The uncertainty of professional identity and the future career has enormously increased in higher education (Buchman 1998, Lairio & Penttinen 2006, Perrone & Vickers 2003). Particularly, in the field of ICT the rapidly changing working life requires abilities to cope the uncertainty in almost everything. However, the ICT education field has paid little attention to the educational and career counselling locally and internationally. The practical aim of this study is to develop new practices of study counselling in higher level ICT education, and develop ICT education based on the current and future needs (see Blake 2006, van Vee, Mulder & Lemmen 2004, Vesisenaho 2007). This study reports discourse analysis of group counselling discussions. The empirical research is based on discourse analytic theory in which the social reality is seen constructed in talk and texts used in social interaction (Burr 1995, Potter & Wetherell 1987). Thus the professional identity is seen as contextually negotiated phenomena. Identity work is described as a process of negotiation of possible identities in social interaction. (Tracy 1996.) The aim of the study is to explore the group counselling discussions as a chance of constructing identity of becoming expert in ICT. Group discussion is seen as a place for institutionally guided peer counselling where fellow students can share their ideas on the field of their studies and future work.

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