PowerPoint Presentation
The economic benefits of guidanceTristram Hooley (Professor of
Career Education)www.derby.ac.ukwww.derby.ac.uk/icegs OECD
definitionCareer guidance refers to services and activities
intended to assist individuals, of any age and at any point
throughout their lives, to make educational, training and
occupational choices and to manage their careersThe activities may
take place on an individual or group basis, and may be face-to-face
or at a distance (including help lines and web-based services).
(OECD, 2004)
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Overviewwww.derby.ac.uk/icegs www.derby.ac.ukwww.derby.ac.uk/icegs
Overviewwww.derby.ac.uk/icegs www.derby.ac.ukwww.derby.ac.uk/icegs
Does career guidance work?YesThere is a developed evidence base
which describes its impacts and provide insights into effective
practice (see Hooley, 2014 for a summary).However, relatively
little of this evidence base describes the economic impacts of
guidance. www.derby.ac.uk/icegs
www.derby.ac.ukwww.derby.ac.uk/icegs Key papers on the efficacy of
career guidanceWhiston et al.s (1998) meta-analysis of 47 studies
identified impacts across all types of career interventions.Bimrose
et als (2008) five-year longitudinal tracking study of 50 career
guidance clients found that one-to-one guidance interventions were
regarded as useful by clients, and that guidance services can
support adults to make successful transitions in a turbulent labour
market.Vuori et al.s (2012) paper used a randomised control trial
to demonstrate the impact of a group intervention on career
management skills. Carey & Dimmitt (2012) found that there was
consistent evidence of a positive relationship between
well-organised school counselling programmes and the educational
outcomes of students.And lots more see the reference list at the
end.
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Levels of impactwww.derby.ac.uk/icegs
www.derby.ac.ukwww.derby.ac.uk/icegs Overviewwww.derby.ac.uk/icegs
www.derby.ac.ukwww.derby.ac.uk/icegs Types of impact
www.derby.ac.uk/icegs www.derby.ac.ukwww.derby.ac.uk/icegs Its
the economy stupidWe will focus on economic impacts.But social and
learning impacts can also have economic implications.E.g.
increasing womens engagement in STEM careers is both a social and
an economic argument for guidance.E.g. increasing attainment
(Hooley et al. 2014) is a learning impact, but also has economic
benefits.
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Overviewwww.derby.ac.uk/icegs www.derby.ac.ukwww.derby.ac.uk/icegs
Watts model of economic impact (1999)www.derby.ac.uk/icegs
www.derby.ac.ukwww.derby.ac.uk/icegs Where might these impacts
register (Maystons framework, 2002)www.derby.ac.uk/icegs
www.derby.ac.ukwww.derby.ac.uk/icegs Evidence: Useful
studiesBlundell, Dias, Meghir, Van Reenan (2004) found unemployed
participants in a guidance programme were more likely to progress
to employment. Graverson and van Ours (2008) found that guidance
increased success in job hunting by 30%. Liu, Wang and Huang (2014)
found that guidance improved chance of employment for unemployed
workers. Taylor & Hooley (2014) found higher rates of
employment and graduate employment for participants in
guidance.
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Evidence: Regional Forecasts on adult guidanceA report in Northern
Ireland (Regional Forecasts, 2008) examined the impact of the
Educational Guidance Service for Adults on the Northern Ireland
economy. The study used a mix of quantitative and qualitative
methods, including detailed analysis of the services client data,
to estimate the economic value of the service. This was estimated
to be 9.02 net additional tax revenue for every 1 of public money
investedwww.derby.ac.uk/icegs www.derby.ac.ukwww.derby.ac.uk/icegs
Evidence: PWC on school based careers workOn the basis that the
expected lifetime cost of school based career guidance is
approximately 200 per pupil then if:one more pupil is encouraged to
attain an undergraduate degree, it would offset the costs of
providing the benchmarks to 985 pupils;one more female pupil is
encouraged to attain a Foundation Degree, it would offset the costs
for 535 pupils;one more pupil is encouraged to attain a Level 2
Apprenticeship, it would offset the costs for between 395 and 610
pupils;one more pupil is encouraged to attain a Level 3
Apprenticeship, this would offset the costs for 665 and 990 pupils;
andone more pupil is deterred or prevented from becoming NEET, the
avoided Exchequer costs would ofset the cost for 280 pupils.
