NICE Academy 2019

NICE Academy in Split, Croatia | October 9-12, 2019

Picture of Split by Mariamichelle (Pixabay, CC0)

Innovative Approaches to Career Guidance and Counselling

We are proud to announce that the 2019 Academy of NICE will be hosted by the Faculty of Economics of the University of Split in Croatia from October 9-12, 2019, organised by dear colleague Prof Srečko Goić.

Aim of the Academy

Career guidance and counselling is a vibrant practice, which includes diverse professional roles and responsibilities (career counselling, career education, career assessment and information, career service management & social systems interventions). Over the past years, many new approaches have been introduced and tested to improve career support for diverse citizen groups, inspired both by new technologies and other practices.

The main learning aim of this year’s academy will be to introduce participants to a wide range of innovative approaches, which they can embrace in their practice (as practitioners) or training programs (as academic trainers).

Benefits for Participants

  • Knowledge of diverse new approaches to career support
  • Empirical findings on the appropriateness of diverse approaches for different groups
  • Discussions with practitioners and academic trainers on innovative approaches to career support
  • Practical applications of new approaches in diverse training workshops and interactive lectures
  • Supervision on career support or academic training
  • Structured networking activities to build international, trans-disciplinary connections

Interactive Keynote Lectures

Julia Yates, City University of London (United Kingdom): Career Guidance and Beyond: New Techniques for Career Conversations

Dr Julia Yates works at City, University of London, where she runs the MSc in Organisational Psychology. Julia worked as a career guidance practitioner in schools and universities for 15 years before moving to the University of East London to teach Career Guidance in 2011. Julia’s research interests are in career decision making, the career paths of women, and the application of coaching tools to careers work, and she has written two books on this topic The Career Coaching Handbook published in 2014 and The Career Coaching Toolkit published last year. Alongside her academic career, Julia continues to practice as a career coach, specialising in the careers of women returning to work after a career break.”

Jaana Kettunen, University of Jyväskyälä (Finland): Title to be announced soon

Dr Jaana Kettunen is a Researcher at the Finnish Institute for Educational Research of the University of Jyväskylä. In her work she has been focusing on the design and pedagogical use of information and communications technology (ICT) in learning and working environments. Her current research focuses on the career practitioners´ ways of experiencing and conceptualizing social media in career services, and aspects that are seen as critical in the successful use of these new technologies in career services.

Training Workshops

Participants can choose from several training workshops, which will be offered in parallel for different target groups.

Emma Bolger, University of West Scotland (United Kingdom): Establishing practitioner-led research processes: Integrating labour market research into practitioner training

The issue of how to “teach labour market knowledge” to career practitioners is an ongoing topic of debate. The labour market is constantly changing, presenting challenges in ever-new contexts. It is argued that an understanding of the labour market is what makes career guidance unique (Gothard et al, 2001) and that “Labour Market Information (LMI) is important because without it, careers advice or advice to jobseekers is just that, it’s advice” (Attwell and Bimrose, n.d.) To uphold that unique position, it is vital to ensure that LMI is appropriately conveyed, robust and accurate. In addition, it is important to consider the needs of career development practitioners as the audience for effective LMI is both client and colleague: “advisers particularly value resources based on local information and intelligence, that benefit from good design, and which are available in manageable elements (including ‘bite-size’ bits)” (UKCES, 2012).

The redeveloped Contemporary Labour Market module on the MSc Career Guidance and Development at UWS has been very favourably received by students and external partners alike. The new assessment methods offer the opportunity for both theory and practice to be graded, equipping students with the skills required for the career development sector as practitioners, information managers and researchers.

This session will give an overview of the module and engage attendees in an exercise related to the dissemination of LMI. Mirroring a workshop delivered at UWS for learners, practitioners will create a group poster for colleagues on a labour market issue relevant to their practice.

