Plenary sessions


Dr. Ingela Bergmo Prvulovic is a lecturer at the Department of Education, Stockholm University, Sweden. She received her PhD in April 2015 with her thesis Social Representations of Career and Career Guidance in the Changing world of Working Life. The same year, she won the Swedish Career Counselling Prize for her doctoral thesis, awarded by the Swedish Association of Guidance Counsellors. Her research focuses on the meaning of career, working life transformation and its implications for career guidance and professionalization processes. Her research interests spans over multidisciplinary fields, and involves career guidance and counselling field, human resource development and organizational education field and the field of adult learning. At present, she teaches at the Educational and Vocational Guidance Counselling program and the Master program for Career Development and Career Counselling program. She also has many years of experience in teaching at the Human Resource program at the Jönköping University. She is currently up to date as one of the authors of a chapter in the forthcoming book Career Guidance and the Struggle for Social Justice in Neoliberal times (2017), co-edited by Tristram Hooley, Ronald Sultana and Rie Thomsen.

Title of presentation: Conflicting perspectives on career in a changing world of working life – Implications for career guidance

Abstract of presentation:

The transition to a globalised knowledge-based economy has been, and still is, challenging. Globalisation creates uncertainty for organisations, their managers, and their employees, and has caused tremendous changes in the world of work over the past decades. These challenges have led to new approaches to career management, with the development of strategies that emphasize the need for ‘flexibility’, ‘adaptability’, ‘employability’, ‘lifelong learning’ and ‘change’. Such strategies, as promoted by, among others, the Council of the European Union and the European Commission can be regarded as reactions to increasing uncertainty and insecurity in the new world of work. However, many researchers in the field of education have stated that current trends in the world of education and work are framed by neoliberalism, which clearly challenges those working in the field of career guidance, localized within so called “human service professions”, furthermore guided by a “professional logic”. This presentation discusses the various meanings of ‘career’ in a changing world of work that is framed by neoliberalism. Career is presented as a ‘bridging object’ between several involved parties and three conflicting perspectives of ‘career’ are highlighted. This presentation discusses what implications these different meanings have for career guidance, as well as social justice in a changing world.


Maria Eduarda Duarte is Full Professor at the University of Lisbon, Faculty of Psychology (Portugal) where she directs the Master Course in Psychology of Human Resources, Work, and Organizations. Her professional interests include career psychology theory and research, with special emphasis on issues relevant to adults and the world of work. She is research director of Career Guidance and Development of Human Resources Services. Her publications and presentations have encompassed topics on adult’s career problems, testing and assessment, and counselling process. She is since 2005 Chair of the Portuguese Psychological Society; she also served on editorial boards for some Portuguese, European, and Iberia-American journals.  She was the Director of the National Institute of Guidance (2009-2014). She is President of Counselling Division, IAAP. She is President of UNESCO CHAIR – Lifelong guidance and counselling, University of Wroclaw (Poland). She is Fellow Award – IAAP (2014), and ESVDC award 2015. She is also National Defence Adviser, since 2006.

Title of presentation: Perspective and practice for career issues in the 21st Century

Abstract of presentation:

The presentation is divided into three main parts: the first one consists in a glance to the past in order to a better understanding of the past and present concepts of guidance and counselling. The second part intends to be more practical in turn of levels of intervention, distinguish guidance, education and counselling. The third one is a reflection on the importance of dialogues for the development of career issues. In the conclusions, the topics of a model built upon a comprehensive construct, in which educational and psychological as well as contextual differences can be taken into account are discussed with the main purpose to contribute for career interventions capable to promote a sustainable and decent work.

