20 Credit Modules

Module title:	Career Development Theory
SCQF level:	11:
SCQF credit value:	20.00
ECTS credit value:	10
Module code:	CRG11106
Module leader:	MR PETER ROBERTSON
School	Life Sport & Social Sciences
Subject area group:	Social Science

Prerequisites

There are no pre-requisites for this module to be added

Timetables

Click here to view the trimester 2 teaching timetable

Click here to view the trimester 3 teaching timetable

2012/3, Trimester 2, Face-to-Face, Napier University

Occurrence:	001
Primary mode of delivery:	Face-to-Face
Location of delivery:	NAPIER
Member of staff responsible for delivering module:	MR PETER ROBERTSON
Module Organiser:

Learning, Teaching and Assessment (LTA) Approach:

Learning & teaching methods
Traditional lecturing is supported by online learning materials and directed readings of published theory [LO1 & 2]. These are critiqued and discussed through tutorials (face to face or online) [LO3], and the implications for practice are debated [LO4]. Observations on placement also help to contextualise the learning [LO4].

Embedding of employability/PDP/scholarship skills
This module demands close reading of the career guidance literature and critical analysis of the concepts, thus developing students’ scholarship skills. The relevance of concepts to practical applications in the the workplace is a recurring theme.

Assessment (formative and summative)
Both assessments require students to apply theory to practice: The case study involves interviewing an adult and subsequently interpreting their career history in terms of theory. The essay challenges students to evaluate the applicability of contemporary theory to practice in more depth, building on the case study experience and feedback.

Research/ teaching linkages
The module is strongly rooted in published literature and evaluating its relevance and applicability to guidance practice. This is principally theory literature, although the evidence base for different theories and the practices based on them is explored.

Supporting equality and diversity
The module encompasses theories and perspectives that explicitly address diversity issues, such as feminist perspectives, gender aware and ethnically aware guidance practice.

Internationalisation
This module does not explicitly address international perspectives, although it draws on sources from several English speaking nations including USA, Australia and Canada. The materials and topics are not UK specific so may be suitable for study by students overseas.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activity	Learning & Teaching Activity	NESH (Study Hours)
FACE TO FACE	Lecture	12
FACE TO FACE	Tutorial / Seminar / Class Groupwork	12
ONLINE	Individual Learning Activities	26
Independent Learning	Groupwork	100
	Work-based learning activity	50
	Total Study Hours	200
	Expected Total Study Hours for Module	200

Assessment
Type of Assessment	Weighting %	LOs covered	Week due	Length in Hours/Words
OTHER Case Study	50	1,3	9	HOURS= WORDS= 2500
Essay	50	2-4	13	HOURS= WORDS= 2500
Component 1 subtotal:	100
Component 2 subtotal:	0
Module subtotal:	100

2012/3, Trimester 3, Face-to-Face, Napier University

Occurrence:	002
Primary mode of delivery:	Face-to-Face
Location of delivery:	NAPIER
Member of staff responsible for delivering module:	MR PETER ROBERTSON
Module Organiser:

Learning, Teaching and Assessment (LTA) Approach:

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activity	Learning & Teaching Activity	NESH (Study Hours)
FACE TO FACE	Lecture	12
FACE TO FACE	Tutorial / Seminar / Class Groupwork	12
ONLINE	Individual Learning Activities	26
Independent Learning	Groupwork	100
	Work-based learning activity	50
	Total Study Hours	200
	Expected Total Study Hours for Module	200

Assessment
Type of Assessment	Weighting %	LOs covered	Week due	Length in Hours/Words
OTHER Case Study	50	1,3	9	HOURS= WORDS= 2500
Essay	50	2,3,4	13	HOURS= WORDS= 2500
Component 1 subtotal:	100
Component 2 subtotal:	0
Module subtotal:	100

What you will learn and what this module is about:

This module is intended to give you a sound understanding of theories of vocational choice - how people make choices about their career path, and select a suitable occupation. It also involves analysing theories of career development - how an individual's career unfolds over time. The study of theory in this module is intimately linked to the use of theory in guidance practice. The application of career theory in counselling and in assessment is an important focus.

Description of module content:

This module will assume no prior knowledge of psychology or sociology. Career theories will be compared and contrasted. The relationship between theory and practice will be explored, while placing guidance in its political context. Every opportunity will be taken to relate the value of theory to the practical day to day work of professional careers advisers. Psychometric testing and other assessment practices will be explored in relation to their underpinning theory.

Learning Outcomes for module:

By the end of the module, students will be able to:

LO1: Analyse the main psychological and sociological theories of career development

LO2: Critically evaluate theories and models of vocational choice and career development.

LO3: Critically explore the implications of theory for professional practice, including assessment

Indicative References and Reading List - URL:

T1: Gothard, B. (2001) Career Development Theory in: In B. Gothard, P.Mignot, M.Offer, and M. Ruff (eds) (2001) Careers Guidance in Context London: Sage Publications.
T2: Kidd, J.M. (2006) Understanding Career Counselling: Theory, Research and Practice London: Sage T3: Savickas, M. & Walsh, W.B (1996) Handbook of Career Counselling Theory and Practice. Palo Alto, CA: Davies- Black.
T4: Sharf, R.S. (1997) Applying Career Development Theory to Counselling. New York: Sage.
T5: Swanson, J. & Fouad, N. (1999) Career Theory and Practice (Learning through Case Studies) London: Sage.

Click here to view this module's reading list.

Related information

Modules