Learning goals:

  • to enable trainers of careers professionals to consider new approaches to incorporating LMI into training routes
  • to enable students to consider themselves as practitioner-researchers
  • to demonstrate how a labour market module can draw together learning


Atwell, G. and Bimrose, J. (n.d.) The Changing World of Work: Labour Market Information EmployId Academy [Online] Available: [Accessed 23 November 2018]

Gothard, B., Mingot, P., Offer, M. and Rugg, M. (2001) Careers Guidance in Context. London: Sage

UK Commission for Employment and Skills (2012) Using and Sharing Career Related Labour Market Information Research Report. UKCES: London

Jeanine van Halteren (Norway): To see or not to see

Life is unpredictable. It does not always turn out the way you planned. Jane escaped from slavery and longs to contribute and participate in society, but does not “fit in”. Media calls her a traumatized victim, but she is a survivor and expert on her own life. Based on my study of career development in survivors of modern slavery, I wonder: Are we practicing Career Counseling for inclusion or are we reproducing classes and reinforcing marginalization?

We tend to think linear, plan sequential career development and reward (re)qualifying and efficiency. How do you react when you meet someone who thinks non-linear, believes life “unfolds”, that family responsibilities are more important than personal ambitions? How do you respond to someone who will do anything to survive, can’t afford education or consults gods for guidance? When life aligns with our cultural norms, we experience equilibrium. Meeting someone who behaves differently, we feel uncomfortable. To regain equilibrium, we need to explore different perspectives on several concepts, and adjust. The choice is yours: avoid discomfort and look away or be vulnerable and meet the eyes of the Other.

In this workshop, using creative methods, I challenge you to step out of your comfort zone and engage in developing innovative approaches. Participate in individual and group exercises to look for the “invisible” (people, dysfunctional narratives, skills, resources and opportunities), share ideas and examples of “best practice”. The objective is to discover how career counselling can be used to reach out, notice, respect and include all people, use diversity as a resource to co-create opportunities for all (to contribute and participate) and facilitate sustainable development in society.


Arulmani, G. (2014). The cultural preparation process model and career development. In G. Arulmani, A. J. bakshi, F.T.L. Leong & A.G. Watts (eds.). Handbook of career development: International perspectives (pp.81-104). New York, USA: Springer International

Halteren, van, J. (2019) The Sound of Silence: Karriereveiledning for inkludering: utforskning av karriereutviklingen hos Jane, som overlevde moderne slaveri. (Master Thesis. Submitted in partial fulfillment of the requirement for the degree Master in Career Counselling) Drammen, Norway: USN, Faculty of Humanities, Sports and Educational Science

Hooley, T., Sultana, R. & Thomsen, R. (red) (2018). Career Guidance for Social Justice: Contesting Neoliberalism. New York & London: Routledge  

Levinas, E. (2006). Levinas, E. (2006). Humanism of the Other. (N.Poller, overs.) Urbana og Chicago: University of Illinois Press.

Siobhan Neary, University of Derby (United Kingdom): What Works - Personal Guidance

The Gatsby Benchmarks in England define a set of standards which direct schools/colleges in providing good guidance for young people. All schools are expected to meet the standards by 2020 (DfE, 2017). Recent research conducted by the Careers and Enterprise Company (CEC, 2018) suggests that currently on average schools are achieving 2.13 of the eight benchmarks but 49% of schools have achieved the personal guidance benchmark. This suggests there is still a lot of work to do to meet the target. To support schools/colleges research was commissioned by the Careers and Enterprise Company to explore what works in delivering personal guidance which is defined as ‘all pupils should have interviews with a qualified careers adviser whenever significant study or career choices are being made’.

This workshop will present evidence from the research which included a literature review, expert interviews and case study visits. It suggests five principles that optimise the impact of personal guidance, these include; the integration of guidance in the wider careers support programme, dedicated space and time, pre interview preparation and post interview follow-up, effective skills and professionalism of staff.

Group discussions will be utilised to support participants in developing their knowledge and sharing their practice within the 5 principles. Participants will have an opportunity to

  • Explore the principles in detail;
  • Examine how the principles are interrelated; and
  • Consider how they apply within their context


Department for Education (2017). Careers Strategy: Making the most of everyone’s skills and talents. London: Department for Education.

Careers and Enterprise Company (2018). Careers and Enterprise Provision in England’s Secondary Schools and Colleges: State of the Nation 2018. London: The Careers & Enterprise Company.

