Change search
Refine search result
1 - 25 of 25
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Ahl, Helene
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Bergmo-Prvulovic, IngelaStockholms universitet, Institutionen för pedagogik och didaktik.Kilhammar, KarinJönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    HR: Att ta tillvara mänskliga resurser2017Collection (editor) (Refereed)
  • 2.
    Ahl, Helene
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell. Jönköping University, Jönköping International Business School.
    Bergmo-Prvulovic, IngelaJönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.Kilhammar, KarinJönköping University, School of Education and Communication, HLK, Lifelong learning/Encell. Linnaeus University, Sweden.
    Human resource management: A Nordic perspective2018Collection (editor) (Other academic)
  • 3.
    Bergmo Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Adult Career Development from a Transition Perspective: An analytical framework for adult career counselling practice2010Conference paper (Refereed)
    Abstract [en]

    In Sweden as well as in many European countries, increased pressure is put on individuals to manage their own careers. EU Council Resolutions (2004, 2008), stresses the development of citizens lifelong and life-wide learning and also management skills. The importance of citizen-focused, impartial counselling is pointed out (CEDEFOP, 2005). Lifelong guidance is expected to improve the matching of both individuals´ interests, abilities and competencies with learning opportunities for educational and labor market efficiency. Furthermore guidance is considered to support their lifelong career transitions. In Sweden, there has been an extensive political focus the past year, concerning companies abilities of adapting to societal changes in an innovative manner, in order to serve them with future requested competencies. The need for utilizing competence, transition and adjustment abilities for adapting to constantly changes, is intensively discussed among different political areas, but mostly from the perspective of the companies, with economical efficiency aspect as the main one. From an adult career development and counselling perspective, the main focus is the individual in transition and change. Thus, societal changes and changing working life conditions indicates a need for working preventive (Plant, 2005) and preparatory in career counselling practice, in the meaning of preparing for change. Although educational and vocational choices still are important issues for career counselling practice, there is an increasing need for supporting also employed adults in dealing with other career-related issues concerning substantial change of work-conditions, responsibilities and work-roles.

     

    Adult career development can be understood from several different perspectives and theoretical approaches. The provision of career support for adult career development can be offered, organized and expressed in different ways and settings, also differing between countries and within countries. European Union employ guidance as an umbrella concept for several activities concerning career development in their publications. In Sweden, career counselling for adults has a tradition of being offered within municipal adult education, often connected to educational/vocational choice and decisions. For many years, vocational counselling has been offered in employment services. During the past decade, there has been an increased development of organizing career counselling/guidance in specific career centres or guidance centers and the last years, different coaching practices, organized both in private and public sector, has developed.  Nevertheless, they are all a part of our changing society, dealing with different career-related issues, brought into light by adults with different dilemmas and stories to tell, different goals to reach.

     

    This theoretical paper, is concerned with the conjunctions between the societal changes as they are expressed in EU Policy goals concerning lifelong learning and guidance and theoretical approaches concerning change and transition. The main focus will be put on the work of Nicholson (1990) and his transition cycle model, aiming at analyzing the model as an analytical framework for adult career counselling practice, according to the demands put on individuals to self-manage their careers and develop career management skills.

  • 4.
    Bergmo Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Learning to change or learning to fit - Counseling on whose demands?2010Conference paper (Refereed)
    Abstract [en]

    Against the background of societal changes affecting work- and career-paths in today’s globalized and knowledge-based economy, this study examines the conceptual and terminological parallels between various European policy documents concerning lifelong learning and career guidance and the theoretical framework proposed by Nigel Nicholson in his work, The Transition Cycle: Causes, Outcomes, Processes and Forms (1990).  Parallels are drawn between the way the texts characterize contemporary demands imposed from (and on) individual, organizational and societal levels, and between the ways the texts treat of current issues in the area of individual career development.  Finally, the study looks at what implications such parallels might have for the field of guidance counselling.

