Professional Documents
Culture Documents
INGELA BERGMO-PRVULOVIC
Jonkoping University, Sweden
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.
Introduction
This paper is motivated by the apparent confusion concerning how individuals
and career guidance practitioners are to understand and relate to career phenomena in the twenty-first century. New approaches to career guidance have
been suggested as more appropriate to our knowledge-based society. According
to several authors (Savickas et al., 2009), there is a crisis in the core career concepts and models because they do not fit the postmodern economy and, therefore, these need to be reformulated. The crisis concerning concepts and models
seems to be caused by the transformation of society from the industrial age in
which these concepts and models have their origin (Patton & McMahon, 2006;
Savickas et al., 2009) to a knowledge-based society with new working life condiIngela Bergmo-Prvulovic is a doctoral student in Education at the Jonkoping University, School of
Education and Communication, EncellNational Centre for Lifelong Learning, Jonkoping. She is
interested in underlying meanings and social representations of career and career guidance based
on structural and individual perspectives, and implications for career guidance. She has published:
(2012) Subordinating careers to market forces? A critical analysis of European career guidance policy, in European Journal for Research on the Education and Learning of Adults, and (2013) Social Representations of Career Anchored in the Past, Conflicting with the future, in Papers on Social
Representations. Correspondence: Jonkoping University, School of Education and Communication,
EncellNational Centre for Lifelong Learning, Box 1026, SE - 551 11 Jonkoping, Sweden. Email:
Ingela.Bergmo-Prvulovic@hlk.hj.se
2014 Taylor & Francis
377
tions due to economic globalization (Van Esbroeck, 2008). Not only the models
and theories that serve career guidance practice seem to be in crisis: The transformation of society also influences individuals careers, which is the core issue
for career guidance practitioners (Athanasou & Van Esbroeck, 2008). As pointed
out by Herr (2008), the effects of globalization on the organization of work will
change the traditional view of how individual career development occurs. This
presupposes that there has ever been a common understanding about the core
concepts, and this does not seem to be the case, given the lack of consensus
between various disciplines and perspectives on career in the literature (e.g.
Arthur, Hall, & Lawrence, 1989; Collin, 2007; Kidd, 2006; Patton & McMahon,
2006). The same applies to career guidance practice. The profession seems to
comprise multiple meanings and various titles, and the profession has also changed over time (Nilsson, 2010; Savickas, 2008). As pointed out by Athanasou and
Van Esbroeck (2008), the term career guidance is hardly in widespread use, and
systems of career guidance are more often referred to as counselling in some
countries. They describe the field in Australia, for instance, as now populated by
employment counsellors, human resource development practitioners, school
career advisers, career counsellors, life coaches and rehabilitation counsellors,
among others. Career supporting systems also appear to extend to areas that go
beyond career guidance (Van Esbroeck, 2008). The trends appear to be similar
in other countries as well. According to Savickas (2008), a change in the social
organization of work also changes societys methods for supporting individuals.
In recent years, the European Union (EU) has increased its focus on developing guidance policy as an important means of facilitating the implementation of
lifelong learning strategies (see e.g. European Centre for the Development of
Vocational Training (Cedefop), 2005; Jutte, Nicoll, & Salling Olesen, 2011). The
following need further exploration: the way career phenomena shall be understood within such an increased focus, the perspectives and principles that guide
career guidance practice, and the implications of these understandings and perspectives for the future role of guidance practice. Career guidance appears to be
subject to change, both in terms of key concepts within the field (see e.g.
Savickas et al., 2009) and in terms of the meanings that are ascribed to the concept of individuals careers due to the effects of globalization on the organization of work (Herr, 2008). While these changes occur, common European
policies for career guidance practice are created to be applied across diverse
structures and systems, without taking into account the various understandings
of career phenomena and career guidance practice. Based on a previous study
of language and underlying views regarding career/career development in European policy documents on career guidance (Bergmo-Prvulovic, 2012), this article
sets out to deepen the discussion of the meaning of career characterizations, the
essence and underlying perspectives of career, and possible implications for the
future role of career guidance.
