NICE Academy 2021 in Paris from November 2-5

"Building Career Management Skills"

From November 2-5, 2021, the Network for Innovation in Career Guidance and Counselling will hold its third NICE Academy at the University of Paris. The academy will be dedicated to the challenges of “Building Career Management Skills.”

On November 2, the academy will formally at 17:00 o'clock. Study visits will be offered for early arrivers (to be announced soon). On November 5, the academy will close at 13:00 o'clock.

We thank our host, Dr Laurent Sovet from the University of Paris, for his kind invitation and very much look forward to this event, which also marks the 10th Anniversary of NICE.  We already have a great lineup of keynote lectures and workshops. Further calls for presentations will be announced soon. If you want to receive our regular updates, please subscribe by contacting us (below).

The academy will take place at the Institute of Psychology of the University of Paris at 71 avenue Edouard Vaillant, 92774 Boulogne-Billancourt. Please note that this location is about 45 minutes away from the center of Paris, if you use public transportation. We advise you to find a room near the venue.

If you have any questions, please address them to paris2021@nice-network.eu. We will respond within 7 days.

Theme of the Academy

Following Sultana (2012), career management skills can be defined as “a whole range of competences which provide structured ways for individuals and groups to gather, analyse, synthesise and organise self, educational and occupational information, as well as the skills to make and implement decisions and transitions” (p. 229). They have become a key focus for implementing career educational programs and career competence-based curricula across EU countries. NICE (2016) attributes the professional role of Career Education to this important task and defines relevant competence standards for career practitioners.

When its educational component is forgotten or ignored, career guidance and counselling cannot unleash its full potential. By incorporating the promotion of career management skills in our practice, we can empower people to master their career-related challenges autonomously; we can support them in attaining more control over their career development; in becoming more independent.

And we need to do so. While globalization and innovation bring many benefits, they also challenge people to engage in lifelong learning. Organizations, too, are under continuous pressure to adapt, with many of them become less hierarchic, smaller, and more flexible. In this kind of an environment, citizens’ ability to manage their own career development becomes crucial. We need to prepare people to deal with career-related challenges across their lifetime, not only at the beginning of their careers. For this purpose, we need to support citizens’ learning and development of career management skills. However, many questions arise with this realization:

• What are the career management skills that actually support clients in mastering their career development? How do we know that they work?
• Does everybody need the same set of career management skills? Or are there meaningful differences between national contexts, labor markets...?
• How can career professionals effectively support clients in developing their career management skills? What approaches work? Why? And what if time is extremely limited?
• How and why should we assess career management skills? What techniques and tools are there?
• How can career professionals work together with educational bodies to promote career management skills? How could the role of career professionals evolve in the future?
• Are there any risks attached to the promotion of career management skills? Could we be misleading clients in the long run? Could the promotion of career management skills damage our profession?
• How can career practitioners be trained to build citizens’ career management skills at schools, universities and through further education? What knowledge, skills and competences are needed? How can they be developed?

These are the sorts of questions that the third NICE Academy in Paris will focus on. Through interactive keynote lectures, various training workshops to choose from, presentations of innovative approaches and important research findings, and various networking activities, we hope to foster a meaningful exchange of knowledge about the promotion of career management skills and career education.

References

NICE (2016). European Competence Standards for the Academic Training of Career Practitioners. Opladen: Barbara Budrich.

Sultana, R. G. (2012). Learning career management skills in Europe: A critical review. Journal of Education and Work, 25(2), 225–248. https://doi.org/10.1080/13639080.2010.547846

Target Group and Level of NICE Academies

NICE Academies are aimed at two main target groups:

1. Career Professionals, who practice career guidance and counselling as their main profession.
2. Career specialists, who train career practitioners, conduct related research, provide supervision to career professionals, manage career services, etc.

NICE Academies provide advanced training in career guidance and counselling. We expect that all participants have completed an initial qualification in career guidance and counselling, ideally through a targeted degree program at a higher education institution, or have developed an equivalent degree of expertise (e.g., through university training in a discipline like education or psychology, through professional supervision, research, etc.). Our courses are offered at Master's level (EQF 7).

