An investigation into how professionals in English schools adapt to changes in careers information, advice and guidance policy

Abstract

This research explores the process by which school senior leaders and careers advisers received and enacted a change in Careers Information, Advice and Guidance (CIAG) policy. In 2012 the statutory responsibility to provide independent CIAG transferred from an external service to schools leading initially to inconsistent provision. This research contributes to original knowledge through exploring how the provision of CIAG policy change was received, perceived and enacted by school leaders (SL) and Careers Advisers (CAs) and how these stakeholders responded.
This qualitative methodology draws on Individual, in depth, semi-structured interviews with SLs and CAs working at five comprehensive schools within a West Midlands school district. Interview transcripts were analysed from a relativist perspective, using a constructivist grounded theory approach, underpinned by symbolic interactionism that drew on Bourdieu’s thinking tools.
Findings categorise three distinct participant response groups to the change. Firstly, participants experienced policy change in a variety of ways including intellectual and emotional. These experiences altered dimensions of their individual identity including their perception of others and their autonomy. The second category described external observable responses in participants’ practice caused by the policy change such as alterations to work behaviours and their relationships with others. Thirdly, participants described how success measures were influenced by their internal and external responses. Participants demonstrated an awareness of the need to justify their performance within the context of efficiency and effectiveness prevalent within the public sector.
Findings show that imposed policy mandates are adapted by policy enactors, including individual identity changes to accommodate aims. This work provides insight into professionals’ responses and behaviour to policy change. In a wider context, this research contributes to the changing nature of professional identity.