We're all career researchers now: breaking open career education and DOTS

It is found that, despite considerable changes in theory, provision in the UK's statutory, further and higher education sectors remains based on the traditional DOTS model of decision learning, opportunity awareness, transition learning and self-awareness.

Abstract

ABSTRACT This paper reviews career education in the UK's statutory, further and higher education sectors, and finds that, despite considerable changes in theory, provision remains based on the traditional DOTS model of decision learning, opportunity awareness, transition learning and self-awareness. It is argued that the persistent and hegemonic status of this model has delayed the adoption of innovative theory and the development of creative new frameworks. In order to provide policy and practice with new perspectives, a critical reassessment of the DOTS model is conducted, focusing on three areas: theoretical roots; individual–environment interpenetration; and self–opportunity matching. The role of students as career researchers, illustrated by examples drawn from current career education practice, is proposed to indicate new directions for both subject specialists and careers workers.