Transitions and Aspirations: The importance of a joined-up approach to career aspirations

1. Transitions and Aspirations:The importance of a joined-up approach to career aspirations Marie Alty University of Northampton Marie.Alty2@Northampton.ac.uk

2. Aims This paper aims to review the results from two research projects to: • Enhance understanding of students’ previous experiences and aspirations and improve understanding of the complex experiences of students • Support a deeper understanding of how to develop new initiatives through engaging the student voice • Review the content of career development and coaching sessions developed in collaboration with cross-faculty colleagues • Evidence the importance of cross-faculty and departmental collaborative inclusive approaches to working alongside students, which embrace diversity and strengthen all students’ experiences and attainment

3. Overview of today’s session • Two research projects and findings • Practitioner research into Career Adaptability • University research into the Transition and Aspirations of students from three courses across two faculties - BA Early Childhood Studies - BA Childhood & Youth - BA Social Work • Review of recommendations and impact on practice

4. Career Adaptability research -practitioner project • Aims to understand how HE students can learn how to be more career adaptable • Examines the concept of career adaptability proposed by Savickas (Savickas, 1997) • Use of the Career Adapt-Abilities Scale developed by Savickas and Porfeli (Savickas and Porfeli, 2012)  • Exploratory research project • How to develop career adaptability – links to resilience, confidence, mindset, engagement • Student and colleague views on how to develop career adaptability  • Recommendations for coaching practice

5. Methodology

6. Career Adaptability Research Findings – THEMES

7. Student Feedback

8. Student Feedback

9. Student Feedback

10. Colleague Feedback Student Attitude • Become more positive and optimistic, challenge thinking, actively engage • Being ‘proactive’, prepared to challenge themselves and actively working to increase resilience. Develop a ‘can-do’ attitude • Engage in activities that expand their comfort zone; work on new problems /challenges with support Take personal responsibility for their own professional development and develop resilience and independence. • Consider their future careers earlier • Be willing to take control, change their mindset and to keep an open mind • Consider the question ‘what can you do today to improve your situation?’

11. Colleague Feedback Student Actions • Become more aware of career options identify strengths, take personal responsibility for their own professional development.  • Engage in activities (extra curricula activities and social action projects) that expand their comfort zone. • Expand knowledge of opportunities and become more aware of industry trends.  Undertaking research - employer presentations, information interviews, alumni events and attend careers fairs and events.  • Gain relevant experience through volunteering/work experience, placements, social action & internships, year abroad, societies. • Take advantage of opportunities to attend networking events, build their own social, professional and industry networks and make connections. • Access role models and careers guidance.  • Reflect on experiences to link them back to study/career goals

12. Colleague Feedback Resources • Provide a range of workshops/events - employability skills, future of work, career pathways, career planning/ management, networking skills, industry specific events. • Provide access to employers - talks, employer events, themed events e.g. focusing on a specific sector or degree.  • Support students to undertake a wide range of activities/ experiences - placement, work shadowing, volunteering, enterprise activities and social action projects • Provide information on recruitment timescales  • Activities to enable students to understand themselves, their values, motivations and personality type; to create a picture of their ideal job. • Access to careers guidance, application support and activities on how to stay on track/remain positive during recruitment processes.  • Motivational speakers/workshops - developing resilience, positive mindset, decision-making strategies • Access to role models and mentors e.g. success stories.  • Enhance reflection after work experiences (placements, etc.) to provide the opportunity to evaluate decisions and choices

13. University of Northampton Transitions & Aspirations research • Aims to understand the previous learning experiences of students • To explore student motivations for choice of study • To understand their career aspirations and how these can be supported • Collaborative research   • Focus on skills and previous educational experiences • Engaging the diverse students voice  • Understanding attributes and career aspirations

14. Transitions and Aspirations Collaboration between: • BA (Hons) Early Childhood Studies • BA (Hons) Childhood and Youth • BA (Hons) Social Work • Learning Development • Changemaker Hub • Library

