), Destinations of Leavers of Higher Education (DLHE), Teaching Excellence Framework (TEF) and the introduction of higher fees have impacted practitioners and their services over the last decade. The methodology adopted a qualitative approach including, a focus group, an online survey and in-depth interviews with a sample of services representing Pre and Post 92, Russell Group and Specialist HE. Throughout the course of the research, the COVID-19 Pandemic erupted which impacted on the nature of the research project. The research identified that Careers Professionals defined their role as providing support to students in their career development and planning, including the navigation of recruitment processes. They achieve this through working directly with the students on a 1:1 basis, recognising the resource-intensity yet value of this approach, and also through the delivery of workshop activity. Alongside this, the role typically involves increased and increasing activity to embed careers education within, or to align with, the curriculum. Institutional interest in employability and resulting structures means that a growing number of careers professionals’ roles are based in a Faculty or another part of their institution such as a Graduate School, in some cases being employed directly by them rather than the Careers Service itself. This decentralization was often linked to supporting departments in achieving higher NSS and other employability related metrics.
  • The Skills for Jobs White Paper: Implications for career development

    Hooley, Tristram; University of Derby (Career Development Institute, 2021-01)
    The Department for Education published Skills for jobs: Lifelong learning for opportunity and growth on Thursday 21st January 2021. The white paper is wide ranging and includes discussion of compulsory and post-compulsory education and lifelong learning. There are also several specific proposals that relate to the organisation of England’s careers education and guidance system.
  • Why we need to share our ideas about connecting career development to social justice

    Hooley, Tristram; University of Derby (CERIC, 2021-01)
    An article introducing key ideas of social justice in career guidance.

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