| 1. |
- Bergmo Prvulovic, Ingela, 1970-
(författare)
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Adult Career Development from a Transition Perspective : An analytical framework for adult career counselling practice
- 2010
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Konferensbidrag (refereegranskat)abstract
- 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.
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| 2. |
- Bergmo-Prvulovic, Ingela, 1970-
(författare)
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Career guidance for the individual or for the market? : Implications of EU Policy for career guidance
- 2012
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- 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?
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| 3. |
- Bergmo-Prvulovic, Ingela, 1970-
(författare)
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Careers between the past and the future - A social representation theory approach
- 2012
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Ingår i: The 40th Annual Congress of the Nordic Educational Research Associatio, 8-10 March 2012. ; , s. 270-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- 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.
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| 4. |
- Bergmo-Prvulovic, Ingela
(författare)
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Is career guidance for the individual or for the market? Implications of EU policy for career guidance
- 2014
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Ingår i: International Journal of Lifelong Education. - : Informa UK Limited. - 0260-1370 .- 1464-519X. ; 33:3, s. 376-392
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 5. |
- Bergmo Prvulovic, Ingela, 1970-
(författare)
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Learning to change or learning to fit - Counseling on whose demands?
- 2010
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Konferensbidrag (refereegranskat)abstract
- 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.
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| 6. |
- Bergmo-Prvulovic, Ingela
(författare)
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Social representations of career : anchored in the past, conflicting with the future
- 2013
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Ingår i: Papers on Social Representations. - 1021-5573 .- 1819-3978. ; 22:1, s. 14.1-14.27
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 7. |
- Bergmo-Prvulovic, Ingela, 1970-
(författare)
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Social Representations of Career Guidance Practice
- 2013
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Konferensbidrag (refereegranskat)abstract
- 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.
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| 8. |
- Bergmo-Prvulovic, Ingela
(författare)
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Subordinating careers to market forces? : A critical analysis of European career guidance policy
- 2012
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Ingår i: European Journal for Research on the Education and Learning of Adults. - : Linkoping University Electronic Press. - 2000-7426 .- 2000-7426. ; 3:2, s. 155-170
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 9. |
- Bergmo Prvulovic, Ingela, 1970-, et al.
(författare)
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Towards a Substantial Notion of Validation
- 2010
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Ingår i: Communication, Collaboration and Creativity - Researching Adult Learning. - Odense : University of Southern Denmark Press.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
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