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This article examines the career development of international football coaches in the context of their transnational migration. Previous research has mainly relied on the normative stages models to explain coaching career development, which has limitations in capturing the complexity and diversity of coach career trajectories, particularly in terms of unique individual experiences and contextual impacts on their career development. Drawing upon the theory of careership, this article seeks to bridge the gap by focusing on how individual coaches navigate their careers according to their horizon for action. Careership theory provides a useful lens through which to examine the interactions between individuals and their contexts, in gaining a more nuanced understanding of how these interactions shape career trajectories. Semi-structured interviews were conducted with eight international coaches who worked in China to gather qualitative data. The results show that the migration of coaches closely intertwined with their career development in a variety of ways, which were manifested in different career horizons for migration within two distinct stages of career development: (1) 'career-consolidation' reflecting the willingness to stabilise and solidify the career pathways, and (2) 'career-reformulation' highlighting the desires or needs to change the current career trajectories. The findings of this article suggest that career development is a multifaceted process encompassing normative, longitudinal steps, individualised approaches, objectives, constraints and unexpected events. Analysing coaches' horizons for action allows researchers and practitioners (e.g. coach educators) to gain a holistic picture of individual and contextual distinctions within the longitudinal stages of coaching career development. [ABSTRACT FROM AUTHOR]

Career development theory is critical in understanding how individuals make transitions through education and the workplace. However, despite evidence of the importance of geographical place in shaping individual trajectories, limited theoretical work has focused on the topic. In this paper, the potential for the development of a theoretical framework of career development that explicitly addresses the role of place is explored. This paper starts by outlining the limited ways that place has been conceptualised in existing career development literature, and then explores potential developments utilising the theoretical tools from careership theory and the work of Pierre Bourdieu and integrating insights from contemporary spatial theorists. The paper finishes by drawing together a spatio-relational framework for career development which both encompasses insights from the existing literature and extends this work arguing that place is a salient dimension in career development to a much more significant extent than has been previously recognised. [ABSTRACT FROM AUTHOR]

There is a wealth of evidence suggesting that after being marginalised and excluded from school young people who attend Alternative Provision settings report positive relationships and experiences of learning. There is however very little research which explores the longer term outcomes of attending this sort of provision. Retrospective life history interviews were undertaken with 18 young adults in their early to mid-20s who had attended Alternative Provision in England. Interviews focused on schooling, exclusion, attending Alternative Provision and the impact of this on what they had done since leaving school up to their present situation. Analysis showed that the experience of attending Alternative Provision frequently constituted a turning point in a young person's life story. This was due to the qualitatively different kind of social space experienced there. [ABSTRACT FROM AUTHOR]