TRISTRAM HOOLEY (United Kingdom)

Tristram Hooley is Director of Research, The Careers & Enterprise Company; Professor II, Inland Norway University of Applied Sciences; Professor of Career Education at the International Centre for Guidance Studies, University of Derby; and Adjunct Professor at the School of Linguistics, Adult and Specialist Education, University of Southern Queensland. He is also a fellow of NICEC; a Winston Churchill Fellow; and a member of the Editorial Board of the British Journal of Guidance and Counselling. Tristram has published 4 books, 12 book chapters, 14 peer reviewed articles, 14 articles in professional journals and 63 research reports. This body of research has received 1663 citation and he has an H-index of 14 and an i10-index of 17.

His research focuses on the relationship between policy, politics and practice in education and career guidance. He is particularly interested in technology, social justice and identity formation. His new book (co-edited with Ronald Sultana and Rie Thomsen) looks at the career guidance and the struggle for social justice in a neoliberal world.

IVA KIROVOVÁ (Czech Republic)

Iva Kirovová is a psychologist (studied at Charles University, Faculty of Arts, Department of Psychology) with domestic and foreign work experience in various areas of applied psychology. She has introduced a course Career counselling (Charles University, The Faculty of Arts, Prague, Department of Psychology) and courses Career development and Individual career development (Technical University of Ostrava, Faculty of Economics, Department of Management).

Title of presentation: Reflection on Career Management Skills of Czech and Foreign Business Students

Abstract of presentation:

The lecture reflects teaching experience with CMS topic within 2 courses relevant to an issue of individual career development. Students’ assignments are relevant to individual career development plans or individual SWOT analysis. Assignments’ aims are focused on self-reflection, facilitation of life and career construction, preparation for labour market requirements, generally CMS development.

Qualitative analysis results show significant differences between Czech and foreign (Erasmus) students.

MARTIN KOPECKÝ (Czech Republic)

Martin Kopecký is a lecturer and researcher at the Department of Adult Education and Personnel Management at Faculty of Arts, Charles University. He lectures in sociology of education, philosophy of education of the adults, citizenship education and education policy. His reserach interests focus on education politics and its development in the processes of Europeanization and globalization.


Lenka Martinkovičová graduated from the Faculty of Social and Economics of Comenius University in Bratislava in the field of Social and Work Psychology. In the dissertation she dealt with the topics of career management and construction and specifically career adaptability. She has undergone a number of courses and trainings in the field of career counselling, e.g.: trainning in the Swiss CH-Q method Level 1 and 2, Coaching Approach in Career Counselling, Job Navigation Workshop. She is a graduate of long-term trainnings in artetherapy (Masaryk University in Brno) and in dialogical and constructivist approaches MODI (Narativ, Taos Institute and Houston Galveston Institute). She worked as a consultant for personnel agencies and for the past seven years as a consultant at the Slovak Euroguidance centre, which is part of SAAIC. At the moment she is a member of the board of the Association for Career Guidance, Counselling and Career Development (

Title of presentation: Postmodern approaches in career counselling: Counselling as work with identity, stories and career design in context

Abstract of presentation:

Can vocational counselling shed it’s outmoded 20th century facade as a quasi-therapeutic, pseudo-scientific undertaking which elevates the counsellor to an expert status and as a result tends to place the client in the category of helpless vessel waiting to be filled by expert knowledge and skilful intervention of counsellor? This question was raised 20 years ago by Canadian counsellor Vance Peavy (1997). The 21st century brings new challenges in various areas, not excluding career guidance and counselling…

In the first theoretical part we will look at postmodern approaches in career counselling and how they view counselling process and client and we will try to outline the answer to this question. In the second part, we will focus on practical implications, namely how to identify and support resources that enable client to construct a career and how to work with the client’s narratives. We will also discuss the concept of career adaptability, which is considered as one of the main goals of career counselling (Maree, 2010).


