Masters Thesis

1
Access granted: evaluating the
advantages of embedding a careers
programme in a Sixth Form College
John Morrison
July 2014

2
Abstract
This piece of research presents an opportunity to gain an insight into careers provision within
a Sixth Form College. Current literature on this particular sector is limited and Government
guidelines as to what constitutes an effective programme are not prescriptive. The College
involved in this research had embarked on ‘changing direction’ from their current provision,
seeking to embed a high quality Careers service. To support this they appointed two new
qualified careers advisors in August 2013, one of whom is the author of this dissertation,.
This research attempts to assess the effectiveness of the changes in the provision and it
also looks at the involvement of the careers advisers in the Pastoral programme as group
tutors.
Relevant literature was examined to determine a feasible and suitable approach to the
investigation. The research for this dissertation involved the collection of data from current
student and staff interactions. The project was based on small samples within the College,
through a mixed approach of questionnaires and interviews.
The analysis of the research led to the emergence of several key themes. The careers team
built a more visible presence within the College to improve access for the students and
increase uptake of the service. Other factors included the importance of communication
across the College both formerly and informally. The ability to be flexible in responding to the
needs of all stakeholders and being approachable to students came through strongly. Also
important is the building of relationships with individuals and groups both within and beyond
the College boundaries. Measuring success is difficult and this and other areas will need to
be addressed in the future. Recommendations are made to encourage the development,
efficiency and effectiveness of an integrated careers support service.

3
INDEX
CHAPTER ONE – INTRODUCTION
1.1 Summary
1.2 Context
1.3 Rationale
1.4 Aims
CHAPTER TWO – LITERATURE REVIEW
2.1 Introduction
2.2 Context
a) Careers education, information, advice and guidance (CEIAG)
b) Changes to education policy since 2010
c) Impact of the changes in Careers provision in Schools and Colleges
2.3 Conclusion
CHAPTER THREE – METHODOLOGY

4
3.1 Introduction
3.2 Methods
3.3 Sampling
3.4 Reliability
3.5 Ethics
3.6 Approach to data analysis
CHAPTER FOUR – ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Methods/Outcomes
4.2 Themes arising
a) Approachability and Visibility
b) Communications
c) Flexibility
d) Measuring success
e) Building long term relationships
4.3 Summary of findings
CHAPTER FIVE – CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
5.2 Conclusions
5.3 Limitations
5.4 Professional Development
5.5 Feedback
5.6 Recommendations
Appendices
Appendix One – Reference List
Appendix Two – Tables of findings
Appendix Three – Questionnaires for Students
Appendix Four – Interview questions for Students
Appendix Five – Interview questions for staff members

5
Appendix Six – Ethical Forms
Chapter One Introduction
1.1 SUMMARY
In the past students at a Sixth Form College have predominately progressed onto a
University Degree course. Sixth Forms now routinely offer a mixture of academic and
vocational courses depending on the needs of their targeted students. Students are
presented with a greater ‘menu’ of choice options with the recent resurgence of
apprenticeships as a real alternative to Higher Education. As the menu of choice expands,
the decision making process for College students has become more complex. Careers
Education can empower the individual to think more clearly about their own situation and
how to approach gaining access into the ‘world of work.’
The aim of this research project is to highlight the advantages of providing a structured
careers programme within a Sixth Form College. There is no set framework for careers
provision. Education institutions use the guidelines from government policy and can use

6
findings from Ofsted inspections, which can comment on careers provision as part of their
holistic approach. They can also use accredited careers awards (such as the Matrix
Standard) which can be awarded as recognition for acceptable provision.
A Careers service has to appeal to its users to ‘buy-in’ to the provision they can offer. The
service users within a Sixth Form College are students aged between sixteen and nineteen
years old. The task of any careers team primarily concerns the active engagement of the
students and the ability to work in partnership with academic departments.
I will consider the relationship of the service to all stakeholders involved and their
perceptions of the service
1.1 Managing expectations
Impartial and independent high quality careers guidance is needed at critical times in a
young person’s life. Timely careers advice can support a young person in their transition
period between education and into the world of work. Students in a Sixth Form College may
be studying a mixture of academic and vocational courses. There are four possible options
for students when they leave: Higher Education; Apprenticeship; Employment or a Gap
Year. Good advice can support the student in making an informed decision whilst developing
the ability of self-management to combat any unexpected changes in their ‘career plan.’ It is
important for students to receive advice as early as possible to create an awareness of their
own situation and the current (and possible future) opportunities for gaining meaningful
employment.
The study aims to provide an insight into an internal careers service provision for its clients
studying at a Sixth Form College. Consensus on the importance of a careers service can
improve relations between the service providers, it’s users (the College students) and other
stakeholders who may have influence over the users (teachers, other members of staff,
parents and carers).

7
Tertiary education can be delivered through several different institutions including Sixth Form
College; Secondary School; and a Further Education (FE) Institution. A Further education
curriculum can be delivered through a secondary school with an additional Sixth Form and
Further Education Colleges may focus on the delivery of vocational courses. These different
institutions will all need a different approach.
1.2 CONTEXT
The economic and social climate is constantly changing and young people will have to be
aware of factors that need to be taken into consideration. There needs to be greater
attention paid to the goals of any option a young person is considering. Questions arise
concerning the value of a Degree and for apprenticeships the likelihood of gaining
employment upon completion. The options potentially available to College students can
change depending on current economic and social Government policy. Therefore there is
always a need for students to have access to professional support to guide them into making
an informed career decision. Developing an individual’s career management skills can
support the process. Employers complain about a skills mismatch and that young people are
not equipped for the working environment, lacking key employability skills. The
Confederation of British Industry (CBI) reported in January 2014 their findings of the
previous year’s education and skills survey. They asked education leavers how well they
thought their education institution had prepared them for the world of work. The findings
were:
 31% of new starters felt they did not have the skills needed to quickly become
effective in the work place.
 71% referred to a lack of work experience when asked to identify skills that they were
missing.
 44% felt they did not have an adequate understanding of the world of work.

8
 And 25% were aware of short comings in communication skills and self-management
skills (CBI, p.35).
‘Employability’ skills could logically fall into the remit of career management for the student to
develop within their education institution. Historically Sixth Form College students have
tended to progress onto to Higher Education and University in order to obtain further
qualifications. This can be reflected through the curriculum of the Sixth Form College where
courses are predominantly academic. Recent changes to the funding of Higher Education
and the uncertainty of Graduate employability is causing uncertainty in students as they look
towards more substantial outcomes. The modern apprenticeship has had a revival with high
profile businesses adopting their own approach to include a ‘High’ apprenticeship or a
College Leaver Programme. Young people may need to take a year to reflect on what they
want to do. ? example Another option is taking a gap year which may result in long term
success or a year to delay an important decision. In all cases preparation and conversations
are needed to ensure decisions are taken confidently and through an informed process. The
need for high quality, timely and effective careers guidance is apparent. The ‘menu’ of
choice for young people, and the awareness of possible boundaries, means careers support
is vital as students strive to gain the necessary qualifications and skills to progress.
In August 2013 I was employed as careers adviser for a northern Catholic Sixth Form
College and have remained a member of their internal Careers Service since then. This
service has undergone a major restructure appointing another careers adviser alongside
myself. This was, in part, in response to the extension of the statutory duty for Colleges to
provide independent careers guidance for its student and also, since 2013 the legal
requirement for all young people aged up to seventeen to be in some form of employment,
education or training (Raising Participation Age). Whilst this requirement is aimed at
reducing the number of “NEETs” it could just result in young people entering “neethood” a
little bit older than before.

9
The College is a non-selective Catholic Sixth Form College of approximately 2000 students.
It has class sizes averaging around 22 students providing Sixth Form education for sixteen
to nineteen year old full time students, offering a variety of academic courses with some
vocational options. Traditionally the majority of students progress onto Higher Education
Institutions. Last year (2013) just over 60% progressed to higher education. The College is
not academically selective, welcoming students providing there is adequate space and
suitable courses for their needs. New students progress from local high schools to complete
two year tertiary courses. Since 2012 Schools should have fulfilled the requirement to secure
independent careers guidance for all pupils hence first year students should have had some
form of careers education at their former high schools.
1.3 RATIONALE
This dissertation is a research project hoping to gain an insight into an effective approach to
careers provision for Sixth Form College students. I hope to gain an understanding of the
effectiveness of different approaches to careers provision in this sector especially as current
government policy does not ‘prescribe’ a clear guideline for all Schools and Colleges as to
how careers advice should be delivered.
The changes in the provision in the Sixth Form College in August 2013 coincided with the
Raising Participation Age. This is to be accompanied by changes to how A Levels are
taught. From September 2015 A Levels will be offered as a linear two year course not
through the present modular method. These changes to a young person’s style of education
will increase the need for support in order to ensure the right choices are made.

