Understanding career decisionmaking and progression: Careership revisited

Hodkinson, Phil; Killeen, John; Lecture, Memorial

doi:10.20856/jnicec.2102

Cited by 21 publications

(24 citation statements)

References 22 publications

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“…As noted by Hodkinson (2008), career learning occurs in people's everyday lives, and the results show that online interactions play a significant role in this process. Consequently, the internet is of importance in rural students' career learning, but perhaps of a different kind.…”

Section: Usage For Access Of Informationmentioning

confidence: 59%

“…The objective of this study is to investigate what role online career resources can have in students' career learning and how it may relate to their physical place in a rural setting. In accordance with Hodkinson (2008), career learning in this article is perceived as an ongoing process that is part of people's everyday lives. The learning process is therefore understood to be intertwined with their process of making career decisions and development in careers.…”

Section: Young People's Career Learningmentioning

confidence: 85%

“…The authors then refer to an individual's set of perceived career options as the horizon for action, which is central to understanding how young people make career decisions because it defines and restricts their perception of viable career alternatives (Hodkinson & Sparkes, 1997). Hodkinson (2008) argues that individuals' career learning experiences and the development of their horizons of action are both socially situated and dependent on their historical and geographical location. Building on this argument, Alexander (2021) looks more closely into the effect of spatial factors on rural graduates' career trajectories, highlighting the importance of geographical place when individuals form decisions about education and work.…”

Section: Young People's Career Learningmentioning

confidence: 99%

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The Interconnection of Online and Offline Spaces in Sweden’s Rural Youth Career Learning

Pallin

2022

Nordic Journal of Transitions, Careers and Guidance

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Digital technologies broaden opportunities for accessing career information and support, which some argue to be unlimited by time and space. The internet could give rural youth access to information resources beyond those available within their local community. However, little is known about the extent to which rural youth utilise online career resources or how it could widen their perspectives while learning about careers. This study focuses on rural upper secondary school students' use of online career resources and their perceived role in their career learning when graduating. A cross-sectional survey of year 12 upper secondary students (n = 267) from 21 schools in rural Sweden was conducted, revealing the complexity of youth career learning as a continuing interrelation between people and spaces. Opportunities and challenges presented by the online space are discussed as they relate to rural students' career learning in their final year of upper secondary school. ABSTRAKTDigitala tekniker ökar utbudet av karriärinformation och -stöd, och gör det obundet av tid och plats. Internet ger ungdomar på landsbygd bättre tillgång till varierad karriärinformation, än vad som finns i det egna lokalsamhället. Men det saknas kunskap om i vilken utsträckning landsbygdsungdomar använder sig av webbaserade karriärresurser, och hur det bidrar till vidgade perspektiv i deras karriärlärande. Denna studie fokuserar hur gymnasieungdomar i landsbygd använder webbaserade karriärresurser, och vilken betydelse det har för deras karriärlärande inför övergången från gymnasieskolan. En enkät genomfördes med tredjeårselever (n = 267) i gymnasieskolor på landsbygden. Resultatet beskriver en komplexitet i ungas karriärlärande, som präglas av ett samspel mellan människa och plats. Möjligheter och utmaningar i det digitala rummet diskuteras i förhållande till landsbygdsungdomars karriärlärande under deras sista år i gymnasieskolan.

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Section: Usage For Access Of Informationmentioning

confidence: 59%

Section: Young People's Career Learningmentioning

confidence: 85%

Section: Young People's Career Learningmentioning

confidence: 99%

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The Interconnection of Online and Offline Spaces in Sweden’s Rural Youth Career Learning

Pallin

2022

Nordic Journal of Transitions, Careers and Guidance

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“…This relates strongly to Tomlinson's (2017) notion of graduate capitals (particularly social and cultural), while also demonstrating the pivotal role of the employer as gatekeeper in granting access to the opportunity. Here we can also see how employers can be critical in expanding the 'horizons for action' described by Hodkinson (2008). Employers are therefore central to 'getting in' to DA.…”

Section: Getting In: Providing the Opportunity And Shaping Who Gets Itmentioning

confidence: 88%

Getting in, getting on, going further: Exploring the role of employers in the degree apprentice to graduate transition

Jones

Christie

Brophy

2022

British Educational Res J

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Transitions from education into work, or as part of career change and development, are increasingly central to policy debate and academic inquiry. However, the role that employers play in shaping transition is often overlooked. In this paper, we examine this issue through the experiences of a graduating cohort of 'degree apprentices'. We present original analysis of new empirical data from what we believe to be the first substantive qualitative longitudinal research conducted with those experiencing this new vocational pathway in the English Apprenticeships system. Through analysis of repeat semi-structured interviews with 22 degree apprenticeship graduates (44 interviews in total), we provide early empirical insights into experiences of this new pathway and add to existing theoretical conceptualisations of transition within the educational literature and the employer's role within it. We show that the degree apprentice to graduate transition can be broken down into three key stages: 'getting in', 'getting on' and 'going further', and that employers-at both strategic and relational levels-shape experiences at each stage.

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“…Andersson and Barker-Ruchti (2019) even added another turning point to the original and revised list: initiating turning point. Hodkinson (2009) suggests that the notion of turning points be shifted to 'learning', that is, learning throughout life as one constructs one's career. Nonetheless, Barham (2013) remains confident that the notion of turning points has something valuable to offer to our understanding of career decision-making.…”

Section: Basic Tenets Of Careership Theorymentioning

confidence: 99%

Exploring the value of the sociological Careership Theory in the South African TVET context

Maluleke

Powell

Pillay

2022

JOVACET

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Making a career decision is an important part of life. A plethora of theories seek to understand the way students make career decisions, most of them found in the field of psychology. The same trend is evident in South Africa, where psychology continues to underpin career guidance and counselling practices. While this is useful, it is equally important to consider different theoretical approaches – for example, the sociological approach. This article is inspired by a doctoral study conducted by one of the authors, and aims to bring to light a less dominant theory that can add value to our understanding of career decision-making, especially in the public Technical and Vocational Education and Training (TVET) college sector. The main argument of the article is that whereas all theories are important and valuable, no single theory can explain all situations and individual circumstances. Each theory is guided by its perspective and covers some issues while neglecting others. Indeed, a theory that seeks to explain everything is likely to be found wanting. We therefore do not discredit any theory, but seek to add the voice of the sociological Careership Theory to existing debates and conversations about career decision-making. Our special interest is in the public TVET college sector as we have noted an almost complete absence of literature on career decision-making by TVET students. There is, however, literature that looks at why students enrol in public TVET colleges, and also their experiences there. In addition to the original conceptualisation of the Careership Theory, this article adds other conceptual tools associated with the work of Appadurai. We do so because we acknowledge that a theory cannot remain static and that, as the social world changes, so must theories if they are to accommodate new social experiences.

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Understanding career decisionmaking and progression: Careership revisited

Cited by 21 publications

References 22 publications

The Interconnection of Online and Offline Spaces in Sweden’s Rural Youth Career Learning

The Interconnection of Online and Offline Spaces in Sweden’s Rural Youth Career Learning

Getting in, getting on, going further: Exploring the role of employers in the degree apprentice to graduate transition

Exploring the value of the sociological Careership Theory in the South African TVET context

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