Overview of the Program

Keynote Lectures

Hazel Reid, PhD Canterbury Christ Church University (UK)	Career Guidance and Counselling: a narrative of continuity and change The challenges that lie ahead for the individuals and groups we work with as practitioners, researchers and educationalists are immense. Change in any social environment is the one constant perhaps, but the pandemic we are living through means we are unsure of what stories to construct for the future – for our ‘clients’ and for ourselves. Innovation is a wonderful thing and important, however, career guidance and counselling has strong foundations that we can build on, some refer to this as ‘standing on the shoulder of giants’. The presentation will look back in order to look forward as we work alongside others to build career management skills for an uncertain future. Building an adaptable narrative around career futures will not be easy, but narratives are essential to our ways of making sense of the world, of ourselves and interactions between the two. Within the presentation we will make time for conversation, to share thoughts about how we navigate the challenges ahead. Professor Hazel Reid is Emeritus Professor of Education and Career Management at Canterbury Christ Church University, UK. She was the Head of Research in the Faculty of Education and supported the research career development of colleagues.  Her research focused on the area of career and guidance theory and practice, with a particular interest in narrative career counselling and clinical supervision. She also supervised and continues to examine students undertaking Doctoral research, with a particular expertise in interpretive, biographical and narrative research methodologies. For many years Hazel trained career guidance and counselling practitioners. She is the editor/author of a number of books and publications, notably An Introduction to Career Counselling and Coaching, published by Sage in 2016. Hazel is an Emeritus Fellow of NICEC (National Institute of Career Education and Counselling) and a Heritage Fellow of the UK Career Development Institute, receiving the Rodney Cox Lifetime Achievement Award in 2019.  Hazel was, until recently, a board member of the European Research Society for Vocational Designing and Career Counselling and also of the Network for Innovation in Career Guidance and Counselling in Europe (NICE). Her email is: hazel.reid37[at]outlook.com
Laurent Sovet, PhD University of Paris (France)	From Career Management Skills Frameworks to Career Education Practices In a lifelong guidance perspective, career management skills (CMS) have become central learning outcomes for designing implementing career educational programs (European Lifelong Guidance Policy Network, 2015). Accordingly, various initiatives have emerged for building and using CMS frameworks at local, national, or international levels. The presentation will be mainly focus on a case study about the development of a career management skills framework for higher education and how it has been used for implementing, assessing, and improving a career educational program for first-year students in the context of France. Perspectives and challenges will be discussed with participants. Laurent Sovet is an assistant professor in career counselling psychology at the Université de Paris (France) and a full member of Laboratory of Applied Psychology and Ergonomics since 2016. He is in charge of a career education program for first-year university students. His current research interests are focused on the conceptualization of career management skills, effectiveness of career education, and meaning-centered career interventions.
Ronald G. Sultana, PhD University of Malta	Authentic Education for Meaningful Work: Beyond ‘Career Management Skills’ My presentation will focus on work education in formal learning settings and will explore how such an education can be conceptualized so that it contributes to well-being. I will first provide an overview and synthesis of recent developments in ‘career learning’ worldwide—also as represented in the contributions to the NICE volume on CMS—noting the increasing importance that such career learning has been given as a contributor to enhanced competitivity in knowledge-based economies. The presentation notes that the centrality of work in the curriculum is justified because ‘meaningful work’ maintains its importance as the hallmark of a flourishing life. I will argue, however, that much of the work that is available in neoliberal economies is increasingly the cause of distress, hardship, exploitation, and abuse. I therefore make a case for an authentic work education programme that helps participants understand the nature of meaningful work, to aspire to it, and to decode the causes that frustrate access to it. I conclude by arguing that, as with all truly educational enterprises, authentic work education should provide the intellectual tools and encourage the moral resolve to imagine more socially just and fulfilling ways of living together and to gain a measure of individual and collective control over the forces that shape lives. Ronald G. Sultana is professor of education at the University of Malta. He has carried out research on career education in several contexts, including New Zealand (from where he obtained his PhD), the USA (where he was Fulbright Fellow at Stanford University), the EU (where he was the ELGPN’s consulting expert on career management skills), and the MENA region (where he has supported curriculum and policy development). He has most recently edited Career Guidance and Livelihood Planning across the Mediterranean (Sense Publishers, 2017), published a Handbook on Enhancing the Quality of Career Guidance in Secondary Schools (2018), and co-edited (with T. Hooley & R. Thomsen) two volumes on career guidance for social justice (Routledge 2018, 2019). In 2020, Sultana was awarded an Honorary Doctorate by Université Laval (Quebec) for his work on emancipatory career guidance. A list of his publications is available at: http://www.um.edu.mt/emcer/publications Email: ronald.sultana[at]um.edu.mt