     

  • 5.
    Bergmo Prvulovic, Ingela
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Chaib, Christina
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Towards a Substantial Notion of Validation2010In: Communication, Collaboration and Creativity - Researching Adult Learning / [ed] Marianne Horsdahl, Odense: University of Southern Denmark Press , 2010Chapter in book (Other academic)
  • 6.
    Bergmo-Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    ‘Career’ from a perspective of effort and reward2018In: Human resource management: A Nordic perspective / [ed] H. Ahl, I. Bergmo Prvulovic & K. Kilhammar, London, UK: Routledge, 2018, p. 56-71Chapter in book (Refereed)
    Abstract [en]

    The traditional take on ‘a career’ is that it is a climb upwards in terms of position and pay, but such traditional career pathways are rapidly disappearing. Today, organisations place emphasis on learning, adaptability, and flexibility. Attempts to redefine 'career' as a personal development have not been adopted by most employees. When stable working conditions; employment contracts; and predictable, transparent career pathways disappear, this results in insecurity and the impression that there is no reward for increased effort. This, in turn, creates dissatisfaction and frustration. To re-establish the balance between effort and reward, organisations need to revise the career pathways that they offer their employees.

  • 7.
    Bergmo-Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Career guidance for the individual or for the market?: Implications of EU Policy for career guidance2012Conference paper (Other academic)
    Abstract [en]

    This paper will discuss the understanding of career phenomena in the 21st century by using the result from a critical content analysis of the way European policy documents regarding career guidance describe individuals’ career and career development, as these documents will influence policy development of career guidance practice at both national, regional and local level in European countries. The career field seems to be challenged in several ways. For instance, new approaches to career intervention have been suggested in order to fit the knowledge based, postmodern economy, as current approaches are supposed to be no longer functional because they are rooted in assumptions of stable personal characteristics, predictability and fixed organizations. Theories, models and the core concepts, that serve career guidance practitioners, seem to face a crisis as they are based upon the division of labour conditions of the 20th century, influenced by the consequences of industrialization. The social contract between employers and employees has been characterized by hierarchical dependence, stable organizations and relationships, loyalty, lifelong employment and job security.  The transition to the knowledge based society has resulted in the emergence of a new division of labour, where occupational and educational prospects are no longer linear, predictable or stable; employments are no longer secure or lifelong. Instead insecure workers shall become lifelong learners and create their own opportunities. Consequently, the transition to the knowledge based postmodern economy put new challenges on individuals in their career prospects as well as on career guidance practice. In addition, career supportive activities are organized in ways that might differ both within and between countries, as well as their directions for practice might differ according to the aims of career guidance. Besides, it is not to be taken for granted, that the aims of career guidance within each working field are clearly defined or articulated. The aims in turn, are important for the directions of practice and express some kind of ideology behind. However, the understanding of career phenomena is neither common nor clarified among practitioners, clients or policymakers, organizations and institutions. The notion of career lacks a definition in the literature, have multiple meanings and can be understood from different perspectives and disciplines. It is also an everyday word among people, and also used for different purposes. The aim with this paper is to contribute to Trans disciplinary and trans-national debates of understanding career phenomena in the 21st century, among and between working fields concerned with career guidance, by discussing the following questions:  What core essence of the phenomenon of individuals’ career and career development can be disclosed in European policy documents regarding career guidance? What perspectives on career and career development appear to be the guiding directions for career guidance practice in European countries in the 21st century? What significance and consequences will these guiding directions have for the role of future career guidance practice?

  • 8.
    Bergmo-Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Careers between the past and the future - A social representation theory approach2012In: The 40th Annual Congress of the Nordic Educational Research Associatio, 8-10 March 2012: Abstract book, 2012, p. 270-Conference paper (Other academic)
    Abstract [en]

    This paper will present an on-going research project concerned with social representations of careers in today´s working life. Organizational structure has been characterized by hierarchical dependence, fixed and stable organizations, influenced by the industrialization and working life conditions of the 20th century. Furthermore, our understanding of career phenomena is based upon theories, models and concepts developed during the past century. Today, companies and working places need to relate their activities to new conditions of a globalized, knowledge based society, characterized by rapid and constant changes. These conditions appears to reinforce a transformation of working life, that consequently challenges the career field when new demands are imposed upon individuals in their careers. Occupational and educational prospects are no longer linear, predictable or stable. Employments are no longer secure or lifelong. Practitioners in different countries and working fields of career guidance, counselling and human resource departments, are all concerned with career related issues among adults. However, the understanding of career phenomena is neither common nor clarified; the notion of career lacks a definition, has multiple meanings and is also an everyday word, used for different purposes. Because of this lack of clarity and conceptual confusion, together with the on-going transformation of working life, there is a need to deepen our understanding of careers related to these new conditions, as they seem to be caught somewhere between the past and the future. With social representation theory, as both theoretical and methodological approach, this study explores social representations of career among workplaces and employees in processes of work related changes. The purpose of this study is to illuminate how social representation theory can contribute to our understanding of career phenomena in today´s working life, with relevance for both Nordic and international contexts.

