Audrey Collin's research while affiliated with De Montfort University and other places

... First, when analysing career management, it is important to define what a career is. Most authors, when defining a career, emphasise the employee's formal activities and positions (Sullivan, Baruch, 2009;Hess, Jensen, Dries, 2012), others look at careers more broadly, linking them not only to work, but also to all human activities (Collin, 2006;Pavulens, 2015), emphasising the coherence between professional activity and social life (Suutari, Tornikoski, Mäkel, 2012;Nishanthi, 2016). S. Sullivan and Y. Baruch (2009) describe a career as a way of life that integrates aspects of professional and social activity, which includes the transition to professional activity and the associated higher professional and social status and social progress (Swan-son, Foaud, 2019). ...

... Regarding the categories of counseling needs identifi ed by the literature following studies and research, Dogar, Azeem, Majoka, Mehmood and Latif (2011) point out that among the fi ve major categories of counseling needs that young people state (educational, vocational, emotional, social and behavioral needs), the vocational needs occupy the largest share, that is 45% (Collin, 2007;Crisan, Calin, & Oltean, 2015;Blustein, Schultheiss, & Flum, 2004). The contents of the career counseling, presented in the enumerative version (Dumitru, 2008, p. 206-212), can be summarized as follows: (1) the self-knowledge of the person (selfknowledge); (2) knowledge of the fi eld of professions and occupations required by society; (3) career building; ...

... The characterisation of multi-, inter-, and transdisciplinarity as described here represents one school of thought in the literature of disciplinarity. Others, such as Klein (2008) and Collin (2009), emphasise the transcendental aspect of transdisciplinarity, as a result of a more extended collaboration that leads to a synthesis of conceptual and methodological frameworks. Within this school of thought, interdisciplinarity is characterised by 'neighbouring disciplines with compatible epistemologies' (p. ...

... Life Design consequently recognizes that the knowledge and identity possessed and developed by a person derive from the social and cognitive processes that take place during the interactions between people and groups, as well as in the negotiations between them (Gasper, 1999). In this perspective, the meaning that a person attributes to reality is therefore co-constructed in a social, historical, and cultural context through the discourses that take place (Young and Collin, 2004). Consequently, unlike in past decades, a person's development no longer follows linear and predictable trajectories. ...

... As an alternative to this binary model, other authors have suggested that administrative and managerial tasks have recently become more central aspects of academic professionalism. Some authors have argued that the "academic manager" is becoming an increasingly important ideal-type in a number of countries (Harley et al. 2004;Henkel 2000), implying a potential conflict with the traditional values of "academic autonomy and collective ideals" (Winter 2009, p. 123). The emergence of this third ideal-type profile of academic professionalism reflects the rise of "accountability" within academic institutions, and results from attempts by appropriately qualified individuals to improve their career prospects (Paye 2015), to maintain their leadership over a research team (Louvel 2010), or to find a "niche" for themselves when research funding opportunities become rare (Gabrysiak 2020). ...

... Modern approaches specific to the areas related to personnel selection and career orientation involve the use of non-traditional methods so that people are able to develop but also to reveal their personal potential and interests for productive human activities. The narrative methodological approach, such as the reflective essay, are ways to exploit the approaches specific to the postmodern social constructivism in order to shape a comprehensive manner of building the professional path of the modern man (Collin & Patton, 2009). Career counselling from a postmodern perspective is restructured as a client centered approach, intervention approaches being rather a collaborative process strongly articulated in the present social context (Blustein Ali & Flores, 2019;Chakraborty & Wang, 2015). ...

... This experience was truly one of the highlights of my academic career. Audrey's incisive thinking and her careful and planful approach to this book (Collin & Patton, 2009) ensured it will remain a key work for decades to come. Audrey's thinking about multidisciplinarity, interdisciplinarity and transdisciplinarity, which was a key framework for the structure of the book, was clearly and articulately explained in another seminal work, her 2009 article. ...