10
This study will include a critical review of the literature on careers provision within a Sixth
Form institution. Current literature on this topic is limited as the majority of literature focuses
on schools and schools with Sixth Forms. That the original statutory duty concerning careers
guidance in section 29 of the Education Act 2011 only expanded the statutory requirement to
Sixth Form Colleges three years later highlights the fact that Colleges have been somewhat
neglected.
A study conducted in 2012 entitled: ‘Complex needs, complex choices: The role of Career
learning, Information, Advice and Guidance in the Further Education and Skills sector.’ gave
me an insight into the discourse concerning careers guidance in a Sixth Form College. Its
aim was to ‘develop a more sophisticated understanding of CLIAG [Career Learning,
Information, Advice and Guidance] in the FE and Skills Sector.’ The study finishes with a
statement reflecting on the importance of research. ‘Research can fulfil a crucial role, helping
to establish what works for whom, when, why and how.’ Research conducted in my study
aims to support further development of a careers programme at my current place of work.
The Wolf Report of 2011 reviewed vocational education for sixteen to nineteen year old
students, suggesting major changes to ‘post-16’ courses including availability of independent
and impartial careers advice. The report will be analysed in more detailed during chapter two
of the dissertation.
The literature review will critically evaluate themes in relation to professional careers
practitioners using careers theory in supporting students at the College. The research
undertaken aims to determine the functions of the College’s careers service in supporting all
stakeholders involved at the Sixth Form College.
1.4 AIMS
My first aim is to evaluate how careers provision is delivered and its impact with all
stakeholders. Using careers theory from theorists such as Tony Watts and Donald Super,
the provision can be tailored to support the age group of students. My research has also

11
included feedback from students and members of staff in order to gauge what is “best
practice”. The quality aim of the College careers service is to provide a professional,
accessible and impartial advice and guidance service to students.
My Second aim is to understand how the careers service can be integrated into the student
experience. This is an important aim as part of the College’s new Service level agreement
and its Self-Assessment Report (SAR) . Additionally we aim to be accessible and
approachable, so that students are happy to readily engage with the careers provision.
Finally, the third aim of this dissertation is to analyse the effectiveness of the careers service
in accordance with external factors that have a direct impact on provision. This includes how
current government policy is developing the service, or not, as the case may be.
Chapter Three will outline the methods used for this dissertation in order to collate data
relevant for the research. Chapter Four provides an analysis of findings based on the
triangulation method of obtaining data through qualitative and quantitative approaches.
Finally chapter Five will conclude with how to interpret the findings and present several
recommendations. Each chapter will bear in mind the overall aims of the study.
The next chapter will focus on the current literature involving the provision of careers in Sixth
Form Colleges relating to the theories and practice involved.? All of this will be underpinned
by the current government policy.

12
Access granted: evaluating the
advantages of embedding a careers
programme in a Sixth Form College
John Morrison
July 2014

13
Abstract
To be completed at the end of the chapters (300 words)

14
INDEX
CHAPTER ONE – INTRODUCTION
1.1 Summary
1.2 Context
1.3 Rationale
1.4 Aims
CHAPTER TWO – LITERATURE REVIEW
2.1 Introduction
2.2 Context
a) Careers education, information, advice and guidance (CEIAG)
c) Impact of the changes in Careers provision in Schools and Colleges
2.3 Conclusion
CHAPTER THREE – METHODOLOGY
3.1 Introduction
3.2 Methods
3.3 Sampling
3.4 Reliability
3.5 Ethics
3.6 Approach to data analysis
CHAPTER FOUR – ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Methods/Outcomes
4.2 Themes arising
a) Approachability and Visibility
b) Communications
c) Flexibilty
d) Measuring success
e) building long term relationships

15
CHAPTER FIVE – CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
5.2 Conclusions
5.3 Limitations
5.5 Feedback
5.6 Recommendations
Appendices
Appendix One – Reference List
Appendix Two – Tables of findings
Appendix Three – Questionnaires for Students
Appendix Four – Interview questions for Students
Appendix Five – Interview questions for staff members
Appendix Six – Ethical Forms
Chapter One Introduction
1.4 SUMMARY

16
In the past students at a Sixth Form College have predominately progressed onto a
University Degree course. Sixth Forms now routinely offer a mixture of academic and
vocational courses depending on the needs of their targeted students. Students are
presented with a greater ‘menu’ of choice options with the recent resurgence of
apprenticeships as a real alternative to Higher Education. As the menu of choice expands,
the decision making process for College students has become more complex. Careers
Education can empower the individual to think more clearly about their own situation and
how to approach gaining access into the ‘world of work.’
The aim of this research project is to highlight the advantages of providing a structured
careers programme within a Sixth Form College. There is no set framework for careers
provision. Education institutions use the guidelines from government policy and can use
findings from Ofsted inspections, which can comment on careers provision as part of their
holistic approach. They can also use accredited careers awards (such as the Matrix
Standard) which can be awarded as recognition for acceptable provision.
A Careers service has to appeal to its users to ‘buy-in’ to the provision they can offer. The
service users within a Sixth Form College are students aged between sixteen and nineteen
years old. The task of any careers team primarily concerns the active engagement of the
students and the ability to work in partnership with academic departments.
I will consider the relationship of the service to all stakeholders involved and their
perceptions of the service
1.1 Managing expectations
Impartial and independent high quality careers guidance is needed at critical times in a
young person’s life. Timely careers advice can support a young person in their transition
period between education and into the world of work. Students in a Sixth Form College may
be studying a mixture of academic and vocational courses. There are four possible options
for students when they leave: Higher Education; Apprenticeship; Employment or a Gap

17
Year. Good advice can support the student in making an informed decision whilst developing
the ability of self-management to combat any unexpected changes in their ‘career plan.’ It is
important for students to receive advice as early as possible to create an awareness of their
own situation and the current (and possible future) opportunities for gaining meaningful
employment.
The study aims to provide an insight into an internal careers service provision for its clients
studying at a Sixth Form College. Consensus on the importance of a careers service can
improve relations between the service providers, it’s users (the College students) and other
stakeholders who may have influence over the users (teachers, other members of staff,
parents and carers).
Tertiary education can be delivered through several different institutions including Sixth Form
College; Secondary School; and a Further Education (FE) Institution. A Further education
curriculum can be delivered through a secondary school with an additional Sixth Form and
Further Education Colleges may focus on the delivery of vocational courses. These different
institutions will all need a different approach.
1.5 CONTEXT
The economic and social climate is constantly changing and young people will have to be
aware of factors that need to be taken into consideration. There needs to be greater
attention paid to the goals of any option a young person is considering. Questions arise
concerning the value of a Degree and for apprenticeships the likelihood of gaining
employment upon completion. The options potentially available to College students can
change depending on current economic and social Government policy. Therefore there is
always a need for students to have access to professional support to guide them into making
an informed career decision. Developing an individual’s career management skills can
support the process. Employers complain about a skills mismatch and that young people are

18
not equipped for the working environment, lacking key employability skills. The
Confederation of British Industry (CBI) reported in January 2014 their findings of the
previous year’s education and skills survey. They asked education leavers how well they
thought their education institution had prepared them for the world of work. The findings
were:
 31% of new starters felt they did not have the skills needed to quickly become
effective in the work place.
 71% referred to a lack of work experience when asked to identify skills that they were
missing.
 44% felt they did not have an adequate understanding of the world of work.
 And 25% were aware of short comings in communication skills and self-management
skills (CBI, p.35).
‘Employability’ skills could logically fall into the remit of career management for the student to
develop within their education institution. Historically Sixth Form College students have
tended to progress onto to Higher Education and University in order to obtain further
qualifications. This can be reflected through the curriculum of the Sixth Form College where
courses are predominantly academic. Recent changes to the funding of Higher Education
and the uncertainty of Graduate employability is causing uncertainty in students as they look
towards more substantial outcomes. The modern apprenticeship has had a revival with high
profile businesses adopting their own approach to include a ‘High’ apprenticeship or a
College Leaver Programme. Young people may need to take a year to reflect on what they
want to do. ? example Another option is taking a gap year which may result in long term
success or a year to delay an important decision. In all cases preparation and conversations
are needed to ensure decisions are taken confidently and through an informed process. The
need for high quality, timely and effective careers guidance is apparent. The ‘menu’ of
choice for young people, and the awareness of possible boundaries, means careers support
is vital as students strive to gain the necessary qualifications and skills to progress.

