Case studies: Higher education careers adviser: James Goodwin

From banking to careers advising, James has developed a rewarding and challenging second career...

After graduating with a BA American Studies, I spent eight years working in several roles within a multinational bank varying from frontline sales to staff development. Following this I began the PGDip/QCG in Career Guidance at Coventry University, graduated with a distinction and was appointed to my post as a careers adviser at Nottingham Trent University . 

A requirement of the role was that I held the QCG (Qualification in Careers Guidance). To attain this I completed a six month placement within the university's employability unit and arranged several short voluntary placements, developing my practical experience. The theoretical knowledge gained from my QCG provided a strong grounding to enter the profession.

I begin the day catching up on emails from students and graduates, often offering e-guidance. I usually deliver group sessions at least two to three times a week, interacting with as many students as possible. These sessions will often involve several hours' preparation and subject specific research.

I spend on average about two days per week in the careers area providing one-to-one advice to students and graduates. I also spend several hours per week working with employers and professional bodies to both develop myself and understand more about the labour market so that I am able to communicate this to students and graduates.

I feel it is really important as an adviser new to the profession to develop my own knowledge and see myself developing and broadening my subject knowledge and understanding during my first few years in post.

Within the career guidance community it is vital to network with colleagues and members of professional organisations such as the Association of Graduate Careers Advisory Services (AGCAS) . My main ambition is to conduct research as part of a Masters within the field; developing my leadership skills with the aim of becoming a head of service.

I enjoy all aspects of the role but particularly enjoy group work, where I can interact with different sizes of audience and help them to develop their knowledge and understanding of careers-related topics. One of the most rewarding aspects of the role is to be able to help individuals with career planning and realise their potential.

The most challenging aspect of the role is being flexible to ensure that I reach as many students as possible, which can involve working evenings and weekends. It can be hard to ensure that I divide my time equally between students in my specific faculty, whilst at the same time supporting the collective goals of the service.

The best thing about working in the sector is the support from fellow colleagues, AGCAS members and professional bodies, and the opportunities this provides to continue with my own professional development.

In order to become a careers adviser in higher education you will need to be proactive in gaining relevant experience - firstly gain experience of the sector by speaking with professionals within the industry, visit your local university careers service, speak to advisers and understand what their job involves. Try to negotiate experience where you can gain further understanding of delivering advice and guidance, and consult employers and educational establishments to expand your own sector knowledge.

AGCAS

Sourced by AGCAS editors

Date: 

February 2013

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