Christer Langström & Åsa Sundelin (Stockholm University, Sweden): Illuminating the blind spot: Language on learning in the career guidance and counselling practice

The overall aim with this session is to contribute to the development of the professional language in the career guidance and counselling practice and education of career professionals. Career guidance and counselling (CGC) can be regarded as facilitation of an integrated learning and decision-making process referring to clients’ career narratives (Langström, 2017; Sundelin, 2015). Migrants situation has contributed to bring light to questions on learning dimensions in CGC. Studies (Sundelin, 2015) imply that it is at risk being an overly integrated process, at the expense of clients’ opportunities for learning. Counsellors also seem to be decision-oriented when clients might be learning-oriented (Ibid). Other studies (Bergmo-Prvulovic, 2015) imply that counsellors’ language for learning
processes is limited and that counsellors don’t regard themselves as enhancers for learning. Learning seems almost like a blind area in counsellors’ field of vision although it’s at the core in CGC. This impression was confirmed at a workshop with career professionals at the IAEVG conference in Gothenburg 2018.
We mean that career guidance professionals need to develop both their understanding of learning processes in career counselling and the professional language regarding learning. We also mean that the theoretical and methodological perspectives on learning dimensions need
to be strengthen in the training of future counsellors. In the workshop we intend to explore perspectives, language and concepts regarding learning in the career counselling field. We’ll also explore approaches that could be helpful in training of professionals regarding learning in career counselling. Exercises and group discussions will be used in order to gather participants’ knowledge and experience about the language on learning in career counselling.

Laurent Sovet (Paris Descartes University, France), Caroline Arnoux-Nicolas, Nadia Baatouche, Mathilde Baudé & Jean-Luc Bernaud (National Conservatory of Applied Technologies, Paris, France): Postmodern career counseling interventions: A meaning-centered approach

Given the dramatic changes in the postmodern society in particular the labor market, more and more individuals are struggling to find meaning in their lives and works (Lhotellier, Arnoux-Nicolas, & Sovet, 2018). For some of them, choosing a career path reflects an existential quest while transforming adverse circumstances may lead to a loss of purpose. Not surprisingly, the phenomenological themes of existentialism are becoming topical for contemporary career counseling practices (Bernaud, 2016; Cohen, 2003). In this context, developing meaning-centered career interventions are crucial to tackle these challenges. During the last few years, our research group has been committed to build, implement, and assess career counseling practices through an existential lens (Arnoux-Nicolas et al., 2018; Bernaud, Lhotellier, Sovet, Arnoux-Nicolas, & Pelayo, 2015; Lhotellier et al., 2018).

The purpose of the workshop is to offer an interactive experiential learning to researchers and practitioners about a group-based career intervention following a meaning-centered approach. It has been designed for adults experiencing career transition and existential concerns. The framework captures best evidence-based practices in order to enhance its effectiveness. With seven sessions, beneficiaries actively participate in various discussions and individual/group exercises during and out of session. Our primary goals are to share with participants our experiences and our materials in developing innovative meaning-centered career interventions. More specifically, the fourth session focused on questioning and discovering one’s meaning of work will be presented in detail. It will include a group discussion about meaning of work and a gamified exercise for assessing work values using card sorting. Participants will be invited to join all these activities.


Arnoux-Nicolas, C., Sovet, L., Lhotellier, L., Baatouche, N., Bernaud, J.-L., Lepez, S., & de la Faye, B. (2018). Meaning centered career intervention for college students. In V. Cohen-Scali, J. Rossier, & L. Nota (Eds.), New perspectives on career counselling and guidance in Europe (pp. 133–146). Cham, Switzerland: Springer.

Bernaud, J.-L., Lhotellier, L., Sovet, L., Arnoux-Nicolas, C., & Pelayo, F. (2015). Psychologie de l’accompagnement: Concepts et outils pour développer le sens de la vie et du travail. [Psychology of coaching: Concepts and tools to develop meaning of life and of work]. Paris, France: Dunod.

Bernaud, J.-L. (2016). Le « sens de la vie » comme paradigme pour le conseil en orientation. [Meaning of life as a paradigm for career counseling]. Psychologie française, 61(1), 61–72. doi:10.1016/j.psfr.2013.06.004

Cohen, B. N. (2003). Applying existential theory and intervention to career decision-making. Journal of Career Development, 29(3), 195–209. doi:10.1023/A:1021470230341

Lhotellier, L., Arnoux-Nicolas, C., & Sovet, L. (2018). A meaning-centered career intervention: A case study. In A. Di Fabio A. & J.-L. Bernaud (Eds.), Narrative interventions in post-modern guidance and career counseling (pp. 47–75). Cham, Switzerland: Springer.