19
In August 2013 I was employed as careers adviser for a northern Catholic Sixth Form
College and have remained a member of their internal Careers Service since then. This
service has undergone a major restructure appointing another careers adviser alongside
myself. This was, in part, in response to the extension of the statutory duty for Colleges to
provide independent careers guidance for its student and also, since 2013 the legal
requirement for all young people aged up to seventeen to be in some form of employment,
education or training (Raising Participation Age). Whilst this requirement is aimed at
reducing the number of “NEETs” it could just result in young people entering “neethood” a
little bit older than before.
The College is a non-selective Catholic Sixth Form College of approximately 2000 students.
It has class sizes averaging around 22 students providing Sixth Form education for sixteen
to nineteen year old full time students, offering a variety of academic courses with some
vocational options. Traditionally the majority of students progress onto Higher Education
Institutions. Last year (2013) just over 60% progressed to higher education. The College is
not academically selective, welcoming students providing there is adequate space and
suitable courses for their needs. New students progress from local high schools to complete
two year tertiary courses. Since 2012 Schools should have fulfilled the requirement to secure
independent careers guidance for all pupils hence first year students should have had some
form of careers education at their former high schools.
1.6 RATIONALE
This dissertation is a research project hoping to gain an insight into an effective approach to
careers provision for Sixth Form College students. I hope to gain an understanding of the
effectiveness of different approaches to careers provision in this sector especially as current

20
government policy does not ‘prescribe’ a clear guideline for all Schools and Colleges as to
how careers advice should be delivered.
The changes in the provision in the Sixth Form College in August 2013 coincided with the
Raising Participation Age. This is to be accompanied by changes to how A Levels are
taught. From September 2015 A Levels will be offered as a linear two year course not
through the present modular method. These changes to a young person’s style of education
will increase the need for support in order to ensure the right choices are made.
This study will include a critical review of the literature on careers provision within a Sixth
Form institution. Current literature on this topic is limited as the majority of literature focuses
on schools and schools with Sixth Forms. That the original statutory duty concerning careers
guidance in section 29 of the Education Act 2011 only expanded the statutory requirement to
Sixth Form Colleges three years later highlights the fact that Colleges have been somewhat
neglected.
A study conducted in 2012 entitled: ‘Complex needs, complex choices: The role of Career
learning, Information, Advice and Guidance in the Further Education and Skills sector.’ gave
me an insight into the discourse concerning careers guidance in a Sixth Form College. Its
aim was to ‘develop a more sophisticated understanding of CLIAG [Career Learning,
Information, Advice and Guidance] in the FE and Skills Sector.’ The study finishes with a
statement reflecting on the importance of research. ‘Research can fulfil a crucial role, helping
to establish what works for whom, when, why and how.’ Research conducted in my study
aims to support further development of a careers programme at my current place of work.
The Wolf Report of 2011 reviewed vocational education for sixteen to nineteen year old
students, suggesting major changes to ‘post-16’ courses including availability of independent
and impartial careers advice. The report will be analysed in more detailed during chapter two
of the dissertation.

21
The literature review will critically evaluate themes in relation to professional careers
practitioners using careers theory in supporting students at the College. The research
undertaken aims to determine the functions of the College’s careers service in supporting all
stakeholders involved at the Sixth Form College.
1.4 AIMS
My first aim is to evaluate how careers provision is delivered and its impact with all
stakeholders. Using careers theory from theorists such as Tony Watts and Donald Super,
the provision can be tailored to support the age group of students. My research has also
included feedback from students and members of staff in order to gauge what is “best
practice”. The quality aim of the College careers service is to provide a professional,
accessible and impartial advice and guidance service to students.
My Second aim is to understand how the careers service can be integrated into the student
experience. This is an important aim as part of the College’s new Service level agreement
and its Self-Assessment Report (SAR) . Additionally we aim to be accessible and
approachable, so that students are happy to readily engage with the careers provision.
Finally, the third aim of this dissertation is to analyse the effectiveness of the careers service
in accordance with external factors that have a direct impact on provision. This includes how
current government policy is developing the service, or not, as the case may be.
Chapter Three will outline the methods used for this dissertation in order to collate data
relevant for the research. Chapter Four provides an analysis of findings based on the
triangulation method of obtaining data through qualitative and quantitative approaches.
Finally chapter Five will conclude with how to interpret the findings and present several
recommendations. Each chapter will bear in mind the overall aims of the study.

22
The next chapter will focus on the current literature involving the provision of careers in Sixth
Form Colleges relating to the theories and practice involved.? All of this will be underpinned
by the current government policy.
Chapter Two Literature Review
2.1 Introduction
This chapter will evaluate current literature concerning an internal careers service within a
Sixth Form College. I will analyse the literature concerning careers provision within
education and also that which comments on the impact of government policy. Much has
been written about how provision is, or should be, delivered. There is also discussion about
how to assess its impact and the advantages and disadvantages of different types of careers
practitioners.
The literature concerning careers provision within a Sixth Form College is limited. There is
not a “one size fits all” approach to careers guidance in any of the education sectors. Similar
to Higher Education, Sixth Form Colleges are a separate entity from the more structured
schooling experience at secondary schools. Colleges have tailored their approach to
delivering a curriculum and support systems to be reactive to the specific needs of their
students.
Authors from a variety of sources have been examined covering a range of careers
provision, to see if there is a consensus concerning its current state and existing services.
There have been dramatic changes in education since The Coalition Government came into
power in 2010. Changes in government policy have encouraged some Colleges to
undertake an urgent review of ways to support young people in making an informed
decision. Some of the literature relating to careers provision in schools is relevant as the two
education sectors are closely related and ideas and practice may overlap. However the

23
focus of the literature will help analyse how a careers service can be integrated into the
student experience within a tertiary institution.
The chapter will also reflect how Government policy has impacted on Careers guidance and
the relationship between professionals from this sector, education institutions and its
students. Reviewing the literature can determine how to approach the question of status and
building relations between all stakeholders.. Changes have forced consideration of the
practicalities of applying theory to practice and the need to assess accurately what is
actually happening on the ground.
The Literature review will begin with approaches to careers provision and its relationship with
careers theory. The next topic of discussion will review government policy concerning
careers guidance and the final section will review literature concerning the impact of the
changes made to careers provision. Each section will be evaluated focussing on how
careers provision can improve a Sixth Form College within tertiary education.
a) Careers Education, Information, Advice and Guidance (CEIAG)
Relevant literature shows there is a range of delivery of careers provision. Careers education
and guidance concerns many of the changes to the “lives and experiences faced by young
people” throughout different stages of transition (Gothard, et al., 2001). Careers provision
can be either internal, external or a mixture of both. The main features of a careers
programme should support the user by providing access to careers related information
advice and guidance. Professional Careers Practitioners adopt a “counselling approach” to
their work which allows the opportunity to build trust and good relationships with their clients
(Westergaard, 2012; and Ali, L. and Graham, B., 1996). Ali and Graham (1996) provide
examples of who receives guidance stressing the theme of “transition” with a decision having
an “impact on other aspects of their lives…” They stress that the work of a skilled careers
professional separates them from that of other professionals by providing careers
information. The counselling approach draws on the works of person-centred theorists such

24
as Carl Rogers. This approach supports the development of a relationship between the
adviser and their client in order to create a positive environment for development.
A qualified careers adviser can support their practice through the acquired knowledge of
various verified career theories. Super’s ‘developmental’ approach to careers theory
comments that young people aged between sixteen and eighteen will fall under the
‘exploration’ stage of their life. (Gothard, et al., 2001) The point of view has been put forward
that individuals make a slow decision over time rather than a one-off event. (Harris, 1999).
Harris makes the point that the careers sector used the Super’s approach as a means of
stressing the importance of a “specialised guidance service” to develop an individual’s skills
to be used in making future choices. (Harris, 1999, p.46).
Career theorists, Bill Law and Tony Watts (1977) developed a theory known as the ‘DOTS
framework’ to be used for delivering Careers Education and Guidance (Gothard, et al.,
2001). It is an important and popular theory which supports the development of a student’s
decision making and awareness skills. No one theory can be used as a prescription for every
individual. “Effective careers guidance…cannot be given in a vacuum.” (Ali, L. and Graham,
B., 1996). This means that every individual is different and there are a variety of factors
which can affect the young person’s decision making process.
A qualified Careers Practitioner is a professional in their field through understanding relevant
theory and applying it to their own practice. Gerrald Egan’s “Skilled Helper” provides a
framework for advisers to create ‘an action plan’ with the client. Its three stages can support
their approach to their own career development as the client assesses (in partnership with
the adviser) what their current situation is, where they would like to be (in terms of career
progression) and how they are going to get there. The use of theory can support the adviser
in being confident in their professional practice.
Recent research by Siobhan Neary focused on the ‘professional identity’ of the careers
practitioner. Neary concludes that careers professionals are struggling to “articulate a

