The role of the computer in careers guidance

British Journal of Guidance & Counselling

Vuorinen

Sampson

2013

This article reports the outcomes of a study, undertaken from a phenomenographic perspective, of career practitioners’ conceptions of social media usage in career services. Fifteen Finnish career practitioners – representing comprehensive, secondary and higher education as well as public employment services – were interviewed in focus groups. The analysis of the interview data revealed five distinct descriptive categories reflecting the career practitioners’ conceptions of social media's use in career services. Social media in career services was conceived as (1) unnecessary, (2) dispensable, (3) a possibility, (4) desirable and (5) indispensable. The results indicated associations between career practitioners’ conceptions and their practice. Moreover, the critical aspects identified in this study can be used to support the career practitioners’ understanding of new technologies in career services.

Section: Discussionsupporting

confidence: 91%

Career practitioners' conceptions of social media in career services

British Journal of Guidance & Counselling

Vuorinen

Sampson

2013

“…The findings also further support the recent observations on the approach to existing and emerging technologies in guidance (Kettunen et al, 2015), and Watts´(1986, 1996, 2010 earlier observation that ICT is continuously viewed as a tool, as an alternative, or as an agent of change. The most complex category in this study supports ELGPN´s (2010) notion that ICT can be the means for transforming sector-based and provider-centred provision into a user-centred and coherent lifelong guidance system.…”

Section: Discussionsupporting

confidence: 88%

“…The focus of attention in these conferences has changed due to the evolution of technology, but the core underlying issue has remained much the same. Information and communication technology is continuously viewed as a tool, as an alternative, and as an agent of change in guidance (e.g., Watts, 1986Watts, , 1996Watts, , 2010. While policy-makers have sometimes tended to view new technology in the first two of these guises (e.g., Hooley, Hutchinson & Watts, 2010;Watts, 2002Watts, , 2010, recent research (Kettunen, Vuorinen, & Sampson, 2013, in press) indicates that 2 new technology is not only a tool or an alternative, but an interactive working space where collaboration-with and without practitioners-increasingly occurs and where new technology is being recognised for its significance.…”

mentioning

confidence: 99%

“…The phrasing of the survey questions was informed by the six previous European ad hoc conferences on the use of ICT in guidance and previous studies of policy issues relating to the use of ICT in lifelong guidance (e.g., Watts, 1986Watts, , 1996Watts, , 2002. Three researchers with significant experience in ICT in guidance as well as guidance policy in general reviewed and validated the survey questions.…”

mentioning

confidence: 99%

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European Lifelong Guidance Policy Network representatives’ conceptions of the role of information and communication technologies related to national guidance policies

Int J Educ Vocat Guidance

Vuorinen

Ruusuvirta

2015

Over recent decades, the role of information and communication technologies (ICT) related to lifelong guidance services has attracted increasing attention from policy-makers and other stakeholders. Lifelong guidance has been recognised as a crucial dimension of lifelong learning, promoting both social and economic goals: in particular, improving the efficiency and effectiveness of education, training, and the labour market through its contribution to reducing drop-out, preventing skill mismatches, and boosting productivity (ELGPN, 2012b). A number of European case studies and reviews strongly indicate that the demand for guidance far exceeds the supply of services, and citizens' needs cannot be met by relying exclusively on the traditional forms of guidance (e.g., ELGPN, 2010;Sultana, 2004;Sultana & Watts, 2006;Zelloth, 2009;Watts & Sultana, 2004). Moreover, consistency exists in various policy documents (e.g., Cedefop, 2011;Eurobarometer, 2014;European Council 2004, 2008 OECD, 2004a OECD, , 2004b) reflecting a growing consensus that the role of ICT in the guidance service sector is both important and becoming increasingly essential.Within the European Union (EU), extending the use of ICT is one of the main initiatives put forward to strengthen lifelong guidance services. A particular focus on the theme has appeared regularly since the mid-1980s, and six European conferences on the use of ICT in guidance have been held since that time (Watts, 2010). The focus of attention in these conferences has changed due to the evolution of technology, but the core underlying issue has remained much the same. Information and communication technology is continuously viewed as a tool, as an alternative, and as an agent of change in guidance (e.g., Watts, 1986Watts, , 1996Watts, , 2010. While policy-makers have sometimes tended to view new technology in the first two of these guises (e.g., Hooley, Hutchinson & Watts, 2010;Watts, 2002Watts, , 2010, recent research (Kettunen, Vuorinen, & Sampson, 2013, in press) indicates that 2 new technology is not only a tool or an alternative, but an interactive working space where collaboration-with and without practitioners-increasingly occurs and where new technology is being recognised for its significance. This technology is enabling countries to provide a cohesive and co-ordinated approach to delivering integrated guidance services. In addition, ICT acts as a powerful agent of change that illustrates the interconnectedness of education, employment, and social policies. It can be used in promoting accountability and transforming separate lifelong guidance services into a coherent, integrated guidance system and connecting them to wider national eGovernance structures (ELGPN, 2010).According to Watts (1996) three factors have fuelled the growth of policy-makers´ interest in the use of ICT in lifelong guidance: the potential to increase cost-effectiveness, an interest in enhancing the effectiveness of the guidance process, and the recognition that individuals increasingly expect guida...

“…HarrisBowlsbey & Sampson, 2005;Sampson & Osborn, 2013;Watts, 2002). It can be used as a tool, as an alternative to face-to-face delivery, or as an agent for change (Watts, 1986).…”

Section: Introductionmentioning

confidence: 99%

ICT – the new frontier? Pushing the boundaries of careers practice

Bimrose

British Journal of Guidance & Counselling

Goddard³

2014

(60 -120 words)Much progress has been made in integrating information and communications technology ICT into careers practice, but there is still room for improvement. An international lens is adopted to examine some key elements that contribute to the successful integration of information communications technology (ICT) into careers practice. We start by exploring the role of policy, using the UK as a case study. Next, the perceptions that Finnish career practitioners have of ICT are reviewed using research findings into the different ways they think about social media and its purpose in career services. Finally, lessons learned from the design and integration of online services within career development programming in Canada are discussed that ensure accessibility both to practitioners and their clients.