22 april 2023
Kuopio September 18 2012Seminarium - Voice of Users
22 april 2023
Short presentation
• Tomas Mjörnheden
• The Adult Education Authority of Göteborg, Sweden
• Planning officer- Evaluation- Quality assurance- Development
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Voice of Users – A question of quality?
• To start with – something aboutperspective, quality and need,
• Voice of users• To plan your studies
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What is quality?
It is in the eye of the viewer
The owners of BMW often point vehicle quality, but for others it just may be only
boring
”Peoples palace” in Bucharest. Ceausescu´s dream building
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What is quality?3 actors
Same perspective on quality??
The society
The organisation/school
The students/clients/users
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What is quality?
• Quality should be aimed at the needs of the customer, present and future." (Dr Edwards Deming)
• …satisfy the customer (students) needs and expectations (a service) the ability to satisfy, preferably exceed the needs and expectations?
• Eg:- Trust and reliability?- Simplicity and flexibility?- Restoring ability (handle unexpected situations, or when something goes wrong)?- Staff competence, attitude and behavior
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Why?
• Globalisation
• More complex society
• Changes around work, professions and labour market
• Increased expectations of career guidance – the process• Increased expectations of result• Increased demand of more professionalization• Limited resources – more efficiency
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The surgery was successful …..
The client died….
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Basic model* for student evaluation
Structur/resources
Output Outcome Short and long time
Result
Are we doing things right?
Are we doing right things?
* Ekonomistyrningsverket (ESV) 2006
Process
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Voice of Users – A question of quality?
I think…I believe…
I think… I believe…
Voice of users - background
• Nordic research project (Denmark, Finland, Island, Norway and Sweden)
• Funded by the Nordic Council of Ministers and the NVL
• Project time 1 Jan 2010 – June 2011 • Target group – adult student, guidance counsellor and
management • Method of data collection was through interviews with
focus groups and questionnaire study.
Aim and research questions
• Contribute to the body of knowledge on the effectiveness and quality of adult guidance
• Cross-country comparison
– Which forms of educational and vocational guidance have adults met?
– What are the benefits of guidance for adult users?
– How satisfied are they with the guidance services?
– Do we listen to the voices of adult users of guidance and are they involved in developing the guidance services?
12
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Types of guidance
Educational and vocational guidance is defined as the assistance on educational, vocational and personal issues, provided by practitioners, teachers or web based self-help.
What kind of vocational and educational guidance did you participate in?
13
14%
6%
36%
16%
25%
24%
82%
42%
18%
39%
48%
22%
19%
62%
24%
13%
14%
7%
23%
9%
76%
12%
11%
15%
14%
11%
22%
88%
15%
3%
17%
17%
9%
15%
70%
0% 20% 40% 60% 80% 100%
Guidance integrated in lessons and teaching activities*
Guidance from a project-/program leader*
Guidance from a teacher*
Web-based guidance (e.g. through websites, e-mail, chat-
rooms)*
Group-session with a guidance counsellor*
Telephone interview with a guidance counsellor*
Face-to-face individual interview with a guidance counsellor*
Sweden
Norway
Iceland
Finland
Denmark
In general, how satisfied or dissatisfied were you with the career guidance you got? -3 very dissatisfied and +3 very satisfied.
1,2
1,0
1,5
1,4
0,8
-3 -2 -1 0 1 2 3
Denmark
Finland
Iceland
Norway
Sweden
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Outcome of guidance - Educational
The following statements describe possible benefits of vocational and educational guidance.
To what extent do you agree or disagree with these statements in terms of the outcomes of your guidance experience?
*Figure: Agree or strongly agree
15
18%
31%
53%
57%
36%
42%
46%
63%
49%
35%
58%
68%
50%
36%
51%
65%
48%
46%
62%
68%
0% 20% 40% 60% 80% 100%
I acquired skills in searching for job or educational opportunities as a
result of guidance*
I learned new ways of learning as a result of guidance*
Guidance helped me make choices concerning my education*
Guidance encouraged me to continue my studies*
Sweden
Norway
Iceland
Finland
Denmark
22 april 2023
Outcome of guidance - Career
The following statements describe possible benefits of vocational and educational guidance.
To what extent do you agree or disagree with these statements in terms of the outcomes of your guidance experience?