25
professional identity that is meaningful to themselves, their clients and professional peers.”
Continued Professional Development (CPD) supports the quality of the practitioner and
provision to clients. Neary asserts through her research that CPD enhances a practitioners
“confidence, self-esteem, knowledge of theory, reflection and critical thinking.” Therefore the
logical outcome of a confident careers practitioner with the appropriate level of training and
qualifications can support a positive approach to the work of careers provision for all
stakeholders involved. Perhaps a shakeup is needed as the current government direction of
permanent austerity looks to be universal across the public sector.
Literature which focuses on the role of careers adviser can be located via online newspaper
websites. The article entitled “What I’m really thinking: the careers adviser” which appeared
on the Guardian website in May 2014 is a brief anonymous opinion from an apparent
careers adviser. As the source is anonymous the account cannot be verified in terms of the
writer being a ‘qualified’ careers practitioner. It does bring up the idea of dialogue between
all stakeholders concerning the delivery of careers provision. The article states a lot of what
the careers adviser is not, a negative approach to the perception of a careers adviser. The
article represents the role of a careers adviser as the primary source to make sense of the
different pathways open to you [Client]. These pathways are choices for you to make and the
adviser must “add a dose of realism”. This reduces the adviser to a position of information
giving and only presenting the client with potential barriers to their career aspirations. It
concludes with the ‘careers adviser suggesting that a client should be honest so as to “have
a better chance of accepting your own limitations.”
Another article relating to the careers adviser comes from a writer again on the Guardian
website who supports the Education Secretary’s ideology of dismissing careers advisers
from education institutions. The writer, Cosslett, draws from her previous experience with
‘careers advisers’ as she notes that not one gave her a “single snippet of useful information,
but plenty of people in my chosen area have.” Cosslett also disagrees with some of the

26
engagement activities she has experienced. For example she feels she did not benefit from
a “how to write a CV” workshop.
The literature from both sides of the partnership between the careers adviser and a client
turned journalist gives the impression that the service is not providing people with a
rewarding experience. It also presents a situation where the work of careers advisers and
the overall role of careers provision lack any positive outcomes. Negative stories, such as
the Cosslett account, reflecting a sense of success from the author in accomplishing what a
‘careers adviser’ said they could not do, and the other source, a ‘careers adviser’ both
provide a negative view of careers guidance. Ms Cosslett does not go into enough detail
concerning the careers programme she experienced. She mentions careers advisers but
never alludes to a particular encounter with a qualified careers practitioner. Similarly the
supposed ‘careers adviser’ is anonymous, but still does not present enough evidence to
suggest that the person is a qualified careers practitioner. There seems to be a lack of a
counterbalance to the claims made by the articles to suggest careers provision does not
satisfy any stakeholder.
From the literature it seems that careers practitioners are in a position whereby their role is
under constant scrutiny and criticism. Practitioners may also be engaged in another role
(Neary, 2014). This is certainly the case at the College which is the backdrop for this
dissertation. As a careers adviser at the College I am also a group tutor for first year
students, as is my colleague. The primary role is as careers advisor with the additional role
as a group tutor. This is a reversal of circumstances where teachers become careers
advisers as an addition to their primary teaching responsibilities. The decision to include the
group tutor responsibilities within the Careers Adviser role is deliberate. There will be a
discussion relating to this additional role in chapter four. There should be an increase in
awareness of the primary roles and responsibilities of careers practitioners. Relations
between qualified careers advisers and their ‘clients’ (all stakeholders involved such as
young people, their families and other professionals) needs to improve. Practitioners who

27
feel valued can enhance their skills to find more creative ways of helping students to work on
their own career development skills. ?The gap in the research is based on perceptions
understanding and awareness of the functions of careers provision.
The Wolf Report 2011 has had a major impact on education provision as well as careers.
The report outlined the necessity to change or eradicate some educational courses,
specifically vocational, whilst throughout it stated that advice and guidance is critical for all
young people to ensure the make the right decisions. Wolf was swiftly followed by the
statutory duty for schools to secure impartial careers guidance and it called for a change in
the way work experience is delivered, dismissing the impact it makes at Key Stage 4.This
has fostered the idea that it should be delivered later on in a young person’s development,
preferably after the age of sixteen and during their tertiary education. The report (2011)
recommended reform to vocational education to ensure young people can progress on to
either further education or skilled training. Careers advisers are trained to understand how
individuals think about making decisions, a point reinforced by the NFER (The National
Foundation for Educational Research) which reviewed the Wolf Report and stated that
“Young people need someone to help mediate the information that they have, while
providing guidance to ensure that they have both awareness and a real understanding of the
options available to them.” (NFER, 2013b).
There is no mention of who that someone may be to support young people in making
informed career decisions. In December 2013, the former Education Secretary, Michael
Gove, outlined his thoughts on the career practitioner sector during a House of Commons
Education Select Committee. He “did not believe that there was any need for a ‘cadre of
careers advisers.’ (Watts, 2014). Watts has commented on recent developments concerning
the role of Careers Professionals referring to a speech delivered by Mr Gove which
confirmed his position on the subject as new careers guidance talks about “cutting out the

28
middle man.” Watts states “that career professionals are the ‘middle men’ who are being ‘cut
out.’ (Watts, 2014). The issue revolves around new guidelines and ways of producing
careers advisers through other methods. Watts is commenting on the dialogue from the
government as it contributes to the discourse of delivering CEIAG. Their lead on the issue
presents the struggle for practitioners to justify their existence as the government looks to
find ways of saving resources as part of its austerity measures
The widespread uncertainty over future jobs and careers logically indicates that careers
education and qualified practitioners are needed now more than ever. Melvyn Ruff believes
“Careers Service in Schools and Colleges need to be re-energised and reconnected with the
real need of individual students and their communities.” (Gothard). The publication of The
Hughes Report in 2011 disseminated research based on access to tertiary education and
recommended access to careers education and impartial advice. However there is limited
knowledge of what the careers practitioner does and the possible roles they could adopt.
Recent online articles indicate a mismatch of understanding between the careers
professionals and the users of the careers service. Government statutory guidelines
contribute to this lack of consensus. The guidelines state that “the Government is not
prescribing how each college fulfils the requirement and there is no compulsion to buy in
specialist support.” (Department for Business, Innovation and Skills & Department for
Education, 2013). ’
A.G. Watts has highlighted the shortfalls of this guidance through Careers England Policy
Commentary 22. He believes that this effectively leaves it open for Colleges to do what they
like in relation to careers guidance provision for their students…??it provides no basis on
which a sustainable challenge to the adequacy of a college’s careers provision could be
mounted. (Watts b, 2013). Sixth Form Colleges do need some flexibility to ensure the
provision offered is tailored to their students and new approaches are needed to respond to
a changing society. However the flexibility must be limited to ensure adequate provision for
all and Colleges must be able to demonstrate that they are fulfilling their statutory duty.

29
The new requirement was introduced from September 2013, and this piece of research
should track its development in this College over the academic year
In November 2013 Michele Sutton, the President of the Association of Colleges (AoC)
declared the quality of careers guidance available in schools in England “Nothing Less than
appalling.” (Coughlan, 2013) The BBC website article continues to quote Sutton believing
“too many young people, usually those who need advice the most, miss out... they end up in
the wrong institution, usually Sixth Forms, doing the wrong course...” Schools always face
funding issues and a lack of impartial advice was seen as leading students to stay on in the
school sixth form when it was not always the right choice. The Education Act of 2011 made
careers guidance provision a statutory duty for schools to deliver in 2013. However an
Ofsted report in September 2013 said that careers guidance in schools was not working well
enough as three quarters of schools visited were not providing adequate careers advice.
Very few schools knew how to provide an effective service. For so many schools to be so
described shows that careers provision is not seen by them as a priority and in the absence
of clear direction or ring fenced funding, it is not clear that the government does either.
c) Impact of changes on Careers provision in Schools and Colleges.
Careers provision can be classed as internal or external to the education institution or a
mixture of both. The Education Act 2011 and later increasing the statutory duty to secure
independent careers guidance to Sixth Form and Further Education Colleges should have
resulted in a guarantee of effective careers provision. The Act focused on state education
institutions supplying “independent and impartial” careers guidance for all young people. The
Act also introduced the concept of a website which would be a universal careers provision
resource called the National Careers Service.
The 2013 Ofsted report entitled ‘Going in the Right Direction,’ commented “too few schools
are providing careers guidance that meets the needs of all their students.” It seems that the
new policy has had a detrimental effect on careers provision. The report found that weaker

30
provision used teachers who were not trained as career practitioners to deliver career-
related sessions.
The government responded to the Ofsted findings through a document called ‘Inspiration
Vision Statement.’ The first sentence of the report states that “Careers education is about
aspiration as much as advice.” However the report provides a section titled ‘young people’
providing no further mention of careers education as “the best schools…place aspiration,
work experience, inspiration and mentoring at the core of what they do.” (HM Government).
Careers education, guidance or career professionals are not mentioned at all, yet it stresses
the importance of the responsibility of schools and colleges to secure independent and
impartial careers guidance for their students. The government stated there would be
additional guidance to support education institutions with this duty and external services
supporting this process. (Careers England, 2013). The external service has been the
National Careers Service which young people have been able to access since 2012.
However Ofsted reported a lack of focus on young people and schools do not promote its
website or telephone services effectively. (Ofsted, 2013 and Watts, A.G., 2013). A major
national newspaper alleged the service’s adviser helpline was not sufficiently staffed due to
redundancy issues. (Beck, M., 2014, May 17). Even if properly staffed, it is not clear that
this is an adequate replacement for face to face encounters. The current situation of careers
provision seems to have decreased the opportunities for individuals to access one to one
guidance. (Westergaard, 2012).
The guidance for Sixth Form Colleges provided suggested case studies of best practice but
did not offer a structured ‘bare necessities’ for Colleges to follow. The guidelines made it
clear that the Government did not want to prescribe a standard provision as “the
Government recognises many FE institutions already have successful student support
services – often holding the matrix Standard for their careers…provision.” (Department for
Business, Innovation and Skills & Department for Education, 2013).

