Quality assurance and evidence in career guidance in Europe: counting what is measured or measuring what counts?

Plant, Peter

doi:10.1007/s10775-011-9195-2

Cited by 18 publications

(25 citation statements)

References 5 publications

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“…(Buland, Mathisen, Aaslid, Haugsbakken, Bungum & Mordal, 2011;European Lifelong Guidance Policy Network (ELGPN), 2015;Organization for Economic Cooperation and Development (OECD), 2002;Plant, 2012). I norsk sammenheng har forskningsaktiviteten primaert vaert gjennomført som evaluerende oppdragsstudier, initiert av nasjonale myndigheter og fylkeskommuner (NOU 2016: 7).…”

Section: Innledningunclassified

“…Flere forskere tar imidlertid til orde for at en gjennom en slik innretning står i fare for at det utvikles en forutbestemt kunnskap, hvor viktige nyanser og virkelighetsforståelser blir fravaerende (Arulmani, Bakshi, Leong & Watts, 2014;Gysbers & Henderson, 2014;Irgens, 2016;Kjaergård, 2012;Plant, 2012). Plant (2012) argumenterer eksempelvis for at: «a particular, indicator-based QA 1 approach has been the favored model in recent years in European countries (s. 92). Om bakgrunnen for en slik utvikling peker han saerlig på at en slik tilnaerming: «is manageable and controllable from the policymakers' perspective, not that it necessarily represents quality in guidance seen from a user's perspective» (s. 92).…”

Section: Innledningunclassified

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«Det er fint å være hos rådgiver, hun skjønner oss skjønner du». En empirisk studie av tema som anses som kjennetegn på kvalitet i skolens karriereveiledning

Haug

2017

NORDVEI

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«Det er fint å vaere hos rådgiver, hun skjønner oss skjønner du» En empirisk studie av tema som anses som kjennetegn på kvalitet i skolens karriereveiledning Erik Hagaseth Haug 1* Høgskolen i Innlandet AbstractThe aim of the study is to contribute to a more nuanced and differentiated understanding of the concept of quality in career guidance in schools, and to see how the local understandings interrelate with theoretical assumptions. The study focuses on patterns of understanding of the phenomenon quality in career guidance in a Norwegian school context, as the following four actors describe it: Pupils at intermediate and secondary levels, Counsellors from both levels, Administrative leaders from the sampled schools and the School-owners (municipality-representatives). Methodologically, the study uses a grounded theory approach, and the results are based on analysis of focus group interviews with representatives from the different actor groups. The result indicate that the understandings of quality are centered around three interrelated thematic areas; the importance of the practitioners' relational competence, a focus on the next career choice, and a variety of actors and activities involved in the provision of the service. * Principal contact:Erik Hagaseth Haug Avdeling for pedagogikk og sosialfag, Høgskolen i Innlandet Tel.: +47 917 08 016 E-mail: erik.haug@inn.no «Det er fint å vaere hos rådgiver, hun skjønner oss skjønner du». En empirisk studie av tema som anses som kjennetegn på kvalitet i skolens karriereveiledning

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Section: Innledningunclassified

«Det er fint å være hos rådgiver, hun skjønner oss skjønner du». En empirisk studie av tema som anses som kjennetegn på kvalitet i skolens karriereveiledning

Haug

2017

NORDVEI

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“…Lifelong guidance has received increasing attention at international, European, and national levels during the last ten years (Plant, 2012). In Europe, two resolutions of the Education Council have highlighted the need for strong guidance services (European Union, EU, 2004EU, , 2008.…”

Section: Research-based Knowledge: Researchers' Contribution To Evidementioning

confidence: 99%

“…However, Plant (2012) argued that there is an ongoing power struggle between representatives of the different needs in relation to defining the priorities between the private and the public good. Douglas (2011) posited that the increasing interest for evidence in career guidance is driven more from an economic policy initiative than from the practitioner side.…”

Section: Rootedness (Or Authenticitymentioning

confidence: 99%

“…This implies that the increased interest for knowledge-based and even evidence-based research and policy-making in career guidance has roots in a political demand for hard facts to provide the basis for the allocation of resources, both human and economic, with a view to outcomes of the services. Thus, society's capability to utilize the productive potential of its inhabitants, via guidance, is the current prioritized research agenda (Plant, 2012).…”

Section: Rootedness (Or Authenticitymentioning

confidence: 99%

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Research-based knowledge: researchers’ contribution to evidence-based practice and policy making in career guidance

Haug¹,

Plant

2015

Int J Educ Vocat Guidance

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An Individual Mixed‐Evaluation Method for Career Intervention

Jacquin

Juhel

2017

The Career Development Quart

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Economic issues linked to career counseling are a cause for concern to policy makers in developed countries because they expect career practitioners to provide evidence of the efficiency of career counseling interventions. The aim of this study was to test an individual evaluation method mixing time series (outcomes) and life narrative (processes). The method used 5 items related to 1 client's career decision self-efficacy and studied the evolution of those items throughout the intervention of 1 career counselor (43 days). Changepoint analysis helped in identifying the changes that have to be taken into account for time series and which are contextualized in the client's verbatim analysis. This mixed method highlighted that the career counselor's intervention increased the client's career decision self-efficacy. Practitioners could use the methodology proposed in this article to evaluate their interventions. They could also report their practice to clients, employers, and decision makers.

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Quality assurance and evidence in career guidance in Europe: counting what is measured or measuring what counts?

Cited by 18 publications

References 5 publications

«Det er fint å være hos rådgiver, hun skjønner oss skjønner du». En empirisk studie av tema som anses som kjennetegn på kvalitet i skolens karriereveiledning

«Det er fint å være hos rådgiver, hun skjønner oss skjønner du». En empirisk studie av tema som anses som kjennetegn på kvalitet i skolens karriereveiledning

Research-based knowledge: researchers’ contribution to evidence-based practice and policy making in career guidance

An Individual Mixed‐Evaluation Method for Career Intervention

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