The article begins with a brief overview of previous research on career and
the guidance field related to the lifelong learning discourse and the changing
world of work. Thereafter, theoretical and methodological approaches will be
presented, followed by a summary of the findings from the previous critical content analysis of language in European policy documents on career guidance,1,
the purpose of which was to explore characterizations of and perspectives on
career implicit in the documents. The analysis gave reason to further explore
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There are multiple meanings, perspectives and views of career (e.g. Arthur
et al., 1989; Collin, 2007; Kidd, 2006; Patton & McMahon, 2006). Different writers
all have their own way of viewing career (Kidd, 2006). An overview by Arthur et al.
(1989) describes different disciplinary viewpoints on the career concept. For
example, career is viewed as a vocation, as a vehicle for self-realization or as a component
of the individual life structure when regarded from a psychological perspective. The
view of career as a vehicle for self-realization is humanistic, focusing on the opportunities a career can provide for an individuals further growth and on the benefit of
individual growth to organizations and society. The view of career as a component of
the individual life structure recognizes the predictability of career transitions.
The economic perspective regards career as a response to market forces and emphasizes the short-term distribution of employment opportunities and the long-term
accumulation of human capital. Career can also be viewed from the perspective of
political science, which regards career as the enactment of self-interest and sees wealth,
power, prestige and autonomy as principal objects of self-interested behaviour in
the context of institutional political realities (Arthur et al., 1989, p. 10).
Apparently, there is no common definition or view of the concept of career
in the literature. The increased interest in creating common policies for career
guidance in the EU member states indicates, however, that there is some kind
of common understanding of how careers should be understood. Nevertheless,
it is not clearly communicated. Possible contradictions between the various working fields of career guidance, each having their own interpretations of the career
concept (Kidd, 2006), seem to be ignored. The field of guidance is multifaceted
and influenced by trends in society. A historic description shows how the guidance profession has evolved during the four economic eras of agricultural communities, industrial cities, corporate societies and the global economy: four
distinct supporting methods evolved in line with these erasmentoring, guidance, counselling, and constructing (Savickas, 2008). Guidance refers to the
matching of an individual to a position based on individual differences, while
counselling focuses on differences within an individual over time. Moreover,
guidance started out as a profession focusing on supporting youth, but has now
evolved to be concerned with both youth and adults. According to Savickas
(2008), the helping methods change each time the social organization of work
changes. The early development of the profession arose within either the educational system or the social welfare system. Education, in turn, has different roles
that lead to different guidance policies (Manninen, 1998), but the aims of
career guidance are not always clearly articulated. The creation of common policies related to lifelong learning strategies in European countries implies some
kind of common, overall purpose of education that will most certainly influence
the future role of career guidance practice, regardless of where the roots of
guidance can be found in each country. To better understand career and career
guidance, we thus need to recognize the elements and influences of the social
contexts in which these phenomena and activities are embedded (Herr, 2008).
Theoretical approaches
The study is guided by the view that the manner in which relevant policy
documents depict individual career and career development derives from certain
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beliefs, viewpoints and perspectives and that these will influence directions for
career guidance practice. Given the lack of a common understanding of career,
as well as various interpretations and conceptions of career guidance practice, a
framework is needed that can capture how such different understandings arise
and become objective social reality. In light of the tremendous changes in society and work environments, which are characterized by effects of globalization
and which surely influence the meanings ascribed to the concept of career as
well as how career guidance practice responds to such changes (Herr, 2008;
Savickas, 2008; Savickas et al., 2009; Van Esbroeck, 2008), this study bases its
theoretical view on social constructionism. Reality is regarded as socially and
linguistically constructed through an on-going process composed of the
moments of externalization, objectivation and internalization (Berger &
Luckmann, 1966, p. 149). This provides a framework for understanding how different views and perspectives on career and career guidance arise. The era and
context within which we live, language and relationships all affect the way we
understand reality (Berger & Luckmann, 1966; Burr, 1995; Gergen, 2009).
According to Savickas (2008), career supportive methods change each time
the social organization of work changes. One may ask in what manner the social
organization of work arises. Under a social constructionist view, the social order,
i.e. the social organization of work, is an on-going human production (Berger &
Luckmann, 1966, p. 69), and the current social order and organization of work
is thus the result of past human activity and production. Human actions are
externalized when they are repeated, disseminated and sorted into patterns.