Training Workshops

Training workshops provide highly interactive learning opportunities. They last 90 minutes and don’t require any preparation from participants. No more than 30 minutes should be dedicated to speeches or presentations. Activities can comprise group discussions, individual or group exercises, peer learning, discussions, collegial counselling/intervision, playing educational games, structured reflection, etc.

Presentations

Presentations at NICE Academies allow career specialists to share expertise from research and practice, and discuss it with academy participants. Presenters are given 20 minutes for their presentation, followed by 10 minutes of discussion, which are facilitated by the session moderators. Typically, three presentations with similar topics are combined.

Optional Study Visits on November 2 (for early arrivers)

Time	Logo	Description	Location
10:00 - 11:00		Center for Research and Interdisciplinarity – Centre de Recherche Interdisciplinaire The Center for Research and Interdisciplinarity (Centre de Recherche Interdisciplinaire or CRI) is an institute dedicated to co-constructing and sharing new ways of learning, teaching, conducting research and mobilizing collective intelligence in the fields of life, learning and digital sciences, in order to face the world's sustainable development goals. CRI develops and hosts educational and interdisciplinary programs, from preschool to higher education. More information: https://cri-paris.org/en	Paris, 4th district
10:00 - 11:00		University Career Center – Pôle de l’Orientation et de la Professionnalisation The University Career Center of the Université de Paris (Pôle de l’Orientation et de la Professionnalisation or POP) offers various services of  support to all students in the development and the implementation of their educational and career goals. More information (in French): https://u-paris.fr/orientation-et-insertion/	Paris, 13th district
10:00 - 11:00		Career Resources Center – La Cité des Métiers La Cité des Métiers is a career resources center that offers lifelong career support services. A Cité des Métiers is a place managed in partnership by different stakeholder organizations, open to anyone in search of information to build one’s professional future, according to principles of open access, and free of charge and anonymous use. The International Network of Cités des Métiers federates today 26 spaces labelled Cités des Métiers in 7 different countries and 3 continents. More information: https://www.reseaucitesdesmetiers.org/?lang=en	Paris, 19th district
14:00 - 15:00		Career Counseling Center – Centre d’information et d’orientation Paris Ouest As part of public career guidance services, career counseling centers (centres d’information et d’orientation or CIO) depend on the Ministry of Education and are primarily directed towards young people in education. Career counsellors offer a large range of services including delivering career information and providing career counseling. More information: https://www.euroguidance.eu/guidance-system-in-france	Paris, 16th district
14:00 - 15:00		JobTeaser JobTeaser is a French company that provides recruitment solutions to companies for the recruitment of young talent and  free career center software to higher education institutions in Europe. More information: https://www.jobteaser.com/en	Paris, 9th district

Social Program

Cruise on the Seine with Bateaux Mouches (included)	Gala dinner at the Procope (upon reservation)
Wednesday, Nov. 3, from 19:00 - 21:00	Thursday, Nov. 4, from 19:30 - 24:00
The NICE Academy invites all the participants to explore Paris from its best avenue: the Seine. A guided tour from a Bateau Mouche will allow you to see the most beautiful monuments of Paris. It will be free of charge as part of the registration of the third edition of the NICE Academy. More information: https://www.bateaux-mouches.fr/	Le Procope, the oldest café in Paris in the heart of Saint-Germain des Prés, is a mythical restaurant in the 6th arrondissement of Paris. Le Procope has been here since 1686 and is steeped in history. It was here that the greatest writers and intellectuals met including Rousseau, Diderot and Verlaine. Its iconic and historic décor provides a wonderful atmosphere for a great evening. More information: https://www.procope.com/en/
Location: Paris, 8th district	Location: Paris, 6th district

Optional Open Seminar on November 5, 14:00-15:00 (online + on-site)

"The role of emotional intelligence in career development - A systematic review and meta-analytic approach" (Thomas Pirsoul)

This offer is organized outside of the NICE Academy by the Laboratory of Applied Psychology and Ergonomics of the University of Paris. Click here for more information and to register.

