Career perspectives at the political level of curriculum of higher education

Abstract <br/><br/>General description <br/><br/> <br/><br/>This study explores the intersection of career insights and higher education (HE), specifically within the context of curriculum studies. Our primary research question focuses on how the national qualification frameworks of the UK, Denmark, France, and Germany align with the goals of the European Qualification Framework (EQF) in preparing graduates for various career pathways. We also aim to understand how these frameworks reflect different interpretations of HE's societal role. <br/><br/>Our conference contribution highlights our research as a case study of the relationship between curriculum and career studies. As scholars in HE research who draw from career development and guidance, we have identified a significant gap: the emphasis on employability often overshadows a more holistic understanding of career. This observation aligns with Healy's (2022, 2023) findings, which similarly critiques the tendency toward a competency-oriented approach within HE. <br/><br/>We will present a comparative analysis of the political influences that shape HE curricula across the four European countries, shedding light on the underlying political agendas related to career preparation. Examining the connections among career preparation, HE, and curriculum research, we aim to enrich the ongoing discourse surrounding curriculum studies in this context. <br/><br/>To guide our analysis, we employ a curriculum theory developed by Stefan Hopmann, which categorises curricula into three interconnected levels: political, programmatic, and practical. This framework allows us to emphasise the political dimension of curricula while recognising their connections to programmatic and practical considerations. Through this theoretical lens, we conduct a document analysis using three analytical modes, facilitating a comprehensive examination of the qualification frameworks and their relation to career preparedness. <br/><br/> <br/><br/>Methodology <br/><br/>The analytical strategy for this case study was structured around two rounds of thematic coding, guided by Stefan Hopmann's curriculum theory, which encompasses three modes of curriculum: order, sequence, and choice. These modes are interrelated, influencing each other rather than existing in a strict hierarchy. <br/><br/>According to Hopmann (Hopmann et al., 1995), the mode of order in education pertains to the content that should be taught, rooted in traditions. The mode of sequence involves the structuring and methods of teaching that determine how students engage with this content and the order in which they learn. Lastly, choice emphasises aligning content and methods with students' interests, political agendas, and curricular frameworks, highlighting the social dynamics of educational selection and its influence on future expectations. <br/><br/> <br/><br/>In the initial round of coding, these three modes served as analytical categories. In the subsequent thematic coding, the mode of choice was further divided, by the researchers, into four subcodes reflecting different career perspectives: <br/><br/> <br/><br/>The Academic System: This subcode focuses on educational and research structures, including curricula, research activities, and career pathways within academia. <br/><br/> <br/><br/>The Society/Non-Specialist: This highlights the necessity of communicating complex information to diverse audiences while addressing societal and ethical considerations. <br/><br/> <br/><br/>The Student Self: This pertains to personal attributes such as responsibility, decision-making, autonomous learning, and adaptability. <br/><br/> <br/><br/>The Professional System: This involves students or graduates engaging in the labor market or acting as specialists in various professions. <br/><br/> <br/><br/>Collectively, these subcodes clarify the target audience for the mode of choice—whether focused on individuals inside or outside academia—and identify the stakeholders involved, whether they are students or society at large. This reflects the interconnectedness between the educational system and the broader societal context. <br/><br/> <br/><br/>Outcomes <br/><br/>The research outcomes reveal significant insights into the interplay between curriculum frameworks and career development within HE across the four European nations. By utilising Hopmann's curriculum theory, the study highlights notable variations in how each country interprets the purpose of HE and its role in career preparation. <br/><br/> <br/><br/>Specifically, the analysis indicates that the German and French frameworks lean more towards a professional system, prioritising vocational preparedness. In contrast, the Danish framework emphasises an academic system focused on broader educational outcomes. In contrast, the UK framework offers a unique perspective centring on the individual student experience. <br/><br/> <br/><br/>Furthermore, the findings suggest that current qualification frameworks primarily emphasise discipline-specific and generic skills, often neglecting the broader competencies necessary for comprehensive career development. This gap underscores the necessity for an integrated approach, demonstrating how the fusion of career research with curriculum analysis can yield new insights into the political dimensions of educational policy. <br/><br/> <br/><br/>This research significantly contributes to the field of career research and HE by integrating career development theory with curriculum theory, creating a novel framework for understanding how career development is conceptualised within national qualification frameworks. Our findings advocate for further programmatic and practical exploration, providing valuable implications for policymakers and HE institutions aiming to align education with career readiness better. <br/><br/> <br/><br/>Ultimately, we hope this study not only bridges existing gaps but also sparks ongoing dialogue and innovation at the intersection of education and career research. Our findings emphasise the importance of continued research and collaboration to ensure that educational programs remain relevant and responsive to the changing needs of both students and employers, and we hope to discuss this at the NoRNet conference. <br/><br/> <br/><br/> <br/><br/>References <br/><br/>Haug, E. H., Hooley, T., Kettunen, J., &amp; Thomsen, R. (Eds.). (2020). Career and career guidance in the Nordic countries. Brill | Sense. <br/><br/>Healy, M. (2023). Careers and employability learning: Pedagogical principles for higher education. Studies in Higher Education, 48(8), 1303–1314. https://doi.org/10.1080/03075079.2023.2196997 <br/><br/>Healy, M., Hammer, S., &amp; McIlveen, P. (2022). Mapping graduate employability and career development in higher education research: A citation network analysis. Studies in Higher Education, 47(4), 799–811. https://doi.org/10.1080/03075079.2020.1804851 <br/><br/>Hopmann, S., Künzli, R., &amp; Jacobsen, B. W. (1995). Læseplansarbejdets muligheder og begrænsninger—Et grundrids af en læseplansteori. I Læseplansstudier 3 (s. 339–370). Danmarks Lærerhøjskole. <br/><br/>Watts, A. G. (2016). Career development policy &amp; practice: The Tony Watts reader (T. Hooley &amp; L. Barham, Eds.). NICEC.