  • 9.
    Bergmo-Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Conflicting perspectives on career: Implications for career guidance and social justice2018In: Career guidance for social justice: Contesting neoliberalism / [ed] Tristram Hooley, Ronald Sultana & Rie Thomsen, New York: Routledge, 2018Chapter in book (Refereed)
  • 10.
    Bergmo-Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Demographic Changes and the Need for Later Career Opportunities2015In: Lifelong learning for older adults: Hopes, fears and expectations, 2015, p. 22-22Conference paper (Refereed)
    Abstract [en]

    An ageing population creates challenges for society, organizations and individuals. People live longer and are healthier, and many adults of retirement age are still able to continue to work. Some of them want to continue and to prolong their working lives; others are not so keen on the idea. An extended working life is clearly an issue of increasing interest in society. Politicians argue for changes in the retirement system and suggest a raising of the retirement age. This paper is a first step towards a mapping of previous research about extended working lives and later careers as consequences of demographic changes. This study explores the character of issues and themes visible in recent research regarding older adults’ career opportunities, and such issues and themes are critically analysed according to the following research questions: In whose interests are the identified issues and themes highlighted? What possible gaps and challenges are identified for future research?

    Comprehensive databases, including peer-reviewed scientific articles, were used to search relevant research literature. The selection followed several steps. A brief review of the context and themes of extended working life in the literature was first explored. Thereafter, keywords were tested, revised, and finally selected for the final search procedure, which focused on scholarly, peer-reviewed articles published in the past ten years. Titles and abstracts were examined according to inclusion/exclusion criteria. This procedure resulted in a final selection of relevant articles that were included in the material for analysis. The analysis procedure resulted in several synthesised themes. These themes are critically analysed, and challenges for future research are discussed.

  • 11.
    Bergmo-Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Is career guidance for the individual or for the market? Implications of EU policy for career guidance2014In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 33, no 3, p. 376-392Article in journal (Refereed)
    Abstract [en]

    This paper explores the essential understanding and underlying perspectives of career implicit in EU career guidance policy in the twenty-first century, as well as the possible implications of these for the future mission of guidance. Career theories, models and concepts that serve career guidance are shaped on the twentieth-century industrial division of labour and now face a crisis due to the influence of globalization on working life. The transition to a knowledge-based society also challenges the traditional view of career: vocational and educational paths are no longer linear, predictable or stable. The analyses of EU policy documents and ethical declarations discussed here indicate that meanings of career are under reconstruction and that these documents fail to clarify the underlying meanings or perspectives on career contained therein. The essential meaning of career, as communicated through characterizations and dominating underlying perspectives in EU policy, puts greater emphasis on career guidance as being conducted on behalf of society, rather than the individual. Ethical tensions within the career guidance profession appear to have increased, and the profession is also challenged in its professionalization by contradictions and broadened areas, activities and functions.

  • 12.
    Bergmo-Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell. Stockholms universitet, Institutionen för pedagogik och didaktik.
    Karriär utifrån ett ansträngnings- och belöningsperspektiv2017In: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo Prvulovic & Karin Kilhammar, Lund: Studentlitteratur AB, 2017, p. 77-94Chapter in book (Refereed)
  • 13.
    Bergmo-Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Social representations of career: anchored in the past, conflicting with the future2013In: Papers on Social Representations, ISSN 1021-5573, E-ISSN 1819-3978, Vol. 22, no 1, p. 14.1-14.27Article in journal (Refereed)
    Abstract [en]

    Various issues surrounding career are part of people's everyday lives, so people have a kind of common sense knowledge of career. Although the meaning of ‘career’ is often taken for granted, mixed messages and the lack of a conceptual definition blur our understanding of career, especially in times of societal and contextual change. Social representation theory (SRT) responds well to the theoretical and methodological needs of this study, which explores social representations of career among a group of people in a context of changing working life conditions. Free association was the method used for collecting the empirical data for this study. The content of social representations is inductively and thematically explored to then disclose within which scientifically shaped thoughts on career the empirical findings are reflected and seems to be anchored, and how these representations relate to thoughts currently dominating on the structural level in today’s changing society. The exploration resulted in two stable and two more dynamic social representations concerning career: career as individual project and self-realization; career as social/hierarchical climbing; career as a game of exchange; and career as an uncertain outcome. The respondents’ common sense knowledge of career appears to be reflected and anchored in past working life conditions and in scientific perspectives that no longer correspond to those now dominating at the structural level. This indicates a discrepancy between that which is socially represented among people and that which is communicated within the new conditions of working life.

