Moving from information provision to co-careering: Integrated guidance as a new approach to e-guidance in Norway

Bakke, Ingrid Bårdsdatter; Haug, Erik Hagaseth; Hooley, Tristram

doi:10.20856/jnicec.4108

Cited by 8 publications

(11 citation statements)

References 2 publications

(3 reference statements)

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“…Their effectiveness was evaluated by comparing services delivered by remote means or a blended approach. In this context, successful integration is considered in terms of kinds of policy supports, workforce development and caseworkers' willingness (Bimrose et al, 2015;Bakke et al, 2018;Barnes et al, 2020). However, there is a lack of research on the potential limits of career guidance in employment services, such as forms of organisational inertia, concerning both counsellors and jobseekers, which may still reinforce face-to-face rather than digital interactions (Hur et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Bakke et al. (2018), in the context of debates surrounding the development of the Norwegian national online career guidance service, have posited that the integration of different modes of provision depend mainly on the changing role of career operators in the context of technology and the centrality acquired by “instructional designs”.…”

Section: Sensitivity To Digitalisationmentioning

confidence: 99%

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Linking active labour market policies to digitalisation–a review between remote and automated possibilities

Scarano

Colfer

2022

IJSSP

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PurposeThe purpose of this article is to develop a conceptual framework that sets out the linkages that exist between digitalisation and active labour market policies (ALMPs).Design/methodology/approachBased on a narrative literature review, this article seeks to connect two research streams, namely that relating to ALMPs and that relating to digitalisation in the public sector. This exercise requires an understanding of both how the context of digitalisation in the public sector has evolved in relation to technological change and the identification of specific ALMPs that are more sensitive to digitalisation.FindingsStarting from the identification of ideal-types of ALMPs, “employment assistance” can be considered the type of policies most sensitive to digitalisation, looking at main forms of interventions as career guidance, profiling and job-matching tools. The first tool is closer to a technological domain of “remotisation”, while the second is closer to that of “automatisation”.Practical implicationsAchieving an understanding of the different degrees of sensitivity to digitalisation for various types of ALMPs is relevant for policy-making purposes to identify potential priority areas of strategic investment to enhance this sector.Originality/valueThe authors present an understanding of the current state of the digitalisation of public employment services. The literature review itself allowed the authors to conclude that, despite the interests in the public and academic debate, the existing research relating to the digitalisation of public employment services remains scant. At the same time, the article points towards fertile areas for further analysis.

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Section: Discussionmentioning

confidence: 99%

Section: Sensitivity To Digitalisationmentioning

confidence: 99%

Linking active labour market policies to digitalisation–a review between remote and automated possibilities

Scarano

Colfer

2022

IJSSP

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“…Guidance staff have traditionally used technology in three ways, providing: 1) learning and career information supporting career building, 2) automated interaction like career assessments, simulations or games and 3) choices of communication (Hooley et al, 2015). The development of integrated or blended guidance -guidance via digital means -requires guidance professionals and service designers to plan what technologies to use and how (Bakke et al, 2018).…”

Section: Technology In Guidancementioning

confidence: 99%

“…New technologies channel greater amounts of information to individuals (Bakke et al, 2018). Further research is needed on which data are useful for the goals of career guidance.…”

Section: Expectations For Ai In Career Guidancementioning

confidence: 99%

Artificial Intelligence for Career Guidance – Current Requirements and Prospects for the Future

Westman¹,

Kauttonen²,

Klemetti³

et al. 2021

ije

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Career guidance in the era of life-long learning faces challenges related to building accessible services that bridge education and employment services. So far, only limited research has been conducted on using artificial intelligence to support guidance across higher education and working life. This paper reports on development on using artificial intelligence to support and further career guidance in higher education institutions. Results from focus groups, scenario work and practical trials are presented, mapping requirements and possibilities for using artificial intelligence in career guidance from the viewpoints of students, guidance staff and institutions. The findings indicate potential value and functions as well as drivers and barriers for adopting artificial intelligence in career guidance to support higher education and life-long learning. The authors conceptualize different modes of agency and maturity levels for the involvement of artificial intelligence in guidance processes based on the results. Recommended future research topics in the area of artificially enhanced guidance services include agency in guidance interaction, developing guidance data ecosystem and ethical issues.

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“…Furthermore, personal guidance and counselling enable distance learners to have patience and control of their study time with less anxiety [6]. When learners lack personal guidance and counselling, learning speed is slowed leading to deviational study habits [7]. update learners' support systems like personal guidance and counselling into technology-enabled environment.…”

Section: Introductionmentioning

confidence: 99%

An investigation into the study habits of distance learners: Implications for personal guidance and counselling at University of Nairobi, Kenya

Obiero

Assey

Kimamo

2020

IMRJ

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Quality and sustainability have been unresolved issues since the repercussion of the commercialization of distance education. Personal guidance, counseling and study habits, which are critical in maintaining the quality of distance education, have been underrated in most distance education. The study investigated the influence of personal guidance and counseling on study habits of distance learners in Bachelor of Education at the University of Nairobi. 319 respondents participated in the study by filling in questionnaires. The results of the Pearson Correlation Coefficient showed a positive correlation R= 0637 between personal guidance and counseling and study habits. The hypothesis was tested at α=.05 level of significance and the results H01: Personal guidance and counseling do not significantly influence study habits of distance learners was rejected since P=0.000<0.05. Therefore, the study concluded that there is a significant influence of personal guidance and counseling support services on the study habits of distance learners in Bachelor of Education studies of the University of Nairobi. The study recommends a paradigm shift through face to face and digital technology in the provision of personal guidance and counseling for study habits to maintain the quality of distance education.

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Moving from information provision to co-careering: Integrated guidance as a new approach to e-guidance in Norway

Abstract: CitationBakke, I.B., Hagaseth Haug, E. and Hooley, T., 2018. Moving from information provision to co-careering: Integrated guidance as a new approach to e-guidance in Norway.

Cited by 8 publications

References 2 publications

Linking active labour market policies to digitalisation–a review between remote and automated possibilities

Linking active labour market policies to digitalisation–a review between remote and automated possibilities

Artificial Intelligence for Career Guidance – Current Requirements and Prospects for the Future

An investigation into the study habits of distance learners: Implications for personal guidance and counselling at University of Nairobi, Kenya

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