*Figure: Agree or strongly agree
16
18%
23%
30%
28%
40%
20%
18%
36%
35%
60%
24%
33%
48%
42%
60%
32%
49%
58%
53%
53%
20%
25%
47%
39%
42%
0% 20% 40% 60% 80% 100%
Guidance helped me with my job search*
Guidance helped me make choices concerning jobs*
I learned to make career plans as a result of guidance*
I acquired skills to further develop my career*
I learned something about my interests as a result of guidance*
Sweden
Norway
Iceland
Finland
Denmark
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Outcome of guidance – Personal development
To what extent do you agree or disagree with these statements in terms of the outcomes of your guidance experience?
*Figure: Agree or strongly agree
17
41%
36%
45%
46%
37%
44%
62%
57%
45%
51%
63%
62%
36%
51%
55%
58%
29%
47%
40%
46%
0% 20% 40% 60% 80% 100%
Guidance helped me make other life choices*
I acquired decision making skills as a result of guidance*
I learned something about my abilities as a result of guidance*
Guidance enhanced my self-confidence*
Sweden
Norway
Iceland
Finland
Denmark
5 levels taxonomi
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Level Type of involvement Example of involvement Level
Level 1. Information gathering
Being told what is available
Individual
Level 2. Sharing of information
Telling services what it is like to use them
Individual
Level 3. Forums of debate
Workshops, focus groups, consultations
Service
Level 4. Participation
Involved in shaping policies and strategies
Strategic
Level 5.
Partnership
Deciding with others what policies and strategies need reshaping
Strategic
Example level1 – get information
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• What information? (rights, services)• How is it transmitted?• When will it be communicated?• How to ensure that it is accurate information?• How do we know that the information has been understood?
Level 2 – feedback of information / dialogue/ activity
• What opportunity are given for feedback?
• When given the opportunity to feedback?
• In what way are given the opportunity to feedback?
• What are the results? And feedback of results?
• Is there a systematic approach?
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Level 3 – forum for debate / discussion / conversation
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• Is there an opportunity for group discussion?• Who can enter?• What can be discussed?• When can it happen?• How are the results afterwards?
Level 4 och 5 – Participation to influence and make decisions
• Is there a forum for students to discuss strategic issues?
• Is it possible for students to make, or be part of strategic decisions?
• If yes, how prepared is these forums and how to document discussions / decisions?
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5 levels taxonomi
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Level Type of involvement Example of involvement Level
Level 1. Information gathering
Being told what is available
Individual
Level 2. Sharing of information
Telling services what it is like to use them
Individual
Level 3. Forums of debate
Workshops, focus groups, consultations
Service
Level 4. Participation
Involved in shaping policies and strategies
Strategic
Level 5.
Partnership
Deciding with others what policies and strategies need reshaping
Strategic
Yes
Hmmm
No
No
No
Summary of some results (Finland)
22 april 2023
62% career guidance(62% - 88% )
48% the web Finland(17% SE) (7% - 48%)
39% guidance by teachers and integrated in lessons 42%
(14% - 39%) (12% - 42%)
Limited possibility to give feedback
(35% FI) (28% - 55% )
Continuation - summary of results
22 april 2023
• Encouraged me to continue studies (63%)• I learned something about my abilities (62%)• I learned something about my interest (60%)• Guidance encouraged my self confidence (57%) • I acquired decision making skills (44%)
•Guidance as support to make decissions about job (18%) •Guidance helped my job search (20%)•Acquired skill to further develop my career (25%)
Most (Finland)
Least (Finland)
Arb
ete
Stud
era
Plan
era
Bes
luta
CMS – Career Management Skills
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From noun to imperativ
Imperativ
Pass examination get a job
VerbPlanning your
studies (an activity)
NounsA study plan
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Individual study plan – adult education Göteborg
År 2009 spring 2010
autumn 2010
Study plan 53% 57% 62%Benifit 77% 68% 69%
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Goal achievement and study plan *
Study plan
No study plan
Get a job
Higher education afterwards
Self confidence
* Adult education 2010 Göteborg
Rapport finns att ladda ner
www.goteborg.se/vux under rubriken Dokument.
Voice of users (länk)
22 april 2023
The times are a changing The world is changing
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