THE PROJECTNorwegian adolescents must make an important career choice at 15: going for vocational training or further academic education. The education system provides vocational and educational guidance, but the concept of career-guidance in school is new.

However, the available literature and research on educational and vocational choice in Norway have largely focused on the sociological aspects of choosing, and everyday speech has often defined a career actor as striving for success. This is not how career is conceptualized in career theory today, so there is a discrepancy between public and theoretical understanding. Transferring theories between contexts have some problems, and there is a need for a deeper understanding of Norwegian context and how it might relate to the career concept. The research question is: “How do Norwegian adolescents experience making a career choice in 10th grade”?

PRELIMINARY FINDINGSLiterature analysis suggest that Norwegian work-culture emphasizes collectivistic values as well as individualistic values, making the career project a continuous transaction between the needs of the individual and the needs of the community. This manifest itself differently in urban and rural contexts, as findings from the data suggest that the experience of making career choices (and giving career choice support) is affected by a different balance between individual and community needs, and differing perceptions of opportunity structure. The career counselling process is influenced by this balance.

IMPLICATIONS The national career learning curriculum and guidance policies are affected because we need to use the career term consciously and refle-xively. While guidelines are nationally uniform, they sometimes seem arbitrary and strange in specific contexts.

METODOLOGYThe study applies qualitative methodology and explores the research question through semi-structured interviews with 10th graders and their career counsellor/teacher in a variety of locations, with a total of 26 interviews. Sampling was done purposively, conveniently and theoretically (GT) to capture the geographical and demographical variety in Norway. Time frame for the project is January 2016 – November 2019.

THESIS BY PUBLICATION:

ARTICLE 1

“Norwegian career competence - career management skills with cultural baggage.” Chapter, single writer. A literature analysis focusing on the development of the Norwegian work-culture, and how cultural values and the concept of career seems to conflict. Central concepts in the article are career as an individualistic project, and the term collecti-vistic individualism that some researchers argue is a central cultural value in Norway. In review, to be published in January 2018.

ARTICLE 2

“…I’ve been talking about this all the time: if you get the chance, come home! I’ll be old someday, and then I’d like someone to be here and take care of me.” A case study of career counselling in two rural Norwegian communities.” Journal article, co-writing with main super-visor. A case-study where community thinking is a central aspect of counsellors’ guidance and counselling. In progress.

SUPERVISORSMain supervisor Tristram Hooley, Professor of Career Education, and second supervisor Mårten Kae Paulsen, Associate professor.

Norwegian career competence - career management skills with cultural baggage

Ph.D.-candidate Ingrid Bårdsdatter BakkeChild and Youth Competence Development Centre, BUK Studies of career guidance, APSThe Inland Norway University of Applied Sciences, Lillehammer - Inn UniversityBlog: https://careersupnorth.wordpress.com/

INN.NO

REFERENCESCorbett, M. (2007). Learning to leave: The Irony of Schooling in a Coastal Community. Halifax:

Fernwood Publ.

Holen, S. (2014). Utdanningsvalg i overgangen fra ungdomsskole til videregående opplæring: en litteraturgjennomgang (Educational choice in the transition between lower and upper secondary: a literature review). NIFU, Vol. 6/2014.

Hooley, T., Watts, A. G., Sultana, R. G., & Neary, S. (2013). The ‘Blueprint’ framework for career management skills: a critical exploration. British Journal of Guidance & Counselling, 41(2), 117-131.

Matthews, B., & Ross, L. (2010). Research methods: a practical guide for the social sciences. Harlow: Pearson Longman.

NOU 2016: 7. (2016) (White paper). Norge i omstilling - karriereveiledning for individ og samfunn. (Norway readjusting – career guidance for individuals and society.) Oslo: Departementenes sikkerhets- og serviceorganisasjon, Informasjonsforvaltning

OECD (2002). OECD Review of career guidance policies, Norway - country note (Paris: OECD. From http://www.oecd.org/norway/1937973.pdf

Thomsen, R., & Skovhus, R. B. (2016). Karrierekompetence i skolen (Career competence in school). In L. G. Lingås & U. Høsøien (ed.), Utdanningsvalg - identitet og danning (Educational choice – identity and growth) (s. 253). Oslo: Gyldendal Akademisk.