Kristi Kõiv, Triin Peitel (University of Tartu, Estonia), Ari Jussila & Outi Rantanen (Tampere University of Applied Sciences, Finland): Innovative integrated e-learning platform for Estonian and Finnish university career counsellor students

International Module of Career Guidance is a common Moodle platform for Tartu University (Estonia) and Tampere University of Applied Sciences (Finland). Assessment and course registration is done according to each university’s curriculum with the score of the learning by dialogue and cooperation.

The Common Module as web-based context for guidance addresses to:

  • Encountering and building common understanding.
  • Identifying and becoming aware of one’s own presumptions.
  • Finding common concepts and understanding in the context of career guidance.
  • Learning and familiarizing oneself to how and on what basis education and guidance counseling work in different countries.
  • Being ready and willing to discuss issues internationally.
  • Identifying cultural concepts and presumptions in the field of guidance.

The Common Module offers possibilities to experience the challenges as well as opportunities related to guidance in international context. Amundson referees to the importance of finding out common ground and understanding: it is necessary to recognize differences between perspectives but at the same time we need to pay attention to what is common for the parties. In the international integrated e-learning platform students from different countries and different educational systems meet and find common ground for discussion. This Common Module platform offers the university students the possibility to discover how people from different starting points come to discussions as is the case in guidance situations generally, and how to create common ideas and an understanding of their contents trough discussion and dialogue.

In the workshop,

  • we will shortly present the idea, goals, experiences and learning outcomes of the course, and its theoretical background,
  • Participants will take part in a simulated course (experience), followed by a short discussion of conclusions.
  • We will end by sharing a summary of Estonian and Finnish learners’ feedback on the Common Module.

Venue and Accommodation

The academy will take place at the Faculty of Economics of the University of Split. Various accommodations will be available here website soon, including very inexpensive rooms for guests with low budgets.

Registration Fee

Early-Bird (until July 31) Standard
Regular 1 € 275,00 € 300,00
Founders 2 € 250,00 € 275,00

All prices include 25% VAT.

1 A special discount is available for participants with very low budgets, e.g., unemployed students. Please request a special discount via email to the organizers (

2 Founders are registered supports of the NICE Foundation, either individuals or representatives of organizational founders (e.g., universities or professional associations). For an overview of the relevant bodies, please consult

Erasmus+ Funding

As the academy is a structured learning event around the topic of “Innovative Approaches to Career Guidance and Counselling”, funding of the EU Erasmus+ programme can be used to cover travel, stay and registration fee. Even though there are numerous workshops one can choose from, they all are in line with this topic and contribute to the learning outcomes described earlier. If you work with career guidance and counselling as a practitioner, the adult education strand within Erasmus+ can be used. If you work as an academic with career guidance and counselling, the higher education strand within Erasmus+ can be used.

Do contact the organisers if you are interested in using this funding and they will be happy to explain the possibilities and criteria ( An information package will be availabe here soon.

Organisation of NICE 2019


  • Yvor Broer (In Dialogue) and
  • Johannes Katsarov (NICE Foundation & University of Zurich)


  • Prof Dr Srečko Goić (University of Split)

Scientific Committee:

  • Dr Anne Chant (Canterbury Christ Church University, UK),
  • Prof Dr Lea Ferrari (University of Padova, Italy),
  • Dr Rebeca Garcia Murias (University of Applied Labour Studies Mannheim, Germany),
  • Prof Dr Monika Kil (Danube University Krems, Austria),
  • Prof Dr Czeslaw Noworol (Jagiellonian University Krakow, Poland),
  • Dr Peter Kruythoff (Career Management Institute, The Netherlands),
  • Prof Dr Monika Petermandl (Danube University Krems, Austria), and
  • Prof Dr Hazel Reid (Canterbury Christ Church University, UK / European Society for Vocational Designing and Career Counseling, Switzerland)

NICE Academies

NICE Academies are structured learning and networking events for professionals and academic trainers in the field of career guidance and counselling. Through its annual academies, the NICE Foundation aims to support excellence and innovation in the academic training of career practitioners across Europe and to promote the professionalization of career guidance and counselling.