The new career and public policy

Watts, A. G.

doi:10.1017/cbo9780511520853.017

Cited by 21 publications

(12 citation statements)

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“…In such a context, career guidance is seen as one aspect of the state's duty to provide support to its citizens as they navigate the challenging social and economic vicissitudes of contemporary life (Watts, 2000).…”

Section: Discussionmentioning

confidence: 99%

The involvement of the European Union in career guidance policy: a brief history

Watts

Sultana

McCarthy

2010

Int J Educ Vocat Guidance

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The history of the involvement of the European Union in the development of policy related to career guidance is analysed in terms of three broad periods. In the first two of these, interventions were confined to pilot projects, exchanges and placements, study visits and studies/surveys, with particular attention to young people; whereas the period since 2000 has seen greater attention being paid to lifelong activities that support the implementation of EU policy priorities and their mainstreaming at national level. These trends reflect both the EU's ''creeping competence'' and the emerging concept of ''lifelong guidance.'' Résumé L'histoire de la participation de l'Union Européenne dans le développement de la politique liée à l'orientation professionnelle est analysée en trois grandes péri-odes. Dans les deux premières périodes, les interventions étaient confinées à des projets pilotes, des échanges et des placements, des observation et des recherches/ sondages, tout en donnant une attention particulière aux jeunes; alors que la période depuis 2000 a vu plus d'attention se développer pour les activités tout au long de la vie qui encouragent l'implémentation des priorités de la politique de l'UE et leur intégration au niveau national. Ces tendances reflètent à la fois la « creeping

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Section: Discussionmentioning

confidence: 99%

The involvement of the European Union in career guidance policy: a brief history

Watts

Sultana

McCarthy

2010

Int J Educ Vocat Guidance

Self Cite

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“…A further distinction is that the introduction into the Canadian and Australian frameworks of the final learning area (understanding the relationship between work, society and the economy) can provide space for practitioners and learners to critically challenge assumptions about the political economy and the possibility of change (cf. Sennett, 1998;Sultana, 2011bSultana, , 2012Watts, 2000). This learning area can also encourage exploration of different views regarding the relative balance to be struck in the ways individuals approach their career development between the respective needs of the individual, of the nuclear family, of the extended family, of the local community and of the wider society (on which there can be very different views both between individuals and between cultures).…”

Section: Career Learning Areasmentioning

confidence: 99%

The ‘Blueprint’ framework for career management skills: a critical exploration

Hooley

Watts

Sultana

et al. 2013

British Journal of Guidance & Counselling

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“…The implications of this situation is that even if "People [do] not need to move between firms perpetually…they will need to take charge of their own learning agendas" (Littleton, Arthur and Rousseau, 2000:113; cf Peiperl and Arthur, 2000:6), since the development and management of careers have become the domain of the individuals. Watts (2000) has proposed that such a concept consequently requires a fresh approach to the concept of learning, which ought not to be perceived to simply precede work. The new perspective sees learning as going beyond formal education and training, to embrace informal forms of learning, in the workplace and elsewhere.…”

Section: The Role Of Learning In Boundaryless Careersmentioning

confidence: 99%

“…Notably the Hong Kong workers' experience and perception of the economic environment was that it was becoming increasingly more demanding and competitive. They felt that they were expected to work harder, longer hours and at a higher intensity, with preferably the ability to be multiskilled (cf Watts, 2000). More specific skills, such as computer and equipment usage, higher academic and linguistic knowledge, were also perceived to be necessary.…”

Section: Prevailing Environmental Conditions In Hong Kongmentioning

confidence: 99%

Learning to stay ahead in an uncertain environment

Pang

Chua

Chu

2008

The International Journal of Human Resource Management

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As the work environment changes and careers become increasingly fragmented in contemporary society, workers need to ensure that they remain attractive hires to current and future employers. The advent of boundaryless careers, for example, in this era of turbulence has shifted the responsibility for career management and development from the organization to the employees. This research explores the careers of a cross-section of the Hong Kong (China) labor force and their attitudes and behaviors towards life-long learning, which is proposed here to be central to individuals maintaining their marketability and employability. The qualitative data collected in this study depicts these Chinese workers as being strongly self-motivated and possessing very positive attitudes towards learning. However, while most seemed to have a genuine commitment to enhancing themselves, stimulated by a consciousness of the growing and changing demands placed on them by employers in a dynamic knowledge-based society, the findings indicate that many interviewees were driven more by a fear of the consequences of not engaging in continuous learning, than by an intrinsic desire to learn.

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The new career and public policy

Cited by 21 publications

References 0 publications

The involvement of the European Union in career guidance policy: a brief history

The involvement of the European Union in career guidance policy: a brief history

The ‘Blueprint’ framework for career management skills: a critical exploration

Learning to stay ahead in an uncertain environment

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