  • 14.
    Bergmo-Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Social representations of career and career guidance in the changing world of working life2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis explores the meaning of career as a phenomenon and its implication for career guidance. In 1996, career as a phenomenon was more or less considered to be an obsolete or even extinct phenomenon. Since then, career guidance has received increased attention along with the increased interest in lifelong learning strategies. This thesis is motivated by the paradoxical message of career as an extinct yet living phenomenon. Career is outlined as a bridging issue that involves several contexts and is characterized by a number of dominating discourses in tension with one another. Two educational fields linked by career are of particular interest: the field of education and training in working life and the educational field of career guidance counselling. This thesis explores the meaning of career among a triad of various interested parties in this time of transition in the world of working life, and it explores the sense in which such understanding(s) of career influence policies and practices of career guidance. The thesis is based upon four separate studies. The first study explores, in order to disclose underlying views on career, how the language of European policy documents on career guidance characterize career and career development. Qualitative content analysis is used as the basic method to approach the subject in the texts, with an inductive development of categories. The analysis then conducts a sender-oriented interpretation, based upon a textual model for analyzing documents. The results revealed that underlying perspective on career in the documents derive from economic perspective, learning perspective and political science perspective, and communicate career as subordinated to market forces. The second study pays attention to the receiving side of the ideational message, disclosed in the first study. The second study extends the analysis of the first study with an exploration of ethical declaration documents for the profession. The exploration focuses on significant key principles, the profession's role and mission, and significant changes between the initial and the revised ethical declaration. Similarities and differences were compared, combined with the first study’s results as an interpretive frame for analyzing what consequences and significance the core meaning of career at structural level will have for career guidance practice. The results revealed an implicit shift of emphasis in the career guidance mission, which creates uncertainty regarding on behalf of whom the guidance counsellor is working. The third study explores common-sense knowledge of career, among a group of people influenced by changing conditions in working life. This study explores what social representations people have about career. The study also explores how people's anchored thoughts reflect scientifically shaped thoughts, and how they relate to thoughts currently dominating on structural level. Results disclose how the group explored has stable social representations of career that are anchored in the past, in previous working life conditions, and that contrasts with perspectives dominating in the structural context. The group also has dynamic representations, which provide space for negotiation of the meaning of career. The fourth study explores guidance counsellors' social representations of their mission and of careertherein. Results generated four social representations expressed in argumentative pairs of opposites. The first pair is concerned with their professional mission and reveal their professional identity. The second is concerned with career. Their view on their mission and their professional identity is in sharp contrast with how they experience others' interpretation of their mission, as being a matching practice on behalf of the business sector. Guidance counsellors reject the general view of career among others' and they regard career in the context of guidance as something other than the common view. At the same time guidance counsellors reveal difficulties in really clarifying the meaning they ascribe to career. The empirical findings of each of the four studies are finally interpreted as a whole in the final section of this thesis. With support from social representations theory, the empirical findings illuminate the sources as bearers of social representations of career, which both meet and clash.

  • 15.
    Bergmo-Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Social Representations of Career Guidance Practice2013Conference paper (Refereed)
    Abstract [en]