15. Methodology

16. Transitions and Aspirations Research Findings Overview of the data so far

17. Working alongside studies? 54.3%  47.1%

18. Number of hours worked

19. Employment Relevant to Degree?

20. Percentage of students who said they had experienced issues that impacted on their studies No Yes

21. Influence of work experience on choice of degree

22. Findings – other factors

23. What next?

24. What next? Impact on practice

25. References - Career Adaptability Project Bimrose, J., Barnes, S., Brown, A.(2012) Career adaptability: A literature review, Warwick Institute for Employment Research Bimrose, J. & Hearne, L. (2012) Resilience and career adaptability: Qualitative studies of adult career counselling Journal of Vocational Behavior Elsevier Cochran, L. (1997) Career Counselling: a narrative approach, London Sage Creed, P. A., Fallon, T., & Hood, M. (2009). The relationship between career adaptability, person and situation variables, and career concerns in young adults. Journal of Vocational Behavior, 74(2), 219-229. Crust, G. (2017) Subjective Well-Being and Graduate Outcomes, Phoenix, AGCAS,132, 14 Hirschi, A., Valero, D. (2015). Career adaptability profiles and their relationship to adaptivity and adapting Journal of Vocational Behavior, 88 (220-229) Jameson-Warren, C. (2017) Supporting students to develop a positive outlook, Phoenix, AGCAS,132, 10 Johnston, C.S. (2016) A Systematic Review of the Career Adaptability Literature and Future Outlook, Journal of Career Assessment 26(1) 3-30 https://doi.org/10.1177/1069072716679921 Maggiori C., Rossier J., Savickas M. (2017). Career Adapt-Abilities Scale-Short Form (CAAS-SF): Construction and validation. Journal of Career Assessment, 25, 312–325. doi:10.1177/1069072714565856 Mitchell, L.K. & Krumbolz, J.D. (1996) Krumbolz’s learning theory of career choice and counselling, in D. Brown, L. Brooks and associates (eds) Career choice and development 3rd edition), San Francisco, CA: Jossey-Bass Nota L., Ginevra M. C., Soresi S. (2012). The career and work adaptability questionnaire (CWAQ): A first contribution to its validation. Journal of Adolescence, 35, 1557–1569. doi:10.1016/j.adolescence.2012.06.004 Ployhart R., Bliese P. (2006). Individual adaptability (I-ADAPT) theory: Conceptualizing the antecedents, consequences, and measurement of individual differences in adaptability. Advances in Human Performance and Cognitive Engineering Research, 6, 3–39. Roach, K. & Faucet, H. (2017) Resilience and confidence building for students, Phoenix, AGCAS, 132, 8-9 Rottinghaus P. J., Day S. X., Borgen F. H. (2005). The career futures inventory: A measure of career-related adaptability and optimism. Journal of Career Assessment, 13, 3–24. doi:10.1177/1069072704270271 Savickas, M.L. (1993) Career Counseling in the Postmodern Era, Journal of Cognitive Psychotherapy, An International Quarterly, 7, 205-215 Savickas, M. L. (1997). Career adaptability: An integrative construct for life-span, life-space theory. Career Development Quarterly, 45(3), 247-259. Savickas, M.L. (2013) Career construction theory and practice, in S.D. Brown & R.W. Lent (eds) Career development and counselling: putting theory and research to work, Hoboken, NJ: Wiley. Savickas, M.L. and Porfeli, E.J. (2012) Career Adapt-Abilities Scale: Construction, Reliability and Measurement Equivalence across 13 Countries. Journal of Vocational Behaviour, 80, 661-673. Stringer, H. & Russell-Watts, L. (2017) Facing failure and becoming resilient, Phoenix, AGCAS,132, 12-13 Super, D.E. and Knasel, E.G. (1981) Career development in adulthood: Some theoretical problems and a possible solution, British Journal of Guidance and Counselling, 9:2, 194-201, DOI: 10.1080/03069888108258214 To link to this article: https://doi.org/10.1080/03069888108258214 Super, D. E., Savickas, M. L. and Super, C. M. (1996) “The Life-span, Life-space Approach to Careers.” Pp. 121-178 in Career Choice and Development. 3d ed., edited by D. Brown, L. Brooks, and Associates. San Francisco, CA: Jossey-Bass. Wright, T. and Frigerio, G. (2015) The Career Adapt-Ability Pilots Project, viewed online 30th November 2017 https://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/careerstudies/about/collaborations/caip/career_adapt-ability_pilots_project_0.pdf

26. References - University of Northampton Transitions & Aspirations research Project • Crabtree, H., Roberts, C. and Tyler, C. (2007) Understanding the problems of transition into higher education [online]. Available from:  http://www.ece.salford.ac.uk/proceedings/papers/35_07.pdf • Lumsden, E., Mcbryde-Wilding, H. and Rose, H.  (2010) Collaborative practice in enhancing the first year student experience in higher education [online].  Enhancing the Learning Experience in Higher Education.  2 (1), 12-24. 

27. Thank you for listening Marie Alty Marie.Alty2@Northampton.ac.uk