Evidence and evaluation

About

This section describes the practice of using research and evidence to inform the design of interventions, and draw conclusions from evaluation and measurement.

We reference a number of papers that discuss consideration, frameworks and perspectives in the area of evaluation and evidence led practice, before showing some case studies that indicate how research and evidence has been used or gathered. These range from small scale pilots to larger programmes.

In proposing some selected publications, we have noted the insight they might contribute to career practitioners, service managers and policymakers.

Key learning highlights

Some of the key points that offer indicators on the state of research in this area include the following:

• Measurement and evaluation in careers is over 50 years old, with one of the first meta reviews being conducted in 1970 (Hamilton and Jones, 1970).

• Careers practitioner researchers developed relatively slowly to 2010, though around 2 in 3 career guidance professionals were carrying out research at that time. (Neary et al, 2011).

• The onus to “prove it works” (to budget holders and policy makers) has increased over the last decade or more, exemplified by a conference paper by Hiebert et al (2014) that gave examples of career services in Canada and Europe that demonstrated evidence of impact. 

• There are a wide body of case studies to show evaluations of career interventions, establishing good practices, but wider literature review and discussion papers point to the various dimensions of robust evaluation that are not often considered such as process, policy, consumption and people (e.g. Hooley et al, 2019)

• Other subjects, notably education and therapeutic fields, offer potential learning opportunities for career guidance in the area of practitioner-researcher activities and opportunities, with deeper considerations for ethical concepts and client-researcher relationship dynamics (e.g. Shaw and Lunt, 2018)