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CE951 Career Development Theories

Module leader: Phil McCash

Module running in 2015/16 and 2016/17
Aims
This module aims to:
1/ Develop systematic knowledge and comprehensive understanding of classic and contemporary career development theories from a range of discipline areas.
2/ Develop confident and creative practice informed by key career development concepts.
3/ Develop innovative and effective practice appropriate to a range of relevant roles e.g. career-related one-to-one work, group work, employer liaison, online provision, management and marketing.

Learning Outcomes

By the end of the module the student should be able to:
1/ Systematically identify career development theories from a range of disciplines.
2/ Comprehensively distinguish key concepts within career development theories.
3/ Use career development theories to critically interpret case studies.
4/ Comprehensively deploy key concepts to analyse case studies.
5/ Use the knowledge listed above to creatively evaluate practice.
6/ Systematically apply the knowledge listed above to enhance practice.
7/ Carefully and thoroughly present material in clear written form by identifying, analysing and applying key texts and practices using appropriate and adequate structure, spelling, grammar, syntax, length and referencing.

Outline Syllabus
1/ Definitions of career.
2/ The facilitation of career development learning.
3/ An epistemological framework for interpreting career development.
4/ Systems organisational theories (e.g. Patton & McMahon).
5/ Learning-based theories (e.g. Krumboltz).
6/ Person-environment fit theories (e.g. Holland).
7/ Life course development perspectives (e.g. Super).
8/ Sociologically-influenced theories (e.g. Law & Hodkinson).
9/ Narratologically-informed perspectives (e.g. Cochran).
10/ Psychodynamic theories (e.g. Savickas).
11/ Additional perspectives (e.g. the career management and career types literature).
12/ Use of the above to systematically interpret case studies in conceptual terms.
13/ Integration into existing and/or future working context.

Summary of teaching
30 hours of blended learning consisting of intensive all-day workshops with further materials provided via a virtual learning environment supported by a module reading pack and tutorial.

Module timing and duration
Usually, this module runs twice a year in October and April.

Assessment
The assignment consists of a 5000 word project (100%).


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Key dates