Careers Guidance in Remote and Rural Communities Rosie Alexander Careers Adviser for the University of the Highlands and Islands PhD research student at the University of Derby

Background: Why do some people leave, some stay and some leave and then return? Image courtesy of Scott CawleyScott Cawley

Orkney and Shetland context “Missing generation” in the highlands and islands: how can we retain and attract young people to the region?

The research project Analysis of DLHE data for the islands 23 participants: final year full time undergraduates originally from Orkney and Shetland 4 data collection points Initial survey Autumn 2014 First interviews: spring 2015 (point of graduation) Second survey: January 2016 (DLHE data collection point, approx. 6 months after graduation) Second Interviews: Summer 2016 (one year after graduation) Aim to collect ‘stories’ of student journeys and identify what role place has in these narratives.

Some background literature Higher education students and graduates are generally assumed to be a mobile population with access to national (and international) labour markets. But: There are differences between regional labour markets (Ball, 2013) Employment outcomes of graduates are associated with migration patterns (Ball and Higgins, 2009). Post-graduation is an unstable time and the family home is still important (Sage et al, 2012) Approximately 1/3 of university graduates from Orkney and Shetland are living back in the islands six months after graduation. ‘Mobility Capital’ is not equally possessed (Corbett, 2007).

Theoretical background Matching approaches: location does not really feature in career choice Roberts & Opportunity Structure Theory: “young people's opportunities are governed primarily by the interrelationships between their home backgrounds, educational attainments, local job opportunities and employers' recruitment practices” IndividualContext Individual choice & context Hodkinson & Careership: “decision making was context related and could not be separated from the family background, culture and life histories of pupils”

The central idea in careership theory is that career decision- making and progression take place in the interactions between the person and the fields they inhabit. Thus, career decision- making and progression are bounded by a person’s ‘horizons for action’ (Hodkinson, 2008, p.4).

Findings: role of place Place is important in decision making. Key influences include: The labour market – real-time options and awareness of options “Habitus” of rural areas – habitual patterns of behaviour & associated values “Home” is a resource base – friends and family Images courtesy of: eutrophication&hypoxia and Vicky Brockeutrophication&hypoxiaVicky Brock

Findings: migration For rural / remote young people migration is part of career decision making. Comfort with migration depends on: Personal history Friend and family ‘networks’ Confidence / motivation Images courtesy of: Alan Jamieson and Herry LawfordAlan Jamieson Herry Lawford

Practical implications: approaches to guidance Scenario: you are a careers adviser working with a school pupil in a remote community who is considering their options. How might their location impact on their career choice / approach to their career decision? How might consideration of their location impact on your approach to the guidance session? Image courtesy of:

Summary Place is important in decision making. Key influences include: The labour market – real-time options and awareness of options “habitus” of rural areas – rural values “Home” is a resource base: friends and family For rural / remote young people migration is part of career decision making. Comfort with migration depends on Personal history Friend and family ‘networks’ Confidence / motivation

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