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References and resourcesBimrose, J., Barnes, S-A. & Hughes, D.
(2008). Adult Career Progression and Advancement: a Five-Year Study
of the Effectiveness of Guidance, Coventry/London: Warwick
Institute for Employment Research/Department for Innovation,
Universities and Skills.Blundell, R., Dias, M. C., Meghir, C.,
& Reenen, J. (2004). Evaluating the employment impact of a
mandatory job search program. Journal of the European Economic
Association, 2(4), 569-606.Carey, J. & Dimmitt, C. (2012).
School counseling and student outcomes: summary of six statewide
studies. Professional School Counseling, 16(2): 146-153.Graversen,
B. K., & Van Ours, J. C. (2008). How to help unemployed find
jobs quickly: Experimental evidence from a mandatory activation
program. Journal of Public Economics, 92(10), 2020-2035.Hooley, T.
(2014). The Evidence Base on Lifelong Guidance. Jyvskyl, Finland:
European Lifelong Guidance Policy Network (ELGPN).Hooley, T.,
Matheson, J. & Watts, A.G. (2014).Advancing Ambitions: The Role
of Career Guidance in Supporting Social Mobility.London: Sutton
Trust.Liu, S., Huang, J. and Wang, M. (2014). Effectiveness of job
search interventions: A meta-analysis review. Psychological
Bulletin. Vol 140 (4) pp 1009-1041. Mayston, D. (2002). Assessing
the Benefits of Careers Guidance (CeGS Occasional Paper). Derby:
Centre for Guidance Studies, University of Derby.
www.derby.ac.uk/icegs www.derby.ac.ukwww.derby.ac.uk/icegs Need
to revise this17References and resources IIRegional Forecasts
(2008). Examining the Impact and Value of EGSA to the NI Economy.
Belfast: Regional Forecasts.PWC (2014). Assessing Benchmarks of
Good Practice in School Career Guidance. London: Gatsby Charitable
Foundation. Taylor, A. R., & Hooley, T. (2014). Evaluating the
impact of career management skills module and internship programme
within a university business school. British Journal of Guidance
& Counselling, 42(5), 487-499.Vuori, J., Toppinen-Tanner, S.
& Mutanen, P. (2012). Effects of resource-building group
intervention on career management and mental health in work
organizations: randomized controlled field trial. Journal of
Applied Psychology. 97(2): 273-286. Watts, A.G. (1999). The
Economic and Social Benefits of Guidance. Educational and
Vocational Guidance Bulletin, 63: 12-19.Whiston, S.C., Sexton, T.L.
& Lasoff, D.L. (1998). Career intervention outcome: a
replication and extension of Oliver and Spokane (1988). Journal of
Counseling Psychology, 45(2): 150-165.
www.derby.ac.uk/icegs www.derby.ac.ukwww.derby.ac.uk/icegs
www.derby.ac.uk/icegsTristram HooleyProfessor of Career
EducationInternational Centre for Guidance StudiesUniversity of
Derbyhttp://www.derby.ac.uk/icegs
[email protected]@pigironjoe
Blog athttp://adventuresincareerdevelopment.wordpress.com
www.derby.ac.uk/icegs www.derby.ac.ukwww.derby.ac.uk/icegs
Remember, rememberThere is evidence that career guidance is
effective.There is conceptual work that has explored the economic
impacts of guidance.There are number of studies that have attempted
to quantify this economic impact.There is a need (as ever) for
further research to map these higher level impacts.
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