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Research, policy and practice

A short guide to changing the world through educational research

Tristram Hooley Siobhan Neary

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Why are you doing an Ed.D?

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Research and politics
“In researching one‟s own workplace, one is inevitably positioned by the prevailing political ideologies, as indeed are research participants, respondents, colleagues and friends. Thus people‟s behaviour is driven by political strategy and this means that research in these settings can never be „clean‟, „neutral‟ or „objective‟ ”. Drake and Heath (2011: 23)

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What is policy?

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Policy
A plan or course of action, as of a government, political party, or business, intended to influence and determine decisions, actions, and other matters. http://www.thefreedictionary.com/policy
Policy is a set of ideas and proposals for action, which culminates in government decision. Typically policy will become a rule or regulation, enforceable by law. http://www.ncvo-vol.org.uk/what-policy

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The policy agenda in careers work
Further Education
• • • Demand led Professionalisation Co-location

Adult career guidance
• • • • Universal careers provision Face to face for adults Telephone and web Professionalisation

School based careers education
• • School autonomy Independent impartial careers guidance

Welfare to Work
• • • • Increase employment Decrease time on benefits Co-location Professional staff

Jobcentre Plus Co-location

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What public policy impacts on your practice?

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How policy agendas impact Education Act 2011
 “Must secure that all registered pupils at the school are provided with independent careers guidance during the relevant phase of their education” Statutory duty lies with the school – head teacher autonomy Apprenticeship Offer Repeal of Diploma (Vocational Ed) Raised participation age (commencement)     National Careers Service only provides telephone and web based careers services for young people to age 19 End of the Connexions service (funding not transfered to schools) New responsibility for schools to provide career guidance Local authority provide careers guidance to young people at risk and who are vulnerable ( up to age 24) Not in Education, Employment or Training (NEET) No requirement to provide careers education Youth unemployment 20% Increased higher education fees

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How do you analyse policy and its implication?

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Analysing policy
     What do the documents say? What do policy makers say in speeches etc.? Who is proposing the policy? Who is disagreeing with it? How does it relate to what went before (better, worse, makes no sense)?  Will the policy actually be implemented?  Where is the money?  Who are the beneficaries?

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How do you influence policy?

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Example: Connexions research
 Timely  Relevant  Involved key stakeholders (Unision, the professional bodies)  Passed it to MPs/politicians  Continued to make use of it after it was published.

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Influencing policy
     Engaging with current policy agenda Ongoing engagement with stakeholders Network building Publication and dissemination (in a variety of places) Identifying key decision makers

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Further Reading
 BERA. (2003). Educational Policy and Research across the UK. Report of a BERA Colloquium held at the University of Edinburgh, 7–8 November 2002. Nottingham: British Educational Research Association. http://www.bera.ac.uk/educational-research-commissioned-byfor-policy-audiences/ BRIDGES, D., SMEYERS, P. and SMITH, R. (Eds) (2008a). „“Evidence-based Educational Policy”: What Evidence? What Basis? Whose Policy?‟. Journal of Philosophy of Education, 42, Suppl. 1, whole issue. http://www.tlrp.org/pub/documents/Bridges%20RB74%20Final.pdf Nutley, S., Davies, H. and Walter, I. (2000) Evidence Based Policy and Practice: Cross Sector Lessons From The UK ESRC UK Centre for Evidence Based Policy and Practice:Working Paper 9. http://www.kcl.ac.uk/content/1/c6/03/46/00/wp9b.pdf Robertson,S. (2005) Re-Imaging and Rescripting the Future of Education: Global Knowledge Economy Discourses and the Challenge to Education Systems. Comparative Education. Vol 41 (2) pp 151-170. Taylor, S. (2004) Researching Educational Policy and Change in „ New Times‟: Using Critical Discourse Analysis. Journal of Education Policy Vol. 19 (4) pp 433-451.

For examples of our policy work
 Finegold, P. with Stagg, P. and Hutchinson, J. (2011). Good Timing: Implementing STEM Careers Strategy in Secondary Schools. Coventry: Centre for Education and Industry (CEI),University of Warwick. Hooley, T., Watts, A. G., Sultana, R. G. and Neary, S. (2013). The 'blueprint' framework for career management skills: a critical exploration. British Journal of Guidance & Counselling, 41(2): 117-131. Hooley, T., Devins, D., Watts, A. G., Hutchinson, J., Marriott, J. and Walton, F. (2012). Tackling Unemployment, Supporting Business and Developing Careers. London: UKCES. Hooley, T., Marriott, J., Watts, A.G. and Coiffait, L. (2012). Careers 2020: Options for Future Careers Work in English Schools. London: Pearson. Hutchinson, J. (2012). Career-related learning and science education: The changing landscape. School Science Review, 346: 91-98. Neary, S. and Moore, N. (2011).Statement of Client Entitlement Good Practice Guidance for Organisations and Practitioners Providing Career Guidance Services. London: Lifelong Learning UK.

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Tristram Hooley
Reader in Career Development iCeGS University of Derby http://www.derby.ac.uk/icegs t.hooley@derby.ac.uk @pigironjoe
Blog at http://adventuresincareerdevelopm ent.wordpress.com

Siobhan Neary
Principal Researcher iCeGS University of Derby http://www.derby.ac.uk/icegs s.neary@derby.ac.uk

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