1. Marie Alty University of Northampton Marie.Alty2@Northampton.ac.uk
Transitions and Aspirations: The importance of a joined-up approach to career aspirations
Marie Alty
University of Northampton

2. Aims This paper aims to review the results from two research projects to:
Enhance understanding of students’ previous experiences and aspirations and improve understanding of the complex experiences of students
Support a deeper understanding of how to develop new initiatives through engaging the student voice
Review the content of career development and coaching sessions developed in collaboration with cross-faculty colleagues
Evidence the importance of cross-faculty and departmental collaborative inclusive approaches to working alongside students, which embrace diversity and strengthen all students’ experiences and attainment

3. Overview of today’s session
Two research projects and findings
Practitioner research into Career Adaptability
University research into the Transition and Aspirations of students from three courses across two faculties - BA Early Childhood Studies - BA Childhood & Youth - BA Social Work
Review of recommendations and impact on practice

4. Career Adaptability research -practitioner project
Aims to understand how HE students can learn how to be more career adaptable
Examines the concept of career adaptability proposed by Savickas (Savickas, 1997)
Use of the Career Adapt-Abilities Scale developed by Savickas and Porfeli (Savickas and Porfeli, 2012) 
Exploratory research project
How to develop career adaptability – links to resilience, confidence, mindset, engagement
Student and colleague views on how to develop career adaptability 
Recommendations for coaching practice
Career Adaptability research -practitioner project

5. Qualitative Data analysis
Methodology
Questionnaires – online and printed 
Focus group/ Workshop
Interviews
Mixed methods
Student voice
HE Colleague perspective
Participant Groups
Data coding
Key themes
Inductive process
Qualitative Data analysis

6. Career Adaptability Research Findings – THEMES
Student Attitude
Specific Actions to be taken by the Students 
Resources students can use
People/ contacts students could develop

7. Student Feedback Student Attitude
“Don’t put off thinking about the future” 
Develop confidence in own knowledge and skills, recognise progress 
Being around positive and optimistic people 
Build belief in yourself 
To increase self-belief in myself and my abilities to achieve my goals must be increased not only on a professional level but (also) on a personal level
Student Feedback

8. Student Feedback Student Actions
Study careers options and get advice from peers/professionals 
Attend careers fairs, placement events and conferences on careers 
Take responsibility for my actions and acknowledge how I am involved in my situation and how I can choose to shape it myself. 
Go to conferences and specific industry events. Be active on forums & linked-in  
Don’t be too concerned to get a specific job right away, look to gain experience in the industry  
Student Feedback

9. Student Feedback Resources
Working with a professional who understands career development, can advise on the industry/field.
Keep in touch and help with CV, practice interview 
Provide information to help make the right decision 
Having more events on in the university 
Get notifications on future events 
Having a targeted platform in which opportunities are provided to all students or specifically those of each area of study would be great as it is then up to the students to take advantage of this or not
Student Feedback

10. Colleague Feedback Student Attitude
Become more positive and optimistic, challenge thinking, actively engage
Being ‘proactive’, prepared to challenge themselves and actively working to increase resilience. Develop a ‘can-do’ attitude
Engage in activities that expand their comfort zone; work on new problems /challenges with support Take personal responsibility for their own professional development and develop resilience and independence.
Consider their future careers earlier
Be willing to take control, change their mindset and to keep an open mind
Consider the question ‘what can you do today to improve your situation?’
Colleague Feedback

11. Colleague Feedback Student Actions
Become more aware of career options identify strengths, take personal responsibility for their own professional development. 
Engage in activities (extra curricula activities and social action projects) that expand their comfort zone.
Expand knowledge of opportunities and become more aware of industry trends.  Undertaking research - employer presentations, information interviews, alumni events and attend careers fairs and events. 
Gain relevant experience through volunteering/work experience, placements, social action & internships, year abroad, societies.
Take advantage of opportunities to attend networking events, build their own social, professional and industry networks and make connections.
Access role models and careers guidance. 
Reflect on experiences to link them back to study/career goals
Colleague Feedback

12. Colleague Feedback Resources
Provide a range of workshops/events - employability skills, future of work, career pathways, career planning/ management, networking skills, industry specific events.
Provide access to employers - talks, employer events, themed events e.g. focusing on a specific sector or degree. 
Support students to undertake a wide range of activities/ experiences - placement, work shadowing, volunteering, enterprise activities and social action projects
Provide information on recruitment timescales 
Activities to enable students to understand themselves, their values, motivations and personality type; to create a picture of their ideal job.
Access to careers guidance, application support and activities on how to stay on track/remain positive during recruitment processes. 
Motivational speakers/workshops - developing resilience, positive mindset, decision-making strategies
Access to role models and mentors e.g. success stories. 
Enhance reflection after work experiences (placements, etc.) to provide the opportunity to evaluate decisions and choices 
Colleague Feedback

13. University of Northampton Transitions & Aspirations research
Aims to understand the previous learning experiences of students
To explore student motivations for choice of study
To understand their career aspirations and how these can be supported
Collaborative research  
Focus on skills and previous educational experiences
Engaging the diverse students voice 
Understanding attributes and career aspirations

14. Transitions and Aspirations
Collaboration between:
BA (Hons) Early Childhood Studies
BA (Hons) Childhood and Youth
BA (Hons) Social Work
Learning Development
Changemaker Hub
Library

15. Qualitative Data analysis
Focus group/ Workshop
Interviews
Mixed methods
Student voice
Participant Groups
Data coding
In progress
Qualitative Data analysis
Methodology

16. Transitions and Aspirations Research Findings
Overview of the data so far

17. Working alongside studies?
54.3%  %

18. Number of hours worked

19. Employment Relevant to Degree?

20. Percentage of students who said they had experienced issues that impacted on their studiesNo
Yes

21. Influence of work experience on choice of degree

22. Findings – other factors
Previous experience of education
Study and digital skills
Study support e.g. model answers, revision guides
Feedback and advice on how to improve grades

23. What next? Exploring possible changes in practice and support
Investigating common themes arising from the two research projects
Exploring possible changes in practice and support

24. What next? Impact on practice
Multi-team provision/ support e.g. library services
Changes to curriculum delivery e.g. Skills workshop
Values and goal setting workshop
Coaching support 
Transitions& Aspirations Celebration Event

25. References - Career Adaptability Project
Bimrose, J., Barnes, S., Brown, A.(2012) Career adaptability: A literature review, Warwick Institute for Employment Research
Bimrose, J. & Hearne, L. (2012) Resilience and career adaptability: Qualitative studies of adult career counselling Journal of Vocational Behavior Elsevier
Cochran, L. (1997) Career Counselling: a narrative approach, London Sage
Creed, P. A., Fallon, T., & Hood, M. (2009). The relationship between career adaptability, person and situation variables, and career concerns in young adults. Journal of Vocational Behavior, 74(2),
Crust, G. (2017) Subjective Well-Being and Graduate Outcomes, Phoenix, AGCAS, 132, 14
Hirschi, A., Valero, D. (2015). Career adaptability profiles and their relationship to adaptivity and adapting Journal of Vocational Behavior, 88 ( )
Jameson-Warren, C. (2017) Supporting students to develop a positive outlook, Phoenix, AGCAS, 132, 10
Johnston, C.S. (2016) A Systematic Review of the Career Adaptability Literature and Future Outlook, Journal of Career Assessment 26(1)
Maggiori C., Rossier J., Savickas M. (2017). Career Adapt-Abilities Scale-Short Form (CAAS-SF): Construction and validation. Journal of Career Assessment, 25, 312–325. doi: /
Mitchell, L.K. & Krumbolz, J.D. (1996) Krumbolz’s learning theory of career choice and counselling, in D. Brown, L. Brooks and associates (eds) Career choice and development 3rd edition), San Francisco, CA: Jossey-Bass
Nota L., Ginevra M. C., Soresi S. (2012). The career and work adaptability questionnaire (CWAQ): A first contribution to its validation. Journal of Adolescence, 35, 1557– doi: /j.adolescence
Ployhart R., Bliese P. (2006). Individual adaptability (I-ADAPT) theory: Conceptualizing the antecedents, consequences, and measurement of individual differences in adaptability. Advances in Human Performance and Cognitive Engineering Research, 6, 3–39.
Roach, K. & Faucet, H. (2017) Resilience and confidence building for students, Phoenix, AGCAS, 132, 8-9
Rottinghaus P. J., Day S. X., Borgen F. H. (2005). The career futures inventory: A measure of career-related adaptability and optimism. Journal of Career Assessment, 13, 3–24. doi: /
Savickas, M.L. (1993) Career Counseling in the Postmodern Era, Journal of Cognitive Psychotherapy, An International Quarterly, 7,
Savickas, M. L. (1997). Career adaptability: An integrative construct for life-span, life-space theory. Career Development Quarterly, 45(3),
Savickas, M.L. (2013) Career construction theory and practice, in S.D. Brown & R.W. Lent (eds) Career development and counselling: putting theory and research to work, Hoboken, NJ: Wiley.
Savickas, M.L. and Porfeli, E.J. (2012) Career Adapt-Abilities Scale: Construction, Reliability and Measurement Equivalence across 13 Countries. Journal of Vocational Behaviour, 80,
Stringer, H. & Russell-Watts, L. (2017) Facing failure and becoming resilient, Phoenix, AGCAS, 132, 12-13
Super, D.E. and Knasel, E.G. (1981) Career development in adulthood: Some theoretical problems and a possible solution, British Journal of Guidance and Counselling, 9:2, , DOI: / To link to this article:
Super, D. E., Savickas, M. L. and Super, C. M. (1996) “The Life-span, Life-space Approach to Careers.” Pp in Career Choice and Development. 3d ed., edited by D. Brown, L. Brooks, and Associates. San Francisco, CA: Jossey-Bass.
Wright, T. and Frigerio, G. (2015) The Career Adapt-Ability Pilots Project, viewed online 30th November

26. References - University of Northampton Transitions & Aspirations research Project
Crabtree, H., Roberts, C. and Tyler, C. (2007) Understanding the problems of transition into higher education [online]. Available from: 
Lumsden, E., Mcbryde-Wilding, H. and Rose, H.  (2010) Collaborative practice in enhancing the first year student experience in higher education [online].  Enhancing the Learning Experience in Higher Education.  2 (1),  

27. Thank you for listening
Marie Alty