Title | Themes | Brief description | Location |
Neary, S. and Hutchinson, J. (2011). More questions than answers: the role of practitioner research in professional practice University of Derby (Link) | Practitioner research in careers guidance | The authors explore the role of research within the concepts of profession and professional practice; drawing on literature and primary research that captures views from two groups of careers practitioners. Skills of researches, and the role of practitioner research, are reviewed. Academic and non academic researchers are each interviewed to contrast the results. | General |
Watson, M., and M. McMahon. “Qualitative Career Assessment in South Africa.” Psychological Assessment in South Africa: Research and Applications, edited by Sumaya Laher and Kate Cockcroft, Wits University Press, 2013, pp. 474–87. JSTOR, (Link) | Comparing qualitative and quantitative career assessment and the development of career measurement instruments | The authors draw the parallel between the evolution of the careers field from 1900 and the parallel discipline of career assessment. At any given time, criteria used to assess practice are suggested as being related to the contemporary contexts. This chapter reviews and contrasts qualitative and quantitative approaches and introduces practice tools developed in the South African context to offer examples of the results of research. | South Africa |
Markham, Annette, and Elizabeth Buchanan. “Research Ethics in Context: Decision-Making in Digital Research.” The Datafied Society: Studying Culture through Data, edited by Mirko Tobias Schäfer and Karin van Es, Amsterdam University Press, 2017, pp. 201–10. JSTOR, (Link) | Considering ethics of research in contemporary digital environments | This book chapter considers research ethics but with the specific focus on the issues, challenges and strategies required in digital environments.
New data sets and digital media are creating new ethnical dilemmas.
This discussion is grounded in the UN principles of Human Rights. | General |
Frigerio, G. (2018). Making connections through practitioner research. In Graduate Careers in Context (pp. 179-192). Routledge. (Link)(Paid) | Practitioner research in careers guidance | This chapter focuses on the role of the career development practitioner integrating theory with their practice through engaging in practitioner research. It describes the systems theory framework developed over the last twenty years by Mary McMahon and Wendy Patton as a way of visualising complexity of the individual in context when considering career development. The chapter considers the practitioner researcher in context and identifies barriers and enablers to practitioners engaging in research The chapter explains how practitioner research can be at any stage of the career development. | General |
Shaw, I., & Lunt, N. (2018). Forms of practitioner research. British Journal of Social Work, 48(1), 141-157. (Link) | Understanding different forms of practitioner research | This review is from the fields of social and healthcare, but nonetheless draws attention to different sorts of practitioner research, and the distinction with other forms of research. | General |
Simon, G. (2018). Eight criteria for quality in systemic practitioner research. | Embedding quality criteria into practitioner research | This review suggests and rationalises eight criteria for high quality practitioner research, to motivate considerations of quality.. | General |
Archer, Elizabeth. “Design Research: Developing Effective Feedback Interventions for School-Based Monitoring.” Transforming Research Methods in the Social Sciences: Case Studies from South Africa, edited by Sumaya Laher et al., Wits University Press, 2019, pp. 317–36. JSTOR, https://doi.org/10.18772/22019032750.25. Accessed 17 Sept. 2024. (Link) | Using design research principles in an education setting | This chapter describes design research in education setting, with transferable and relatable ideas for careers service design: Design Research has its root in educational research, particularly curriculum and technology design. The purpose of Design Research is to blend design and research. It proposes a cyclical, iterative approach to design, development and implementation, which informs each subsequent cycle of design. This makes the research suitable for complex situations with many variables, such that the impact of an intervention cannot confidently be inferred at the outset. The approach emphasises a strong role for evaluation.
| General |
Grant, A., & O'Connor, S. (2019). A brief primer for those new to coaching research and evidence-based practice. Coaching Psychologist, 15(1). (Link) | Considering concepts of evidence-led coaching or counselling | This paper is written for coaches of all types, and reviews the concept of evidence led coaching. It describes how evidence can come from a range of knowledge domains, and provides a matrix framework that encourages a critical consideration of relevance and strength of any evidence to a given practice. | General |
Maree, Jacobus G. “Narrative Research in Career Counselling: The Career Construction Interview.” Transforming Research Methods in the Social Sciences: Case Studies from South Africa, edited by Sumaya Laher et al., Wits University Press, 2019, pp. 186–202. JSTOR, (Link) | Using narrative research in career counselling to understand client experiences in depth | Narrative research is an umbrella for a number of approaches that focus on individuals’ written, spoken or visual representations to tell their story. This chapter demonstrates the use of a qualitative method, narrative research in particular, within the context of career counselling. Such an approach was necessitated by the changing discourse in career counselling which requires more in-depth consideration of a client’s life experiences. | South Aftica |
Newman, L., & Leggett, N. (2019). Practitioner research: With intent. European Early Childhood Education Research Journal, 27(1), 120-137. (Link) | Maximising benefits of practitioner research | This paper is based on practitioner research in education, and explains the sorts of initiatives that educators have embarked on and why. The paper discusses benefits of practitioner research to both the students and the researcher. The paper also makes a good case to justify practitioner research. | Australia |
Gregson, M. (2020). In practice: The importance of practitioner research in vocational education. Education sciences, 10(3), 79. (Link) | Making the case for practitioner research | Based on the setting on vocational education, the author makes the case for the importance of practitioner research and reflective practice. Lessons are drawn from case studies of practitioner research in England. | England |
Haile, Semhar, et al. “Negotiating Research and Life Spaces: Participatory Research Approaches with Young Migrants in the UK.” Refuge in a Moving World: Tracing Refugee and Migrant Journeys across Disciplines, edited by Elena Fiddian-Qasmiyeh, UCL Press, 2020, pp. 23–31. (Link) | Designing participatory research to understand individual histories: A case in migrants. | Participatory research is an important branch of research which involves individuals or groups within the research. It emphasises active participation, dialogue, and mutual learning between researchers and participants. The goal is to empower participants and ensure that their perspectives and experiences are central to the research process. It has been particularly applied to the topic of migrants in recent times, but holds much wider applicability for understanding social dynamics and individual behaviour. | General |
Schlicht-Schmälzle, R., et al. (2024), "Bridging the research-practice gap in education: Initiatives from 3 OECD countries", OECD Education Working Papers, No. 319, OECD Publishing, Paris, (Link) | Activities that bridge practice and research gaps (from the education setting) | This paper provides examples and approaches from three OECD countries to the ends of closing gaps between research and education practice.
Particularly they show the collaborative nature of engagement and discuss the conditions that lead to the success of initiatives.
While not directly career related, there are a number of transferable lessons, particularly in schools.
| Norway US Germany |
