22 SES 09 C, Employability and Transition to Work of Higher Education Graduates
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.
Blake, E. 2006. How to provide useful ICT when called upon. Interaction, 13(5), 20-21. Borgen, W, Pollard, D.E., Amundson, N. E. & Westwood, M.J. 1989. Employment groups: the counselling connection. Toronto: Lugus. Buckman, L. 1998. ‘Perhaps we’re thinking there isn’t career out there for us’: A study of undergraduates’ attitudes to their future prospects. British Journal of Guidance and Counselling, 26, 417-434. Burr, V. 1998. Overview: realism, relativism, social consructionism and discourse. In I. Parker (ed.) Social consructionism, discourse and realism, 13-25. Hiebert, B. 2004. Perspectives on guidance and social inclusion in a global society. In Proceedings of IAEVG conference 2004: Guidance, social inclusion and career development, 54-69.Universidade Da Coruna. Lairio, M. & Penttinen, L. 2006. Students’ Career Concerns: Challenges Facing Guidance Providers in Higher Education. International Journal for Educational and Vocational Guidance 6 (5), 143-157. Perrone, L., & Vickers, M. H. 2003. Life after graduation as a “very uncomfortable word“: an Australian case study. Education & Training, 45, 69-78. Potter, J. & Wetherell, M. 1987. Discourse and social psychology. Beoynd attitudes and behaviour. London: SAGE. Tracy, K. 1996. Colloquium: dilemmas of academic discourse. Norwood: Ablex. van Veen, M., Mulder, F., & Lemmen, K. 2004. What is lacking in curriculum schemes for computing/informatics? In Proceedings of the 9th Annual SIGCSE Conference on innovation and Technology in Computer Science Education 2004, 186-190. ACM. Vesisenaho, M. (2007). Developing university-level introductory ICT education in Tanzania: a contextualized approach. PhD Thesis. University of Joensuu. Dissertations in Computers Science: 16.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.