Studied undergraduate and postgraduate psychology and educational sciences in Scotland, France and Germany. Since 1994 employed by the Ministry of Education working as an educational psychologist and counsellor at the ‚Lycée classique de Diekirch’ in Luxembourg. Also head of the ‚Applied Vocational Psychology and Policy research unit’ (AVOPP), a multinational scientific research unit set up in 2005 in Luxembourg, member of the ‚Network for Innovation in Guidance and Career Counselling in Europe’ (NICE), co-opted board member of the ‚International Association for Vocational and Educational Guidance’ (IAEVG). Closely collaborating with the ‚Hochschule der Bundesagentur für Arbeit’ (HdBA), the University of Applied Labour Studies of the Fedferal Employment Agency in Mannheim, Germany on research projects and lectures to students in the Certificate and the  Master’s degree programmes of the HdBA. He is actively involved in the ‚Careers and Talent Management’ Certificate and Master programmes at the Istanbul Technical University.

Title of presentation: Counselling for The Future

Abstract of presentation:

In 1930, John Maynard Keynes, in an otherwise reasonably optimistic essay, warned of a ‘new disease’ which he described as ‘technological unemployment … due to our discovery of means of economising the use of labour outrunning the pace at which we can find new uses for labour.’

In ‘The Future of Employment’, published in September 2013, Oxford University researchers Carl Benedikt Frey and Michael Osborne estimate that about 47% of total US employment is at risk from the expected impacts of future computerisation over the next two decades. In ‘The Second Machine Age’, published in 2014, Erik Brynjolfsson and Andrew McAfee confirm this assessment saying that ‘computers and other digital advances are doing for mental power … what the steam engine and its descendants did for physical power.’ If these authors are right, the consequences for economic and social policies, and for politics in general, are going to be enormous.

In the 2009 Finland communiqué ‘Light and Dark Times’ on the value of career guidance in times of economic crisis, the IAEVG emphasised that ‘careers guidance has a vital role to play in maintaining a highly qualified and economically viable society, as well as playing an important part in supporting economic growth and social stability.’

In his presentation ‚Counselling for The Future’, Jean-Jacques Ruppert will look into the challenges and opportunities for counselling in the ‘interesting times’ that lie ahead of us as well as present a study that illustrates why we should in our counselling approaches, focus more on information management and decision-making.


Ronald G. Sultana studied career guidance at the University of Reading (UK), and researched career education and transition-to-work issues at the Universities of Waikato (New Zealand), and Stanford (USA), where he was a Fulbright Fellow. He is professor of sociology and comparative education at the University of Malta, where he directs the Euro-Mediterranean Centre for Educational Research. He has participated as a consulting expert in several international reviews of career guidance, and his research has focused on comparative analyses of career guidance across Europe, and in the Middle East and North Africa region. He uses a range of theoretical lenses to consider the impact of neo-liberalism and globalization on life trajectories in different contexts. Professor Sultana has just edited Career Guidance and Livelihood Planning across the Mediterranean: Challenging Transitions in South Europe and the MENA Region (Sense Publishers, 2017), and is currently co-editing, with Tristram Hooley and Rie Thomsen, two volumes on Career Guidance and the Struggle for Social Justice in Neoliberal Times (Routledge, forthcoming 2017 and 2018). A list of his publications is available at:

Title of presentation: Rethinking career guidance in a time of crisis

Abstract of presentation:

Over the past fifteen years, career guidance has featured highly on the policy horizons of several countries across the world. Stimulated in part by a severe economic downturn, and, in response to that, by policy steers from such supra- and trans-national entities as the OECD, the World Bank, and the European Union, career guidance is back in fashion – at least as a policy topic.

This presentation sets out to unpack the discourses that have developed around the field of career guidance, pointing out the implications for policy and practice of each of these discourses. It furthermore explores these discourses in relation to the current historical conjuncture, drawing on Zygmunt Bauman’s notion of ‘liquid modernity’ in order to make a case for ,emancipatory career guidance’. The latter involves taking a normative stand that is critical of the neo-liberal regimes that have thoroughly colonised our lifeworld, and adopting a social justice agenda. Such a stance carries repercussions for the way we ‘imagine’ career guidance, and for the way we practice it.