The role and relevance of theory in careers professionalisation and practice

ABSTRACT

A new qualification benchmark, the Qualification and Credit Framework (QCF) Diploma Level 6 in Career Guidance and Development was established in the UK in 2011. This study was conducted to ascertain whether a theoretical nexus is necessary for practice and how this could contribute to the professionalisation of the adult careers sector in England. The study was undertaken with practitioners, all of whom had trained either through the work-based competency route or the academic route. Practitioners were asked to consider their theoretical modalities and how this influenced the embedding of theory within their professional practice. Analysis of survey and case study data revealed that degrees of exposure to theory during initial training affect capacities for theoretical integration during ongoing practice and development.

KEYWORDS:

• Careers
• professionalisation
• training
• career theory

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes on contributions

Lydia Lauder is the Quality Manager for the Careers and Employability Service at the Open University, UK. In her previous role she worked as the Quality and Workforce Development Manager for the National Careers Service Prime Contractor, North West and Staffordshire, UK. Her professional interests are in adult career guidance and the ongoing professionalisation of the sector in policy and practice.

Dr Siobhan Neary is Head of the International Centre for Guidance Studies (iCeGS). Her research interests focus on professionalisation of career development practice and professional identity within the sector.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.