31
In his book: ‘Careers education in schools,’ David Andrews says? “understanding career is
the main focus on the career studies courses available at some Universities but little is
currently done in the 14-19 curriculum.”(p. 130) Andrews believes that the present
government is “unlikely to publish curriculum guidelines on careers education or work-related
learning in the foreseeable future.” (p.133)
Overall there seems to be a distinct lack of understanding involving the nature of careers
provision and little agreement on its delivery. Siobhan Neary says that perhaps the
profession itself isn’t as established as the teaching profession, and this can result in a lack
of confidence in professional practice. Qualified careers professionals can put careers theory
into practice but there is limited agreement as to which structure is best suited for their
clients. The counselling approach and the DOTS framework are relevant. Career
professionals tend to be predominately external services detached from an educational
institution. The research presented in this dissertation hopes to evaluate an internal support
system provided by careers professionals in a Sixth Form College environment. The addition
of the pastoral role provides experience of the practice of integrating the careers service
directly within the ‘student experience.’
Everyone can see the value in good careers guidance, which is why there have been a
variety of attempts at creating an ‘effective’ form of delivery. However there seems to be a
lack of understanding between the stakeholders involved, creating uncertainty and distrust.
This research aims to contribute to the discourse of effective careers provision.
ChapterThree Methodology
3.1 Introduction

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This chapter focuses on the methods used to justify the overall research strategy. The
research aimed to collate data from a variety of significant sources that are all classed as
stakeholders in the College and the careers provision. The aims of the research were to
evaluate the effectiveness of the careers service and achieve greater understanding of how
the careers service can be integrated into the student experience. Use of both qualitative
and quantitative methods offers a robust approach. I also felt the research positively affected
my professional practice. I have been directly involved and so my experiences and
understanding can be used in the form of action research practice. Action research offers an
appropriate method to provide evidence of how the careers programme has performed this
year and this can support future development.
Alternative approaches to the methods used for research were taken into consideration.
Judith Bell’s ‘Doing your research project: A guide for first-time researchers in education and
social science,’ provides a variety of approaches to educational research. Qualitative
approaches can collate the necessary personal thoughts and feelings from individuals with
different perspectives. Opinions from a mixture of students and members of staff were
needed to evaluate the careers service this year.
Future research would have to include an ethnographic style lasting at least two years. Also
case studies can be used to illuminate the understanding of the relationship between a Sixth
Form College student and their experience specifically concerning careers provision and
their own career development.
3.2 Methods
The aim of the research is to gain an understanding of how the service has changed since
the previous year and whether it is meeting the needs of the stakeholders. With new
personnel and new methods of delivery, careers provision has been developed and altered.
The research is important to my own professional practice and to the other members of the
careers team. I wanted to highlight current strengths and weaknesses of the College’s

33
careers programme. This was achieved through asking a mixture of members of staff as well
as students. I knew the research would benefit from a broad range of opinions from different
stakeholders in the College. The variety of opinions from people with different perspectives
provides a greater wealth of evidence to inform future actions. Action research can allow
examination and analysis of how the service has changed for all stakeholders involved. I
also wanted to consider the additional responsibilities of being a group tutor and how
different groups within the College have responded to the additional role. A quantitative
approach was also needed to offer measurable data. Interviews conducted towards the end
of the academic year provided information which was recorded and summarised. Action
Research provides methods to review and enhance practice effectively in order to support all
participants of careers provision. The review can demonstrate how a careers programme is
an advantageous service for a Sixth Form College.
Jean McNiff in her work ‘Action Research: Principles and Practice,’ outlines a basic action
research process following a review of current practice. The Action Research project can act
as evidence in changing the service to suit the student. Bruce Berg in “Qualitative Research
Methods for the Social Sciences” (2014) includes a chapter concerning Action Research.
Berg states:
‘…action research is one of the few research approaches that embrace principles of
participation, reflections, empowerment, and emancipation of people and groups interested
in improving their social situation or condition.’ (Berg, 2014, p. 258)
Action Research encourages all participants, not just careers staff, to reflect on the current
state of careers and involves all stakeholders concerning the College careers provision. It is
in the best interests of all those involved to see the careers programme reviewed in a
systematic way to support future improvements. For example the service needs to be
accessible for students to gain careers related information. Therefore student participation is
necessary as they are the primary users of the service, so their perspective is important.

34
As Berg has noted, action research is a form of participatory research and my own
experience and reflections on the year should provide a direct perspective on the issue. The
research for the dissertation has enabled me to reflect on my professional practice over the
course of the academic year.
In order to investigate the impact of the service provided I used focus groups, interviews and
I also constructed a questionnaire. The questionnaire was only directed at students who had
accessed one to one guidance interviews and all students involved were given the
opportunity to complete it. Students were also asked to participate in the research by
attending two sets of focus groups. I chose to sample a mixture of students in the hope it
could offer different perspectives based on their own interactions with this year’s careers
provision at College.
One to one interviews were conducted with members of staff. I was able to schedule
meetings with several different members of staff who were keen to participate in my
research for the project.
Interviews were conducted towards the end of the academic College year. This gave all
participants time to reflect on their experience with the careers service throughout the year.
Participants were asked to reflect on the current service compared to that of the previous
year. Students who had started the College this year were asked to make comparisons with
previous careers interactions at their former secondary school. They were able to give an
insight into their previous relationship with careers provision. I thought the opinions collated
could be used as indication of the impact of current Government policy relating to secondary
school provision and it gives some idea of what the new intake of students may feel.
There were concerns regarding the chosen methods used for the research. The use of focus
groups for the research was chosen to provide a comfortable environment for students to
express their opinions. I felt it was useful to follow the method the College uses when
collating data from students regarding their current College studies. Berg alludes to the

35
disadvantages of larger focus groups, which can also be concerns when small groups are
used, as in this piece of research. One or two individuals may have undue influence blocking
or affecting the opinions of others. In a section entitled ‘some problems to avoid in focus
group interviewing.’ Berg feels there “will be a tendency for some participants to dominate
the discussion while others back off.” (p.169)
The students participating in the research were a mixture of first year and second year
students. Some were more forthcoming than others and I found that the second year
students, with an additional year of College providing them with more experience, were more
confident in expressing their opinion. Nevertheless all students made some contribution and
they were relaxed and genuine in their response. Transcribing the session was essential as
it was important to ensure all opinions expressed were duly noted.
The one to one interview approach with colleagues brings concerns of its own, specifically
involving “the danger of bias” (Bell, 1997 p. 139). Issues concerning the type of questions set
and the relationship of the interviewer with the participant can be more than enough to
question the validity of any data recorded. However I found it helpful to try to act on Bell’s
advice to potentially overcome difficulties with interviews. “Honesty about the purpose of the
exercise, integrity in the conduct and in the reporting of the interview and a promise to allow
interviewees to see the transcript and/or draft of the report if possible, will all help…” (Bell,
1997 p. 142)
3.3 Sampling
The use of sampling can be used as a representative approach to research from different
groups. This research relied on a degree of convenience sampling from direct stakeholders
of the careers programme. Participants in the research were selected from students and
members of staff. I chose to use staff from different areas of the college to understand the
impact the service has made in its holistic approach of careers provision. I hoped this would

36
provide more scope to perform appropriate comparisons with the findings once the research
concluded. The three main areas identified were members from the teaching staff, members
of the College’s senior management team (SMT) and a colleague in the careers team.
Students from different years were asked to complete questionnaires based on their one to
one guidance interviews. In total, twenty responded with completed feedback forms. Other
students were invited to attend a focus group for the research. I decided to conduct two
small focus groups with five students each in attendance. This was again to act as a
comparison between the two groups of students. Berg, (2007) suggests that keeping the
focus group small can be advantageous to its ‘facilitator.’ It can “effectively elicit the breadth
of responses that distinguish focus groups as a useful data-gathering strategy.” (Berg, 2007
p.165). All interviews were recorded and transcribed in full.
3.4 Reliability, validity, triangulation and bias
Reliability – UNOBTRUSIVE MEASURES?? (Berg, 2014) “One main advantage of
unobtrusive measures is that, by definition, they do not require intrusion into the lives of
participants by investigators.” Berg, 2014 p. 176). With this in mind I ensured that all
interviews were conducted during College time on the College premises in locations
convenient and appropriate for participants to feel comfortable in order to express their
views.
To try to address issues of validity of the research I enlisted the participation of the careers
coordinator. Personal viewpoints expressed can be compared and contrasted with the
opinions of the careers coordinator. I adopted a triangulation approach and using multiple
methods of research. My colleague in the careers team provided another source for a
different opinion to that of my own, whilst having the same vested interest in making the
careers service a success within the College. Sources, views and opinions from different
groups can be compared and contrasted in order to corroborate the conclusions of the

37
research. The variety of opinions could be considered as independent views expressed
concerning the careers provision creating a further unbiased approach to the research.
3.5 Ethical Issues
Ethical guidelines and protocols have to be addressed and understood before any research
may begin. The issue of ethics has to be addressed in order to protect individuals who have
contributed to the piece of research (Black, 2002). Confidentiality and anonymity of all
participants involved is certainly needed. For the level of trust received from all participants it
was important for me to address the relevant ethical concerns. There was special
consideration with regard to the students participating in this research piece due to their age
and status. A student is still classed as being a child covered by child protection laws until
the age of eighteen.
Students were able to submit their questionnaire anonymously to a third party within the
College. This protects the identity of the students who are free to express their satisfaction
level. As the questionnaire relates to their opinion of a one to one session it was important
that the participating students have not had direct contact with the careers advisers in
expressing their views. Students participating in the focus groups will be kept anonymous
and have each been given a pseudonym to protect their identity.
The members of staff will be known by their titles within the College. The three members of
the teaching staff were each from a different subject area. I conducted one to one interviews
with a Mathematics teacher, a Sociology teacher and Physical Education teacher. The other
members of staff had specific titles related to their additional or primary roles. I was able to
conduct an interview with the Careers Coordinator who will be referred to by that title.
Finally, three members of the SMT completed the staff participation for this piece of
research. I interviewed the Head of Curriculum, Vice Principal and Principal, and so they will
be known as such through their contributions. All participants were aware of the nature and

38
reasons for the piece of research and the importance of their participation. They were aware
of their right to strike anything said from the record and could retrospectively decide not to
participate in the research, having any views they expressed removed.
I have to acknowledge that my place in the research may have had a direct effect on the
outcomes of the research undertaken. I was the interviewer for all interviews conducted and
I have different relationships with all interviewees. I took the lead during the focus groups
which meant their relationship with myself was not balanced. For members of staff it was a
form of peer to peer discussion. To strengthen my position to be as objective as possible I
undertook measures to ensure that the research was conducted through multiple methods.
3.6 Approach to analysing the collated data
The data collated from the research was completed by June 2014. Interviews were written
up in the form of transcripts which were then analysed to identify themes from the research.
The themes were created using the original aims of the dissertation.
The academic timetable ensures U6 students complete their studies during May to allow
appropriate time for revising for their ‘finals.’ As part of my action research I have kept notes
throughout the year based on key themes arising in relation to careers provision. I have
constructed a form of diary which consists of four entries from different times of the year.
The careers service registers any encounters with students through an online log record as
part of the College intranet. Pastoral logs are also kept for communication purposes to
inform members of staff on student progress. Sensitive information can be logged so that it
is only accessible to the appropriate members of staff. Students are aware of this through
the Student College handbook. To assess access to the one to one guidance service I have
recorded the number that have taken place this year which I can compare to the number for
the previous year. Further quantitative data, from the student questionnaires, were
structured into tables to give an outline of student feedback. This is ‘hard’ data that can

39
provide robust evidence to support conclusions and comes from students and members of
staff external to the careers service with a range of different viewpoints.
3.7 Summary
This chapter has addressed questions relating to appropriate research methods. Action
Research is useful in trying to identify the strengths and weaknesses of the careers service
and to aid development and improvement. Using different methods has allowed the research
information collected to give insight into how the careers programme is perceived by
different groups within the College. The triangulation approach has provided a robust basis
for the research and adopting a mixture of quantitative and qualitative approaches support
objectivity.
Chapter Four: Analysis of findings
4.1 Methods and outcomes
College students from both year groups were asked to complete a feedback questionnaire
relating to their experience of a one to one careers guidance interview. All students involved
understood the relevance of their participation. All feedback was received in May. There was
not an indication of gender due to the anonymity concerns but in future it may be useful to
consider this and other differences such as type of course.
Interviews were conducted with staff and students at separate intervals. Ten students
participated in two small focus groups (five in each). Group one consisted of three females
and two male students. Group two had a slight imbalance with four male students and one
female student. In total, there were six male and four female students who participated in the
research. For anonymity reasons students have each been given pseudonyms. In group one
were Angela, Katie, Lorna, Ben and Tom. Group two was formed by Matthew, David, Jake,
Will and Isla.

40
Other students were also asked to participate in the research but the timing of the session
coincided with either revision classes or attending an exam. With hindsight the focus group
possibility should have happened earlier within the College year, but the eventual timing
meant students were able to reflect on their opinions and experiences of the whole College
Careers programme.
Colleagues from the Sixth Form College were involved through each agreeing to have a one
to one interview. A total of seven staff members participated; five were male and two were
female. Three of the male participants formed part of the College’s Senior Management
Team (SMT). Other members of the College staff team were due to participate, which would
have improved the gender ratio, increasing the overall representation of the College.
However other commitments dictated they could no longer commit to the scheduled time.
Obviously there are many pressures on staff and students and other means of soliciting their
views e.g. using a questionnaire may have had a better take up, but the information would
not be of the same quality as that obtainable from face to face encounters. All members of
staff were invited to participate based on their current position at the College (albeit current
teacher or job title within the Senior Management Team). This helped to enrich findings from
the research in relation to the aim of evaluating the changes of the College careers service,
including its progress and impact this year. Different perspectives enrich the content of the
research.
All participants volunteered to express their opinion based on the current careers provision
at the College. This may be interpreted as an understanding for the service to evaluate its
provision and how it could potentially support their personal career development. Likewise,
members of staff were very positive in their willingness to be part of my research.
4.2 Themes arising from questionnaires and interviews
Data was collected through anonymous questionnaires and interviews. The information
gained from the sessions was used to evaluate this year’s changes to the careers process

41
and to highlight advantages of the careers programme. Key themes were identified from
observing repetitive issues. The appendix includes the findings through the relevant
sections: Section one covers findings based on student questionnaires. Section two covers
the findings of the two student focus groups. Section three covers one to one interviews of
teachers. Finally section four groups together the findings from the Senior Management
Team and the Careers Coordinator.
There were five key themes identified through the research: (1) approachability and visibility;
(2) communication; (3) flexibility; (4) measuring success and; (5) Building new relationships.
The first key theme to discuss involves the approachability and visibility of the service. This
was seen as something of a great change from the previous year. There was a general
consensus from all stakeholders of an improvement in understanding of the careers
programme. The careers coordinator wanted to “improve the careers information, advice and
guidance across the college, making the service more visible and engaging.” (Careers
Coordinator). An important target the coordinator hoped to achieve this year was to develop
the visibility of the service. Practically this was achieved through re-arranging the careers
area so there was now a careers desk opposite the student information service desk. This
was the first time the service at the college had a well-known visible area which was
available to anyone.
The careers coordinator felt the presence of the careers advisers “out of the office”
contributed to a “good atmosphere” within the shared area. The coordinator was not alone in
this observation as teachers also felt this was a significant improvement on previous years.
Originally, the careers adviser stayed in the careers interview room, limiting the number of
students the service could possibly see. The teachers who participated in my research all felt
more confident to advise students to visit the careers area, either to book an appointment or
to find out more information on their own career ideas. The three teachers interviewed also
had the role of tutor to a group of students.

42
The Physical Education (PE) teacher commented that this year he had become much more
confident in sending students to the careers area. He felt the service was more
approachable and students had reported to him that they felt they were being given “more
independent“ advice. The teacher was able to assess the service through the dual roles of
teacher and of group tutor and commented that students returning from seeing the College
careers advisers came back with a positive attitude relating to their experience. The teacher
also noted that this was infectious, specifically with his tutor group, as other students in the
group were motivated to become more aware of their options on completing their college
studies. In the group this year students had gained a greater insight into choices available to
them. Some students came back with a plan for what they should do next, but also knowing
the importance of a back-up option. Over the year it became apparent to the teacher that
students who may have “not been fully participating in College” (possibly becoming
disaffected?) were able to take up a more positive approach after they connected with the
careers service possibility impacting positively on retention. The PE teacher felt being a
visible presence to students improved the service by making the students more aware of an
available source of help to assess their current situation and the importance to have some
form of “plan” to support their career ideas. The approachability of the advisers, confirmed by
students themselves, increased the likelihood of other students doing the same. The teacher
has felt this has contributed positively to their own relationship with the students. The main
points picked up were that students were more motivated when they had a goal to work
towards. The teacher believed that his relationship with the students was strengthened by
their being able to trust his advice to use the careers service to gain a positive experience.
The visible presence of a careers desk with the careers team available at hand meant
students were not as reluctant to use the service when advised to do so.
The Mathematics teacher felt that the service was more accessible to students and teachers.
The teacher noted that the profile of the service has been raised this year due to more
involvement within the tutorial programme. The assemblies within the College form a

43
fundamental element of the College pastoral programme. A tutorial session will begin with an
assembly for students in their groups which would be followed up with a session relating to
the themes based on the assembly. The teacher noted that the involvement within
assemblies has encouraged more students and their group tutors to become “more involved”
with what the service can provide. The teacher felt confident in guiding students towards the
careers service as the service has a visible position within the College and feels the
personalities of the team members enable them to relate well to the students and react
appropriately to their needs.
The Sociology teacher felt that the service was indeed approachable and the visibility meant
at least one careers adviser was “on-hand” to gain quick information or to arrange for time to
be allocated to them when it’s convenient. The teachers felt the dynamic of the careers
team, seemingly younger this year, have been able to “relate” more to students through
positive conversations. This has made a difference when the teacher has suggested to the
students they should seek professional advice about their long term goals.
The member of the Senior Management team, the Head of Curriculum for the College
(HoC), had a proactive approach to make use of the new careers advisers. The College has
a “Progression Week” during which both current students and the new intake are enrolled for
their courses for the new academic year. The HoC felt the need to use the skills of the
careers team during this time to support both staff and students. Students who had
completed the first year of their studies were assessed through several measurements,
(including grades, attendance and attitude to progressing into the second year), before a
decision was made as to whether they were to continue at the College. The careers team
was on hand for staff and students to be able to access careers related information, advice
and guidance. For the first time the careers team was based alongside the students and
members of staff instead of being in a different building and this meant people were more
likely to ask for advice. Students could make sure that new courses were in line with their
career aspirations which helps them chose the right course which should impact positively

44
on retention and achievement. This was also a brief introduction for some students into what
the service could provide. ?????Was hoc pleased
?Students from the anonymous feedback questionnaire reacted positively to the developed
careers programme. From the question: “why did you attend a careers interview?” Ten
students marked down that ‘they were walking past and decided to have a quick chat with a
careers advisor. Six students answered by marking down that they “wanted to find out
information myself.” The data from the questionnaire can be analysed as a positive outcome
concerning the mentality of the direct users of the service. ?
Students from the focus groups showed that they knew where the careers team were
located, who they are and how they are able to use the service. Students who had already
used the service described sessions as helpful. A couple of students who had not had a one
to one guidance interview or had not sought advice said they were confident that they could
use the service when they felt the need to. They thought it was advantageous to seek
guidance in the careers area unannounced and would be able to either get the necessary
information or advice or to be able to book an appointment. Angela commented:
‘I am glad I can just turn up whenever I have a free period. I was here last year and it wasn’t
like that. Sometimes you could book an appointment but not all the time. I didn’t know who
the careers adviser was until I was urged by the group tutor who thought it was a good idea
to have one. The careers area now is a lot different because at least one of the careers
advisers is on the desk. This is good for me as I can cut through the careers area to get to
some of my classes and the library upstairs.’ (focus group one)
All groups of participants commented that the careers desk is well used as they see students
there speaking to one of the careers advisers whenever they are passing through. This year
the careers desk is described as “out in the open” and this has encouraged students to gain
answers when it’s convenient for them.

45
Students could recall indirect interaction with the careers team through at least one
assembly. In our first assembly we had introduced ourselves and the service to all students
and this had helped in our aim at visibility and approachability which has enhanced
additional access to careers provision from students themselves and a greater willingness
for staff to advise of the service.
(b) The Second theme from my analysis of the collated data involves communication. This
theme is closely linked with the visibility and approachability of the service. The coordinator
commented that the change was underpinned by an “increase in presence across the
College.” The coordinator wanted the careers programme profile to “be raised across the
College”, through promoting the service. The increase in staff numbers has allowed the
careers service to offer ways of promoting a careers programme for all college students. As
noted previously, students were made aware of the College careers programme through the
tutorial system. The careers coordinator wanted the service this year to contribute to the
tutorial programme. Materials have been delivered for both L6 and U6 to contribute to the
student experience promoting options upon completing college studies. We have delivered
an induction session for new students including techniques for research and giving students
a guided tour of the careers area. U6 students have been made more aware of the
apprenticeship opportunities and been given an introduction to the Labour Market and how
to access information at a local and national level. The coordinator highlighted the
alternatives by addressing students using a “Where’s Wally” approach to act as a metaphor
to help students understand the nature of searching for the right career. Students from both
year groups remembered the tutorials and they all attended one of these assemblies.
The coordinator also highlighted the careers service’s involvement in distributing College
wide careers information and opportunities.
My action research has allowed me to reflect on my time as a careers adviser and group
tutor. My colleague and I register our groups in the morning and read any ‘college-wide’

46
announcements. We have used the College announcement system, known as the “Daily
Bulletin” to communicate any careers related events, information or potential vacancies for
students thinking about an apprenticeship after their College studies. Working with students
in the group who have issues regarding their studies puts us in contact with a range of
teaching staff so that we are better known and we can find out more about what is
happening in the College.
?/The Vice Principal, This is corroborated through the interview with the Principal who noted
the importance of two way communication as part of the “student experience.”?
(c) The third theme concerns flexibility regarding the careers provision. Students from the
U6, teachers and the careers coordinator all mentioned that the service has dramatically
changed how students can arrange a one to one guidance appointment with a member of
the careers team. Last year there was only a single qualified careers adviser. This year has
seen a significant change as now the careers team consists of two fully qualified careers
practitioners and a qualified careers coordinator prepared to change the programme in line
with changes to the economy and the changing needs of students.
(d) The fourth theme from the collated data involves measuring success.
The Careers Coordinator had set targets at the beginning of the year to improve the service
and the provision. The coordinator felt that the students are now facing more complex
decisions as the traditional progression to University is not necessarily suitable for all
students The coordinator highlights that “with the increase in Apprenticeships and the
increase in student tuition fees, our students require more guidance as to their options.” One
of the targets the coordinator set was to increase the number of students interacting with the
College careers provision.
As part of my own action research I compared and contrasted the number of careers
pastoral logs recorded on the system over this year with that of the previous year, (before
the changes). There was a 105% increase in the number of pastoral logs entered onto the

47
College system. ?Numerically there were 702 Careers pastoral logs this year compared with
342 pastoral logs from the previous year.?? Was the number of drop-in s recorded The
obvious distinction between the two years is that this year the College employed two careers
advisers as opposed to one, nevertheless there has been an increase over and above that
which does indeed mean there has been an increase of efficiency in that the service has
been more accessible to students and their opinions on this show an improvement
Teachers can measure success based on their student’s academic grades. The interviews
addressed individual thoughts about measuring success through examples of progress a
student has made. Anecdotal evidence highlighted in this section provided a genuine sense
of real events rather than statistics. The Mathematics teacher commented about one of her
male students who wished to gain a place on a Physics course at University. The teacher
recounted that the student sought advice through a guidance interview with the College
careers service. The teacher was uneasy about whether the student could gain the
necessary qualifications from his current courses to progress onto an appropriate course
based on the student’s career ideas. The Mathematics teacher told me that the student was
not on target to get the grade needed to progress onto a physics course. The teacher was
glad the student used the careers service as she did not want to “close the door completely”
on the student but felt it was helpful the careers team offered alternative options to act as a
back-up plan. This was considered to be an achievement by the teacher as it seemed to her
that the student wasn’t so “stuck on the idea that he had to get onto a physics course first.
He could look into other related areas where it was possible to study similar modules without
necessarily doing the straight Physics.”
?What has come out is the emphasis that is placed on the importance of choice rather than
how to deal with the choices you make by managing your unique circumstances and
development.