These actions are then practised by others as habitual activities, or institutionalized. These habitual activities are then typified and passed over to others and
finally become objectified (Berger & Luckmann, 1966). We are thus shaping, or
constructing, our future reality by the way in which we describe and explain
something (Gergen, 2009).
To capture both the essential understanding, or core meaning, of career that
emerges in contemporary societywhich is assumed to be socially and linguistically constructed by human action through certain beliefs and perspectives
within new conceptions of working lifeand the possible implications of such
for the future role of career guidance, relevant documents that are influential
from a societal level on career guidance practice need to be explored. The following questions will be answered: What is the essential understanding, or core meaning, of individuals careers and career development that can be found in European policy
documents characterizations and perspectives on such phenomena and which shapes career
guidance practice in the twenty-first century? What significance and consequences will this
have for the future role of career guidance practice?
Methodological approaches
A critical qualitative content analysis of European career guidance policy documents, with an inductive approach (Graneheim & Lundman, 2004; Hsieh &
Shannon, 2005), followed by a sender-oriented interpretation (Hellspong &
Ledin, 1997) according to the textual context and various perspectives on the
career concept (Arthur et al., 1989) was conducted in order to explore characterizations and disclose underlying views of career and career development. The
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present and previous declarations of ethics for career guidance practice in the
Swedish context. A third section will present the implications of EU policy for
career guidance practice that emerged from the final analysis.
383
The last category, empowerment, conveys expectations on individuals to independently control and self-manage their careers, and thus their life paths, in
learning, work and other contexts. The foundation for the empowerment of the
autonomous individual is constituted by the development of an individuals
career management skills, such as learning to learn, social and civic skills and a
sense of entrepreneurship. The texts convey individuals independence and
responsibility, or autonomy, as essential for personal fulfilment, professional
development and social inclusion; autonomous students, pupils, staff and trainees will be able and motivated to access and benefit from various learning
opportunities in different contexts. It is communicated that individuals are
responsible for managing and planning their learning, work pathways and
transitions in accordance with their life goals, while they also effectively relate
their interests and skills to the market. Consequently, individuals gain personal
fulfilment through self-government, preparation and adaptation in accordance
with the market.
The dominant perspectives in EU policy
The exploration, as summarized above, together with a sender-oriented
interpretation, revealed certain conditions and responses to these conditions
(Bergmo-Prvulovic, 2012, p. 163), which in turn disclosed some dominating
perspectives on career, presented below.
The first category, contextual change, and its subcategory of instability refer to
the context of changing economic and social conditions, which in turn can be
understood as a consequence of globalization processes and the transition to a
knowledge-based society in which the reality of instability seems to be taken for
granted. The second category, environmentperson correspondence, is closely related
to the category of contextual change. Within the environmentperson correspondence, the subcategories of adaptation, adjustment, readjustment and transition
learning can all be regarded as required responses to such changing conditions.
Preparation, in turn, as a subcategory of contextual change, appears to be a prerequisite for the required responses. Within these two categories appear very
clearly those senders representing labour market needs and those representing
enterprises and workplaces. Transition learning as a required response
addresses, in turn, a learning perspective on career and includes adjustment, adaptation and readjustment because of its adaptive approach. This learning approach
seems to be anchored in the theory of Parson (1909), where it came to include
the concept of adjustment with the approaches of personenvironment matching (Patton & McMahon, 2006). The person seems to be subordinated to the
demands from the environment, which consequently places the word environment before person in the second category, as the texts depict career as the
search for environmentperson correspondence (Bergmo-Prvulovic, 2012,
p. 165). Moreover, Bergmo-Prvulovic (2012) argues that the texts convey beliefs
about individuals career and career development that derive from an economic
perspective on career, regarding career as a response to market forces (cf. Arthur
et al., 1989). The career management focus, based upon adjustment to changes
(cf. Manninen, 1998), appears to dominate these categories as well. The learning perspective combined with the economic perspective can be understood,
according to Bergmo-Prvulovic (2012), in relation to the increased interest in
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385
refer to a broader range of activities and services. Both ethical principles are
based on the ethical values that may be found in the United Nations
Declaration of Human Rights (2012) and the International Labour Organizations Convention on Professional Guidance, No. 142 (1975), while the current
declaration of ethics (Sveriges Vagledarforening, 2007) also is based on the EU
Resolution on Guidance 9286/04 (2004).
The analysis of former and current Swedish ethical principles for career guidance has revealed some common key principles over time. The most apparent
ones are those focusing on the mission of career guidance practitioners, how
they conduct their practice, and what kinds of questions they work with in
meeting with their clients. Career guidance practitioners work to: support
applicants to make carefully considered choices, encourage individuals to
develop their self-knowledge and self-awareness, increase awareness, and
illuminate various options. They also adapt their guidance activities according to
applicants needs and acknowledge the applicants. In the present declaration,
some formulations have been added, such as understanding life as part of
self-awareness, and also the mission for the guidance practitioner to create
motivation (Sveriges Vagledarforening, 2007) in the applicant. Career guidance
practitioners use dialogue as a tool in their practice (Sveriges Vagledarforening,
1989) based upon expert knowledge in areas concerning human interaction.
The dialogue as central for the guidance practitioners work is much more
emphasized in the earlier declaration. Career guidance practitioners shall
possess self-awareness of their own attitudes and values towards individuals and
society and show respect for the unique and equal value of every human being.
They shall favour justice and equal opportunity and strive to oppose discrimination. The career guidance practitioner shall also provide information that is
relevant, clear and objective and strive for impartiality.
The analysis also revealed some major changes between the two declarations
which need to be highlighted. The main change is that the wording of the new
declaration is much more vague and general and appears to leave room for different interpretations. Both declarations emphasize that the career guidance
practitioner shall be uninfluenced by special interests. In the former declaration,
this is formulated as follows;
The guidance counsellor should be free from such pressures from
other stakeholders (e.g. employers, training providers) which would
restrict the applicants opportunity to make choices and decisions.
The guidance counsellor will serve as the applicants representative. (Sveriges Vagledarforening, 1989, pp. 23)
The present declaration has replaced the above with the following: The
guidance counsellor should focus on the individual and remain uninfluenced by
other considerations (Sveriges Vagledarforening, 2007, p. 2). Both declarations
mention potential conflicts between different interests in career guidance
practice. The previous statement describes these conflicting interests extensively:
The guidance counsellor often faces conflicting interests and conflicting demands. This can be a question of the balance between public
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made regarding both the function of and who is working as a career guidance
counsellor. Earlier, the contexts in which career guidance counselling was conducted and how it connected with various public institutions were more clearly
defined. Now, the area and activities for career guidance counsellors have been
broadened and include the private sector and various activities. In the previous
declaration of ethics, there was also a greater emphasis on vocational and educational choice and decision-making as one of the main functions. In the current
declaration of ethics, the motivational function of the career guidance counsellor has been clarified. This becomes problematic, however, if the motivational
function is conducted primarily on behalf of stakeholders other than the
individual, which seems to be the case according to the dominating economic
perspective on career and the adaptive approach to learning within the learning
perspective (Bergmo-Prvulovic, 2012). As pointed out by Ahl (2006), motivation
might be seen as a euphemism for direction and control. Within the increased
focus on EU policy-making for career guidance, there follows an overall purpose
of education in its broadest sense, which implies a covert mission for career
guidance to construct adaptable workers (Bergmo-Prvulovic, 2012). This, in turn,
creates tension between whether career guidance shall be seen as directive
guidance practice, as described by Savickas as dominant during the industrial
age, as non-directive counselling or as a practice supporting self-construction, as
suggested to be the appropriate supporting method for contemporary and
future society (Savickas, 2008). The broadening of areas and functions can be
seen as a consequence of societal changes, including trends of lifelong learning.
Several authors argue that the profession of adult education (see e.g. Jutte
et al., 2011), including career guidance practice (Bergmo-Prvulovic, 2012),
seems to lose contour and visibility the more these become central subjects of
lifelong learning debates. Such trends also seem to influence the change in
functions and working tasks of career guidance practitioners. The increased
focus on recognition for prior learning and/or validation as important tools for
the adult education field (see e.g. Andersson & Fejes, 2011; Diedrich, 2012),
including career guidance practice (see e.g. Bergmo-Prvulovic, 2012), are
examples of changing functions. Career guidance practitioners seem to have an
important, yet diffuse, difficult and contradictory role to play. The fact that the
field of guidance has been broadened with additional actors and activities might
cause tensions and competition between various professions in terms of
professionalization.
Discussion
This paper explores the understanding of career and its implications for career
guidance practice according to meanings ascribed to the concept of individuals
careers through underlying perspectives in EU policy. The core of career that
emerges from this analysis seems to be far away from the career metaphor of
climbing the ladder from the era of high modernity (Savickas, 2008) and from
those predictable conditions of work in which loyalty and dedication were
rewarded by lifelong employment, job security and possibilities for hierarchical
advancement (Savickas, 2008; Savickas et al., 2009). The meanings ascribed to
individuals careers appear to be redesigned by stakeholdersbusiness, industry
389
and policy-makers. This redesign seems to echo the concept of protean career
(Hall & Mirvis, 1996). The social organization of work appears to be under new
construction as a result of human activity affected by globalization and to influence the language of how we describe and explain the world of work of today
(Berger & Luckmann, 1966; Gergen, 2009).
The difficulties and challenges for career guidance practice arise from several contexts of change. While the meaning of career is under reconstruction
because of the changing world of work, career as a concept is added into
policy documents and ethical declarations without a clear definition or explanation from the senders. Because there are various disciplinary perspectives on
career and several interpretations and multiple meanings ascribed to career
among both ordinary people and guidance practitioners in various fields
(Collin, 2007; Kidd, 2006), career guidance would seem to be a mission impossible unless the concept is further clarified. The dominating perspectives on
career in EU policy documents challenge other perspectives on career. The psychological perspective, with self-realization as a humanistic position, has been
subordinated to the requirements of adaptation (Bergmo-Prvulovic, 2012). The
complementary view of career as mutually beneficial to individuals and
organizations appears to be challenged because the benefits to organizations
and society are emphasized prior to the individual. The unpredictability of
career, which is now constructed by the effects of globalization, makes educational and vocational choices difficult, as these are intertwined with future
dreams and thoughts of career. This, in turn, requires stakeholders from business and industry to reflect upon how to create new predictable conditions for
career, if career is to be continuously relational and complementary between
individuals and organizations. The on-going construction of a new social
arrangement of work might result in consequences that neither organizations,
nor individuals, nor society can foresee. Professional guidance counsellors
trained to represent applicants, in accordance with professional ethical guidelinesmay face tensions in practice as the mission for career guidance shifts
focus to primarily serving society and when pressures from other stakeholders
restrict the applicants decisions.
On a wider perspective, the conclusions drawn in this article may have
implications for future research on broader themes of European policies, in
both educational and labour sphere. It would be of interest for all actors who
have shown such increased interest in lifelong learning strategies and guidance
policy-making, such as business, industries and policy-makers, to return to and
re-analyse the understanding of career phenomena that exist in each specific
context. Career guidance, as highlighted in this article, lacks clarity both in
terms of the meaning career and in terms of how guidance as professional
practice may be understood. Muddled and contradictory understandings among
various stakeholders, and between local and transnational contexts are bound to
result in ethical dilemmas. Such dilemmas must be addressed. There is therefore
an urgent need for continued in-depth and comparative analysis of how career
is conceptualized and on how career guidance is practiced in each particular
context. The contradictions within the mission of career guidance, together with
the broadening of functions, activities and actors working with career-related
issues, as revealed in this analysis, indicates several needs within the field of
practice: to pay attention to the professionalism of the field (Athanasou &
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Van Esbroeck, 2008); to further explore the academic home of career guidance (Athanasou & Van Esbroeck, 2008, p. 707); and to clarify who is working
with career guidance counselling, what their work consists in, how are they working and for whom are they working.
Note
1.
The analysis of the European policy documents on career guidance was first published in:
Bergmo-Prvulovic (2012). http://www.rela.ep.liu.se/issues/10.3384rela.2000-7426.201232/rela0072/
rela0072.pdf.
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