    In recent years, career guidance has been recognized as an important part in implementing lifelong learning strategies, as a means to achieve economic and political goals in European countries. Career guidance in turn, is not an unambiguous concept, with clear job titles, but rather perceived differently by different actors and countries and also changing over time. At the same time, the key-object of practice, i.e. individuals’ various career development issues, seems to be under tremendous changing processes, because of influences from structural changes within organisation systems and changes in working life, as consequences of globalisation. New employment principles have been communicated, which most certainly influence career possibilities for adults. Lifelong employments and stable conditions have been replaced by lifelong learning and unstable conditions, which influence the predictability of future career paths for individuals. Career guidance practice needs to embrace broader career related issues, than the former dominating issues of educational and vocational choice, as “a once in life-time choice”. Nowadays, adults need to readjust their career paths continuously, which in turn, create new challenges and also affect the career guidance practice itself. Career guidance practice can be regarded as a bridging practice between individual and society, with a certain role and mission. Recent studies indicate a discrepancy between what is communicated on a structural level concerning individuals’ careers, and individuals’ expectations on career development issues. This put focus on the role and mission of the guidance practitioner, who have to deal with such discrepancies. The way career guidance practitioners understand their role and mission, most certainly influence their way of supporting individuals. With social representation theory as both theoretical and methodological approach, this study explores what kind of thoughts and ideas, what social and professional representations adult career guidance practitioners have about their role and mission. These representations are assumed to be socially shaped into common-sense knowledge in everyday practice within professional contexts. Because of social changes influencing both the object for and the career guidance practice, tensions might arise causing re-negotiations of professionalization among career guidance practitioners.

  • 16.
    Bergmo-Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Subordinating careers to market forces?: A critical analysis of European career guidance policy2012In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 3, no 2, p. 155-170Article in journal (Refereed)
    Abstract [en]

    This study explores language regarding career and career development in European policy documents on career guidance in order to disclose underlying view(s) of these phenomena conveyed in the texts. Qualitative content analysis was used to approach the subject in the texts, followed by a sender-oriented interpretation. Sources for interpretation include several sociological and pedagogical approaches based upon social constructionism. These provide a framework for understanding how different views of career phenomena arise. The characterization of career phenomena in the documents falls into four categories: contextual change, environment-person correspondence, competence mobility, and empowerment. An economic perspective on career dominates, followed by learning and political science perspectives. Policy formulations convey contradictory messages and a form of career 'contract' that appears to subordinate individuals' careers to global capitalism, while attributing sole responsibility for career to individuals.

  • 17.
    Bergmo-Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The Transformation of Career in Transitional Times2015Conference paper (Refereed)
  • 18.
    Bergmo-Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The uneasy relationship to career: Guidance counsellors' social representations of their mission and of careerManuscript (preprint) (Other academic)
  • 19.
    Bergmo-Prvulovic, Ingela
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Kilhammar, Karin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell. Linnaeus University, Växjö, Sweden.
    Conclusion: HR work – a balancing act with integrity2018In: Human resource management: A Nordic perspective / [ed] H. Ahl, I. Bergmo Prvulovic & K. Kilhammar, London, UK: Routledge, 2018, p. 203-217Chapter in book (Other academic)
    Abstract [en]

    Three important strategic challenges face future HR work: (i) HR departments should deploy a properly informed and critical attitude towards current trends and conditions, (ii) HR departments should deploy a relational and holistic perspective with respect to the work that they perform, and (iii) HR departments should deploy a positive view of other human beings and an ethical stance towards the work that they perform. The chapter ends with a discussion of the particular competencies that HR specialists need to develop so as to successfully meet the challenges described.

  • 20.
    Bergmo-Prvulovic, Ingela
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell. Stockholms universitet, Institutionen för pedagogik och didaktik.
    Kilhammar, Karin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    HR-arbete med balans och integritet2017In: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo Prvulovic & Karin Kilhammar, Lund: Studentlitteratur AB, 2017, p. 257-274Chapter in book (Other academic)
  • 21.
    Bergmo-Prvulovic, Ingela
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell. Stockholms universitet, Institutionen för pedagogik och didaktik.
    Sundelin, Åsa
    Tracing the Framing on Learning Dimensions in Career Guidance Practice2016Conference paper (Refereed)
    Abstract [en]

    Under the umbrella of lifelong learning strategies, career guidance has received increased attention as part of such strategies. In Sweden, educational and vocational guidance is regarded as an educational practice. Nevertheless, by bringing together results from two different studies, a paradox regarding learning dimensions in career counselling is disclosed. Swedish guidance counsellors neither describe themselves or their professional practice in educational or pedagogical terms. At the same time, a study of career conversations with young migrants reveal the educational function as essential and that guidance counsellors clearly are supporting learning processes. The paradox discloses that the professional language of guidance counsellors seems to be insufficient in terms of learning dimensions in career guidance practice. Developing a theoretical framework and professional language for learning dimensions in counselling processes is therefore an urgent issue. By relating the results from the above mentioned two studies to the triangular model of learning developed by Knud Illeris, this paper seeks to discuss and trace a framing on learning dimensions in career guidance.  