48
The students interviewed for this research felt the pressure on them to ‘do well’ in gaining
academic grades. Developing their awareness of progression past College seemed to take a
‘back-seat.’ Perhaps there needs to be a re-think in terms of how we support young people
by creating a positive atmosphere to explore and investigate for themselves. There should
be a balance between the support received by the student and how they use that support.
Career practitioners have been trained to provide a pseudo-counsellor approach. They must
also adopt an ethical approach ensuring they do not impose their own thoughts and
suggestions based on what a young person should do next which is the essence of
impartiality. A useful tool from Egan’s strategy is a Careers Action Plan. An agreed action
plan creates a partnership between the adviser and student. The onus is back on the student
whether or not to use it for their own purposes.
Students largely measured success based on getting the grades to progress onto to
University. Some of the students were thinking about taking an apprenticeship whilst the
majority wanted to go to University, (a minority wanted to apply for both and wished to delay
their decision until a later date). They all felt that in principal it was good to do careers
related research now, but practically found this difficult as it competed with their academic
work. Some found they were under pressure to think about making a decision now and
would “wait and see,” (Katie, Group One).
The interviews conducted with the Senior Management Team provided an insight into their
thinking regarding ‘what success looks like.’ The Head of Curriculum questioned whether the
service collated data based on students leaving the college either mid-way through their
courses or upon completing their first year. Students may have left the College feeling that
an apprenticeship or an alternative college is better for them. Some stakeholders in the
college may feel that having an impartial advice service on hand means that students may
be more likely to leave mid-year or fail to progress onto a second year. The issues involving
retention and recruitment concern not just the careers team but the whole staff, particularly
the pastoral system, which aims to support the development of the students aspiring towards

49
their targets and developing their skills. To the Principal, success meant students were able
to progress onto a “positive destination, whatever that may be for the student.” For a careers
service to be properly valued by all stakeholders it needs to be seen as impartial and fully
integrated into the life of the College. The team are not promoting alternatives but are
concerned with the best interests of the individual student and hence not in conflict with the
aims of the College as a whole. The College is keen to recruit students who will be
successful on their courses and it is certainly believed that students should not be on
courses at the college just because they are ignorant about alternatives. What role the
careers service should and can play needs to be addressed. Certainly the service
participation in the induction process to help students to make informed choices about
appropriate courses is accepted as useful and appropriate. Additionally there is a case for
the careers to be part of a liaison team to support the associated secondary schools with
appropriate careers provision. At the time of writing the College has decided to adopt such
an approach with a mixture of staff forming a team to coordinate such liaison work. More
work needs to be done regarding mid-year leavers for the careers team to be able to ensure
and demonstrate that there is a positive contribution from the service in this area. This piece
of research outlines the advantages of careers provision within a Sixth Form College.
Further research is needed into assessing how the careers programme can be made more
effective for its students and other stakeholders.
?The Vice Principal felt measuring success could be approached through student’s self-
esteem.?
(e) Finally the fifth theme to come from the piece of research involves building new
relationships.
Partnerships with business representatives and University liaison teams meant we were able
to put on a careers event for students towards the end of their first year. There was a
consensus amongst all groups interviewed that links to external organisation is highly

50
beneficial in forming career options while both students and teachers noted the importance
of ‘one-off’ career events which provided an opportunity to students to directly talk to
employers, training providers and University representatives. Senior Management Team all
mentioned the need for, and importance of, employability and ‘meaningful’ work experience
in the post sixteen sector.
There is a consensus that Careers provision in the College has improved.
The research has been beneficial to my professional practice and the developments of the
service. Through the interviews further issues have arisen to suggest how the service could
improve. The PE teacher highlighted the success of delivering the careers programme
through the College pastoral programme. The teacher suggested perhaps it could be worth
exploring the possibility of having optional assemblies which could focus on specific groups,
e.g. students who are certain they wish to apply for an apprenticeship. This could be done
when other students are applying for a Higher Education course. The Principal suggested a
way of promoting career specific information through a television monitor near the careers
area. This would be exclusively for careers to use and update. The ways of promoting
opportunities are developing as technology develops. I have taken on the responsibility of
managing the social media side of careers provision. Unfortunately there are problems, for
example, child protection issues and college policy dictates to students that they do not
access social media through college computers, and some students may lack other access
to the internet, raising the issue of social inclusion. Given that the number of students in the
College is over two thousand one to one guidance sessions cannot be guaranteed for every
student. Moreover students will be at different points of their career development; some may
need a single appointment; others may need follow-up sessions; some students may not
require a guidance interview at all. We have gone some way to encourage students who
need advice to actively seek an appointment but we need to do more to ensure that we are

51
meeting the needs of all students and reacting appropriately to changes in those needs.
Clearly provision needs to be regularly reviewed and new ideas taken on board. Better use
of information technology in delivering the programme may effectively address some issues.
The research has provided new ways of thinking for the careers service to respond to the
differing needs of the various stakeholders within the College.
ChapterFive ConclusionandRecommendations
5.1 Introduction
This chapter draws conclusions from the research of the dissertation and through the
analysis of relevant literature. The aims of my research revolved around how careers
provision can be embedded and have a positive impact within a Sixth Form College. The
research for the dissertation was based on my current employment as a member of a
College’s internal careers team.
My first aim was to evaluate how provision is delivered and its impact on all stakeholders
involved. I aimed to compare last year’s provision with the provision this year to assess the
changes made. This supported professional reflection of my own practice regarding the
quality of the provision and its impact within the College.
Secondly I wanted to understand how the careers service can be integrated into the ‘student
experience.’ The service, in its nature, is a support to students, working alongside College
curriculum provision and the pastoral system. Careers provision should be part of an holistic
approach to education, concentrating on developing the student’s career management skills.
Finally, I hoped to analyse the effectiveness of the careers service in accordance with
current government policy.

52
The research is timely because recent changes involving schools and colleges mean they
now have a statutory duty to secure ‘independent’ careers provision for all their students.
This research aimed to show that the College has responded positively to this duty which
was extended to the post sixteen sector in September 2013. New Government policy
involves guidelines to secure work experience for young people, which should provide an
opportunity for the careers service to further raise its profile in the College.
I hope that the recommendations based on the research will inform colleagues, especially to
enhance their understanding of how the service has impacted on the different groups who
may be classed as ‘stakeholders’. The perceptions of different groups of the careers
provision, and how it has changed, hopefully will give us a better idea of where to go from
here. I also hope the findings from the research can inform colleagues from the careers
practitioner sector in an attempt to share best practice for I believe it is essential that we
learn from each other and create a situation where all can benefit from effective careers
provision.
5.2 Conclusions
The dissertation explored the topic area concerning the advantages of having a structured
careers programme within a college for students aged between sixteen and
eighteen/nineteen.
To support the research I critically reviewed the literature in relation to careers provision.
This involved three main themes: (1) Careers education, information, advice and guidance;
(2) changes to relevant government policy since 2010 and; (3) impact of the changes to
careers provision in schools and colleges.
I used a triangulation approach as the methodology of gathering data which involved
questionnaires, focus groups interviews and my own experience through an action research
approach.

53
Access seems to have been the key change in the provision’s approach as demonstrated by
the careers service adopting a more flexible system creating a structure for all stakeholders
to confidently engage with.
Key themes arose from the research and have been included within the appendix section.
These relate to the strengths of the current careers provision and the changes adopted since
the beginning of the academic year. The outcomes have also pointed towards the
advantages of developing a careers programme within the institution as the service provides
benefits to all stakeholders involved. Students can use a visible, approachable service with a
flexible attitude to support their personal career development and manage their own unique
situation. Teachers can use the service to enhance engagement with their students and to
improve motivation within an academic environment. The SMT can use the service to
promote the College to prospective students and to support their academic performance
whilst following an holistic approach to the ‘student experience.’ This positively contributes to
the efforts to achieve the objective of supporting the student in making informed decisions
leading to ‘positive progression’ albeit either onto High Education, taking an apprenticeship
or to change Further Education institutions to better suit their needs. Stakeholders also
expressed opinions indicating that they can see value in the appointment of two careers
advisers both acting as a group tutors, offering a direct presence within the College pastoral
programme, and contributing to the pastoral curriculum via assemblies and production of
materials for tutorials.
5.3 Limitations
The study was small in scale and relatively short in duration. The conclusions reflect the
personal views of the participants. This does not necessarily reflect the views of other
individuals from the same groups. The research was limited to one Sixth Form College and
other similar institutions will possibly have a different approach to the delivery of a careers
programme and may not adhere to an holistic approach of the student experience. There are

54
a number of factors to consider when analysing the data and findings from the research.
This involves the nature of the college as it predominately offers academic courses, with the
majority of students progressing onto Higher Education. The College is based in an affluent
area which may have an impact in terms of the dynamics and atmosphere relating to what
the students and teachers expect from one another. These characteristics may make it hard
to relate to individuals from a different environment
The research has developed my reflective skills, highlighting the importance of feedback
from all groups involved within the College structure. It has improved my overall
understanding of a careers programme and the value it can have for Sixth Form students.
Using the triangulation approach will allow us to critically review the provision on an ongoing
basis using different perspectives from different groups in the College. The research has
enthused me into thinking the careers provision will also benefit external agencies both from
the world of work and developing links with local education providers both pre and post
sixteens in order to improve the effectiveness as a support service for young people. The
research has shown that a modern careers service needs to engage fully with all elements of
the College, be responsive to new needs and government policy, and at the same time keep
the individual at the heart of the programme.
5.5 Feedback
I will give the opportunity to those who participated to share the findings from this research.
The outcomes will be shared with my colleagues both in the careers department and as part
of a future Self-Assessment Report (SAR) which, by its nature, involves future planning. I
also plan to share it as a form of good practice with any career practitioners who are based
either in a school with an attached Sixth Form, further education institution or stand-alone
Sixth Form College. I feel it is important for all Further Education institutions to share their
own practice due to the lack of current literature on this area of provision. I will also make the

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