Emerging insights from a peer-to-peer social justice careers education programme

Helen Coulshed; Laura Oxley; Maithili Pittea; Asra Saqib

doi:10.20856/jnicec.5109

Emerging insights from a peer-to-peer social justice careers education programme

Helen Coulshed, Laura Oxley^*, Maithili Pittea^*, Asra Saqib^*

^*Corresponding author for this work

Chemistry

King's College London (KCL)

Research output: Contribution to journal › Article › peer-review

Abstract

The Inclusive Careers Education Ambassador (ICEA) programme at King’s College London was designed to focus on the careers education experience of historically underrepresented groups in UK higher education. The project has been co-created and delivered by staff and students within the Faculty of Natural, Mathematical & Engineering Sciences (NMES). Student researchers took an active participant observation approach when reviewing the ICEA programme, drawing on social justice principles. This article explores the rationale for the programme and evaluates key outcomes from the first two years. It finds that by combining extensive training, flexibility in co-creating peer activities, and a department-focused approach, the programme has enthused and engaged stakeholders, and has enabled transformative learning experiences across the Faculty’s staff and student body.

Original language	English
Pages (from-to)	93-104
Number of pages	12
Journal	Journal of the National Institute for Career Education and Counselling
DOIs	https://doi.org/10.20856/jnicec.5109
Publication status	Published - 1 Oct 2023

Keywords

higher education
career education
career learning
social justice
peer-to-peer

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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Cite this

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title = "Emerging insights from a peer-to-peer social justice careers education programme",

abstract = "The Inclusive Careers Education Ambassador (ICEA) programme at King{\textquoteright}s College London was designed to focus on the careers education experience of historically underrepresented groups in UK higher education. The project has been co-created and delivered by staff and students within the Faculty of Natural, Mathematical & Engineering Sciences (NMES). Student researchers took an active participant observation approach when reviewing the ICEA programme, drawing on social justice principles. This article explores the rationale for the programme and evaluates key outcomes from the first two years. It finds that by combining extensive training, flexibility in co-creating peer activities, and a department-focused approach, the programme has enthused and engaged stakeholders, and has enabled transformative learning experiences across the Faculty{\textquoteright}s staff and student body.",

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AU - Pittea, Maithili

AU - Saqib, Asra

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N2 - The Inclusive Careers Education Ambassador (ICEA) programme at King’s College London was designed to focus on the careers education experience of historically underrepresented groups in UK higher education. The project has been co-created and delivered by staff and students within the Faculty of Natural, Mathematical & Engineering Sciences (NMES). Student researchers took an active participant observation approach when reviewing the ICEA programme, drawing on social justice principles. This article explores the rationale for the programme and evaluates key outcomes from the first two years. It finds that by combining extensive training, flexibility in co-creating peer activities, and a department-focused approach, the programme has enthused and engaged stakeholders, and has enabled transformative learning experiences across the Faculty’s staff and student body.

AB - The Inclusive Careers Education Ambassador (ICEA) programme at King’s College London was designed to focus on the careers education experience of historically underrepresented groups in UK higher education. The project has been co-created and delivered by staff and students within the Faculty of Natural, Mathematical & Engineering Sciences (NMES). Student researchers took an active participant observation approach when reviewing the ICEA programme, drawing on social justice principles. This article explores the rationale for the programme and evaluates key outcomes from the first two years. It finds that by combining extensive training, flexibility in co-creating peer activities, and a department-focused approach, the programme has enthused and engaged stakeholders, and has enabled transformative learning experiences across the Faculty’s staff and student body.

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KW - career education

KW - career learning

KW - social justice

KW - peer-to-peer

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JO - Journal of the National Institute for Career Education and Counselling

JF - Journal of the National Institute for Career Education and Counselling

ER -

Emerging insights from a peer-to-peer social justice careers education programme

Abstract

Keywords

UN SDGs

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