Registration Fee

The registration fee covers food and drinks at the academy, the programme, and all learning materials. Participation at the gala dinner and cultural activities come with additional fees. Participants are expected to organise and pay for their travel and accommodation autonomously.

(1) Founders are registered supporters of the NICE Foundation, either individuals or representatives of institutional founders (e.g., universities or professional associations). For an overview of the relevant bodies, please consult http://www.nice-network.eu/founders/

(2) The special discount is available for participants with very low budgets, e.g., unemployed students or practitioners with relatively low incomes. Please request a special discount via email to the organisers.

(3) Some of the academy activities will also take place online, including keynote lectures and a selection of presentations and workshops. Active participation of online participants will be moderated. In the unlikely event that the academy cannot take place physically, the full event will take place online.

Terms and Conditions

• The registration of participation is binding.
• If you have to cancel your registration, you get the full fee back until 14 days before the start of the event. People who cancel their participation after this deadline or who do not show up will only be refunded 50% of their payment.
• The participation fees are owed upon registration and are payable within one month following submission of the registration (but not later than 7 days before the academy begins).
• Participation is not guaranteed until full payment of the registration fee is received.
• The academy program may be subject to changes.
• Payments will be refunded if the academy is canceled by the organizer. In that case, the organizer will have no further liability to participants. Registrations remain valid if the academy has to be postponed or only takes place online.
• In the event that the academy can only take place online, participants will be refunded all but € 50,00, the fee for online participation. In this case, all planned activities will be offered online as far as possible.
• Participants are required to fulfil the demands of national and local authorities, including the University of Paris, regarding measures against the Covid-19 pandemic. This may include checks of vaccination documents and evidence of negative tests upon entry of the country or the university building. We kindly recommend all participants to get vaccinated with a vaccine that is accepted by the European authorities. Participants who cannot enter France or the university due to the pandemic can participate online. Please contact us if you need assistance.
  

Scientific Committee

Caroline Arnoux-Nicolas, University of Paris Nanterre, Nanterre, France

Kokou A. Atitsgobe, University of Lausanne, Lausanne, Switzerland

Lucie Bonnefoy, University of Paris Nanterre, Nanterre, France

Yvor Broer, In Dialogue, Gouda, The Netherlands

Damien Canzittu, Université de Mons, Mons, Belgium

Sandra Cheyne, Skills Development Scotland Leasachadh Sgilean na h-Alba, Glasgow, Scotland

Nikos Drosos, European University Cyprus, Nicosia, Cyprus

Lea Ferrari, University of Padua, Padua, Italy

Gill Frigerio, University of Warwick, Coventry, UK

Ariane Froidevaux, University of Texas at Arlington, Arlington TX, USA

Rebeca García Murias, University of the Federal Employment Agency, University of Applied Labour Studies, Mannheim, Germany

Lorraine Johnson, University of Warwick, Coventry, UK

Nurten Karacan Ozdemir, Education Faculty, Hacettepe University, Ankara, Turkey

Eva Kavkova, EKS, Prague, Czech Republic

Monika Kil, Danube University Krems The University of Continuing Education, Krems, Austria

Paul King, Dublin City University, Dublin, Ireland

Aira Klampe, Liepaja University, Liepaja, Latvia

Seija Koskela, JAMK University of Applied Sciences, Jyväskylä, Finland

Inger-Lise Vanja Lund Petersen, University College Copenhagen, Copenhagen, Denmark

Czesław Noworol, Jagiellonian University, Kraków, Poland

Monika Petermandl, Danube University Krems The University of Continuing Education, Krems, Austria

Shékina Rochat, University of British Columbia, Vancouver, BC, Canada

Valbona Rraci, Helvetas Swiss Intercooperation, Prishtina, Kosovo

Teresa Maria Sgaramella, Università degli Studi di Padova, Padova, Italy

V. Scott H. Solberg, Boston University, Boston, Massachusetts, USA

Tomas Sprlak, European Federation of Centres of Career Guidance and Bilan de Compétences (FECBOP), Vichy, France

Åsa Sundelin, Stockholm University, Stockholm, Sweden

Nimrod Waehner-Levin, Hebrew University of Jerusalem, Jerusalem, Israel