  • 22.
    Boström, Ann-Kristin
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Bergmo Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Chaib, Christina
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Chaib, Mohamed
    Petersson, Rune
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Universities’ regional engagement in regional settings in Sweden2009Conference paper (Refereed)
  • 23.
    Boström, Ann-Kristin
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Chaib, Mohamed
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Chaib, Christina
    Bergmo Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Petersson, Rune
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Universities Regional Engagement in Regional settings in Sweden: and the case of the National Centre of Lifelong Learning (Encell), Jönköping University2010In: Council of Europe Standing Conference of Ministers of Education: "Education for Sustainable Democratic Societies: The Role of Teachers". 23rd session in Ljubliana, Slovenia, 4-5 June 2010.Introduction to sub-theme C Partnerships and networking in Education: Illustrative case from Sweden, 2010Conference paper (Refereed)
  • 24.
    Chaib, Christina
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Bergmo Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Towards a Substantial Notion of Validation2009In: Adult Learning: The Third Nordic Conference on Adult Learning: Communication, Collaboration and Creativity, 22 - 24 Arpil, 2009, 2009Conference paper (Refereed)
    Abstract [en]

    The main purpose of our study is concerned with the pervasive concept of validation of knowledge and competencies extensively used in Europe today. We believe that the wide diversity of the methods used as well as their theoretical supports is many times confusing and sometimes contradictory.

    The OECD formulated in 1996, a strategy to make the lifelong learning a reality for all. That included, the creation of new instruments for validation of knowledge and competencies. The European commission supported this strategy for lifelong learning in their memorandum from 2000.  The Commission stressed the need for a lifelong learning strategy; build on, active citizenship, increased employment, and mobility within Europe. The strategy is expected to facilitate the development of systems and methods that assert education and competencies as necessary tools for development, accepted by workplaces and institutions. Since that period strategies and methods for validation have been extensively developed and tested in the European arena.

    Within the European Universities Lifelong Education Network, EUCEN we are, together with many European partners, involved in an Observatory of validation. Our work consists of gathering information, scrutinizing validation processes and assessing different texts about validation. In our understanding validation, neither as a concept nor as a phenomenon, is interpreted in a common way among people who are in a professional way working with validation.

    Despite or maybe because of the broad variety of  “validation processes” going on in Sweden there is confusing understanding of what validation really consists of. There are many reasons why individuals want to be submitted to validation, risking to loose job, wanting a new job, to start to study or even to get a higher income.  We have also seen that sometimes the ambition to validate candidates comes from the industry, especially when a certain job has a low status. We are asking the question whether all these experiences really can be identified and labelled as validation?

    The aim of our study is to conduct a critical analysis of validation as concept and phenomenon. In the text we will present two or three different processes of validation and interpret them in relation to both the Swedish official definition of validation and also related to the two goals declared by The European commission, and mentioned above. A main question for our study is: Can validation be seen as a solution to all problems or do we need more sophisticated concepts, that are giving support and guidance for a true and substantial validation?

  • 25.
    Hirsh, Åsa
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Epistemic Cultures & Teaching Practices. Department for Education and Special Education, Gothenburg University, Gothenburg, Sweden.
    Bergmo-Prvulovic, Ingela
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell. Department of Education, Stockholm University, Stockholm, Sweden.
    Teachers leading teachers: understanding middle-leaders’ role and thoughts about career in the context of a changed division of labour2019In: School Leadership and Management, ISSN 1363-2434, E-ISSN 1364-2626, Vol. 39, no 3-4, p. 352-371Article in journal (Refereed)
    Abstract [en]

    This longitudinal study aims to create in-depth knowledge about the phenomena of middle-leadership and career in school by identifying (1) driving forces for seeking and maintaining middle-leading positions, (2) opportunities and difficulties in maintaining the middle-leading role over time, and (3) underlying thoughts of career disclosed in the respondents’ expressions. Five different reasons for seeking middle-leading positions are identified and driving forces for maintaining the position are categorised as either internal reward/non-observable outcomes or external reward/observable outcomes. Furthermore, the results show that different types of difficulties arise in distinct phases and that middle-leaders’ needs for support therefore vary over time. Additionally, the complexity of teachers’/middle-leaders’ career thinking clearly emerges, and implications for practice are discussed.

1 - 25 of 25
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf