神戸大学 大学教育推進機構 『大学教育研究』 第 26 号
号 20182018 年年 33 月：185-200
月：

神戸大学

大学教育研究第26号（2018）MORITA

Suitable University Career Services in Information Society:
Based on the Case Study of Estonia
情報化社会における大学のキャリアサービスのあり方－エストニアの事例をもとに－
MORITA, Sachiko(Associate Professor, Center for General Student Support, Kochi University)
Abstract
Recently, the Internet has been established as a major source of information on job
hunting. On the other hand, on the scene of career support for Japanese university students,
it is common to see students being swayed by a lot of information overflowing the Internet.
Therefore, this research has aimed to consider suitable university career services in
information society based on the case study of Estonia. In particular, an interview survey was
conducted in Estonia to clarify the following points.
(1) Current situation and issue of career services at universities in Estonia(2) Guidance and support for young people regarding career information in Estonia
Regarding the point (1), it was revealed that the scale of Estonian university career
centers is relatively small. They are making effort toword prevention of students’ dropouts,
and their main users are international students. As for point (2), although the situation of
Estonian universities is the same as that of the Japanese universities, it was uncovered that
there are experts called "Career information specialist" in the public guidance centers.
Furthermore, this study suggests that "informed decisions" will become a critical concept incareer services of information society.
Introduction
Recently, the Internet has been established as a major source of information on job
hunting (Ministry of Internal Affairs and Communications, 2015). Ministry of Internal
Affairs and Communications (2015) mentioned that according to a questionnaire survey
conducted by Japan Productivity Center in 2013, more than 80% new recruits cited"employment websites" as a source of information on job hunting. Additionally, in thequestionnaire survey carried out by Japanese Trade Union Confederation (2015), those who
agreed to the necessity of "employment websites” for job hunting are 82.8% in the fourth
grade students of universities.

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神戸大学

大学教育研究第 26 号（2018）On the other hand, on the scene of career support for Japanese university students, it iscommon to see students being swayed by a lot of information overflowing the Internet.
Japanese Trade Union Confederation (2015) points out that there is a gap between theinformation job-hunting students is seeking and the information obtained on the employment
websites. Moreover, Japanese Trade Union Confederation (2015) also noted that 22.9% of
respondents had difficulty in choosing necessary information due to excessive information
during job hunting.
Under these circumstances, the author has been engaged in developing a job hunting
support system to provide useful information for university students (Furukawa, Morita,
Fukumoto, et al., 2014, Tsuzuki, Morita, Furukawa, et al., 2015, Nakamizo, Morita,
Fukumoto, et al., 2016). However, the author began to consider that university students need
not only job hunting support system, but also systematic guidance and career services thatmake students gather necessary information and use it for decision making of their career.
On the above themes, there are few domestic prior studies. Therefore, this research aims
to consider suitable university career services in information society based on the case studyof Estonia. The reason why this study selects Estonia as a research site is that the author
studied career services in Northern European countries in this several years, and began to pay
attention that Estonia has not only excellent education systems (OECD, 2016a), but also has
rapidly increasing presence among Northern European countries as an information society.
This research is composed of three parts. The first part is overviews of Estonian
education system and career services. The second part shows the methodology and results ofthis research. The third part is a discussion related to suitable university career services in
information society.
1.

Overviews of Estonian education system
According to Lees (2016), the Estonian education system has a long history - firstacademic schools were founded in1630 (Tartu) and 1631 (Tallinn). In 1632, the first
university, the University of Tartu, was founded. In the second half of the 17th century, first
Estonian folk-schools were opened. The aim of these schools was to provide education in thenative language, so that students could read the Bible. The current structure of Estonian
education system is as shown in Figure 1.
According to EP-Nuffic (2015), primary and junior secondary education have a durationof 9 years. It comprises 4 years of primary education for the 7 to 11 age group, followed by
5 years of basic education for the 11 to 16 age group. Secondary education is 3 years in eitherof general secondary education and secondary vocational education. General secondary― 186 ―MORITA

education is provided at the gümnaasium. Secondary vocational education is provided at akutseõppeasutus.
Higher education may be acquired as professional higher education (in a vocational
school, institution of professional higher education, educational institution belonging to thestructure of university) or academic higher education (in a university) (Estonian Ministry of
Education and Research, 2014a). There are 33 higher education institutions in Estonia, 18 ofwhich belong to the private sector (EP-Nuffic, 2015). The funding system was changed.
Higher education became free for those studying full time and in Estonian, provided theymeet the requirements for their curriculum in full each semester – which means they have toearn 30 ECTS credits per semester.

Doctoral Degrees
Doploma of Professional Higher
Education

Master's Degrees (2 Years)
Bachelor's Degrees (3 Years)

Technical / Vocational College(2-5 Years)

University

Secondary Leaving Examination
General Secondary School
Ages 16-19 (3 Years)

Vocational Secondary School
Ages 16-19 (3 Years)

Basic School (Primary and Lower Secondary)Ages 7-16 (9 Years)

Early Childhood Education
Ages 3-7 (Not Compulsory)

Figure 1. The current structure of Estonian education system
Source: Center on International Education Benchmarking website. “Estonia: Learning Systems”

Several Estonian universities have career center to provide services for their students
and graduates. The principal aim of these centers is to act as a bridge between the worlds ofstudy and work, and to assist students in their career planning activities in general.

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2.

大学教育研究第 26 号（2018）

Overviews of Estonian career services
This section reviews previous studies related to the history and current situation ofcareer services in Estonia.
According to Foundation Vocational Education and Training Reform in Estonia (2001),
career guidance has been practiced in Estonia for over 70 years. However, after regaining its
independence from the former Soviet Union, numerous other problems attained primary
importance for the state and interest in careers guidance declined. As the result, choosing aprofession and finding a job after graduation became the concern of the youth themselves.
Later development of this field has taken place due to the changes in expectations andrequirements of the labour market as well as due to the advanced concept of lifelong learning(Foundation Innove, 2010).
Foundation Innove (2010) defines the term “Career services” as a concept including
career education, career information and career counseling, and states that it is offered byschools, universities, colleges, training institutions, public employment services, andcompanies. The fact that one of the constituent elements of "Career services" is career
information is a characteristic feature in comparison with defines of other countries like Japanand other Northern European countries.
Then what is the current situation of career services at universities in Estonia? There areseveral prior studies on the current status of career services in Estonian universities.
Foundation Innove (2010) mentions that the career centres in higher education institutions
provide career information and counselling to current students, employers and alumni.
Kameno (2007) noted regarding career services in higher education in Estonia as below.
-

The main work of career centers is focused on studying consultation for students.

-

Labor demand of companies for university students is large and universities areconcerned about students’ balance between study and work.
However, few studies examined the following two points.
(1) Current situation and issue of career services at universities in Estonia(2) Guidance and support for young people regarding career information in Estonia
Therefore, we conducted an qualitative research in Estonia in order to clarify regardingthese points.
3.

Methodology and results of qualitative research

3-1. Methodology
This qualitative research consists of interviews with experts who belong to two
universities and two public sector.

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Table 1. Data Collection Procedure
Date
Research Site
September 25, 2017 Tallinn University
Career and Counselling Centre
September 26, 2017 North Estonia Rajaleidja Centre

September 27, 2017 Tallinn University of Technology
Counselling Centre

Corresponding persons
Ms. Liina Vallimäe(Career Counsellor)
Ms. Ave Vilu
(Senior Specialist of CareerCounselling, Agency forLifelong Guidance,
Foundation Innove)
Ms.Merike Aava, Ms. Kristi
Stahl
Ms. Helina Villem(Career Counsellor)

Table 2. The outline of the educational institutions which were addressedin this study
Institution & Department
Tallinn University

Outline of the institution
The largest university of humanities in Tallinn and the third
biggest public university in Estonia.
- Number of students 7,524(foreign degree students15.7%)- Number of employees (full-time) 822
Career and Counselling Centre
The objectives:- to support students in their studies,- to offer a number of services that help students todevelop personal life skills and achieve success in thelabour market.
Organization;
There is one expert in each of three fields.
Innove,Innove promotes the sectors of general and vocational
North Estonia Rajaleidja Centre education, provides lifelong guidance through the nationwide
Rajaleidja (Pathfinder) lifelong guidance network, andmediates the European Union assistance.
Tallinn University of Technology The second biggest public university in Estonia, and theflagship of Estonian engineering and technology education
and reserch.
- Number of students 11,070(foreign degree students13%)- Number of employees (full-time) 1,930
Counselling Centre
The objectives:
This center offer information, counseling, training,
consultation and cooperation.
Organization;
The chronological order of datacollection
procedure
is of
shown
in Table 1.
There
is one expert
in eachsix fields.

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大学教育研究第 26 号（2018）

During the interviews, field notes were kept and the interview were recorded on IC
recorder with the permission of the interviewees. All interviewees approved that thesecontents may be publish as academic conference, documents and papers.
Table 1 is the data collection procedure of this research. Table 2 summarizes the outlineof the educational institution which was addressed in this study.
3-2．Results(1) Current situation and issue of career services at universities in Estonia
This section has been elaborated based on the interviews with the experts of Career andCounseling Centre of Tallinn University (hereinafter referred to as “TU Career Center”) andCounseling Centre of Tallinn University of Technology (hereinafter referred to as “TUT
Career Center”).
First, share the organizational structure of the career centers of both universities.
There are three counselors at the TU Career Center, but only one of them is a career
counselor. TUT Career Center also has one career counselor, although there are six experts
in this center. The number of career counselors at both universities may seem to be small
compared to that of Japanese universities with the same scale. However, even at the
University of Copenhagen in Denmark, there is only one career counselor. From this, it isconsidered that it is not limited to these two universities when it comes to Northern European
countries.
In addition, both counselors mentioned that Estonian students rarely use any kind ofcounseling and tend to decide their future by themselves or by consulting someone close tothem like family and friends. The fact that there is only one career counselor at both
universities could be considered as reflecting the trends of Estonian students mentioned
above.
Next, the career counselors at both universities mentioned the issue of career services
as follows.
The Career counselor of TU Career Center noted the current issues this university's
career support as the following;-

Mismatches between the contents of university lectures and what student expected-

The support for international students

The Career counselor of TUT Career Center mentioned the following;-

Mismatches between the contents of university lectures and what student expected-

Many students have problems which cannot be solved by counselors, such as theincome of the student― 190 ―MORITA

It is a noteworthy fact that both career counselors commonly point out the mismatches
between the contents of university lectures and what student expected. The career counselor
of TU Career Center mentioned that approximately three months after enrolling to theuniversity, many students suffer from mismatches and visit the center. Many of themcomplain that the contents of the lectures at the university are different from what they
expected.
Regarding the mismatches at Estonian universities, Kori and Mardo (2017) pointed outthat the average European higher education dropout rate is 19% in the ICT field, but inEstonia about two thirds of undergraduate IT students fail to finish their studies. However,both counselors pointed out that mismatches after enrolling to the university are not limited
to ICT field students. Both counselors also stated as follows. The university lectures are very
academic and difficult. Therefore, many students are puzzled about that and they begin tosearch for alternative paths. In the ICT field, students can easily find high salary jobs without
having a university degree. This leads to dropouts in the field.
Concerning the current situation in which such mismatches frequently occurred, bothcounselors agreed that the career support in secondary schools should be the jurisdiction of
secondary school’s counselors. Additionally, they both mentioned that a career change after
enrolling the university is the responsibility of the student, although they are making efforts
to prevent students’ dropouts. Regarding this point, it is considered to be a very different
situation from the one in Japanese university career centers which are regarded as having
responsibility for students’ career decisions.
On the other hand, the Estonian government seems to focus on improving the career
guidance at basic schools and the secondary schools related to this problem. Specifically, thegovernment is beginning to develop the career guidance so that high school students seeking
practical learning choose vocational higher education institutions rather than universities.
This challenges will be discussed further in next section.
With regard to international students, the career counselor of TUT career center
commented that 70% of international students of TUT make an appointment for some kindof counseling apart from whether they regularly visit the center or not. Estonian universities
are very open to accept international students in order to invite excellent overseas students.
From the perspective of career support, both counselors stated that foreign students are more
likely to make good use of career counseling than students from Estonia. Consequently, atthe two university career centers, it is apparent that international students are the main clientsof career counseling.
The issues of students’ income are deemed not to be a problem dealt with by the career7― 191 ―

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大学教育研究第 26 号（2018）

center in Estonia. Therefore, this paper will not discuss it. However, the staff of TUT
Educational Technology Center who were interviewed as part of this research statedfollowing. They sets a goal that all compulsory 1 and 2 level courses (BA, MSc) at TUT
should be supported in e-learning environment (in total about 1500 courses) by 2018 to 2020.
This effort is to help finding students’ better balance between work and study. Additionally,
they are attempting to unify e-learning platform to Moodle in order to analyze the learning
behavior of students and reduce dropouts.
Besides the above, internships which were not incorporated into the curriculum seem tobe handled by the career center like at universities of Japan and other Northern European
countries. In addition, at both universities, career center counselors were also dealing withtasks like guidance on CV and cover letters, training of interview.
Finally, in relation to the research topic of (2), the counselors at both universities
mentioned the use of ICT at the career center and the guidance to students regarding career
information following.
The Career counselor of TU Career Center mentioned that they use it as communication
channel, to provide and mediate information about seminars/lectures, job offers (they use
career-list, Facebook, webpage) and other helpful pages/organizations/facilities. The Career
counselor of TUT Career Center mentioned that they concentrate on personal approach anduse ICT in minimum capacity. At the career centers of Japanese universities, ICT is used not
only as an information provision and communication tool, but also as a grasping andanalyzing tool of the students’ employment situation, and as a reservation system for joint
job fairs. In this regard, it can be said that the use of ICT is more promoted at Japanese
university career centers than at the Estonian one.
Concerning the guidance to students regarding career information, it seem to be
instructed as necessary in career counseling at both universities. In this regard, it can be said
that Japanese universities and Estonian universities are in the same state.
From the above interview results, Point (1) is summarized as Table3.
(2) Guidance and support for young people regarding career information in Estonia
This section has been elaborated based on the interview with Foundation Innove１ andNorth Estonia Rajaleidja Center.
Rajaleidja is a public center which was centralized by the Foundation Innove in autumn
2014. The role of this center is to support young people in their studies and career related
issues, including opportunities for small municipalities that have under 350 students.
１

Innove is governed by the Estonian Ministry of Education and Research.

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Table 3. Current situation and issue of career services at universities in Estonia
compared to Japanese universities

scale
operation

main user

Career Centerof Estonian Universities
relatively small
personal
students suffer frommismatches between
university lecture contents
and what they wanted tolearn,
international students

Career Centerof Japanese Universities
relatively largeorganized

job hunting students,
Japanese students

use of ICT

as communication channel,
to provide and mediate
informationas communication channel,
to provide and mediate
information,
to grasping and analyzing theemployment situation of
students,
reservation system for Joint
job fairs

guidance on
careerinformation

instructe as necessary incareer counseling

instructe as necessary incareer counselingAccording to Foundation Innove (2016), Estonian career services, which are provided by thecommunity sector, went through a major change in 2014–2015. Since autumn 2014, 24
fragmented youth guidance centers were replaced by 16 public centers named Rajaleidja(Pathfinder in English). The idea of this Center is similar to that of the integrated the Youth
Guidance Center and the Regional Guidance Center in Denmark２.
According to Ms. Ave Vilu, the program of Rajaleidja is financed by European Social
Fund until 2020. Table 4 represents the number of people who received support of Rajaleidja
from September 2014 to November 2016.
Ms. Ave Vilu mentioned that the role of Rajaleidja is composed of career guidance andcounseling for special needs. The career guidance unit of North Estonia Rajaleidja Centre
２Youth Guidance Centers focus on the transition from compulsory to youth education and Regional
Guidance Centers deal with the transition from youth education to higher education.
Also similar centers called "One Stop Guidance Centers" have been established in 30 regions ofFinland since 2010.
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大学教育研究第 26 号（2018）

Table 4. The number of people who received support of Rajaleidja
Number of students, who have received
individual career services
Number of students, who have received
individual educational counsellingNumber of teachers and parents who havereceived individual counsellingNumber of participants in group
counselling and sessions
Source: Foundation Innove (2017)30,71017,3093,878
150,141

consists of 20 Career counselors and 8 Career information specialists. Every specialist has
approximately 40 individual clients per month. Table 5 shows the main tasks of three typesof career specialists.
The career guidance is targeting participants aged 7-26 and including career education,
career counseling and career information. They have three priority groups. The first group is
students from 7th to 12th grade, the second group is the students in vocational school and thethird group is 18 to 24-year-olds who dropped out of the education system with no more thanbasic education (graduated 9th grade). Students for 7th to 12th grade correspond to 3rd stageof the integrated primary and lower secondary school (grade 7th to 9th) and secondary school(grade 10th to 12th). The career counselors of Rajaleidja Center visit schools where thecounselor conducts group counseling and individual counseling for students. According to
Ms. Merike Aava and Ms. Kristi Stahl, they are making efforts to reduce the mismatches byimproving career guidance for students of 7th-12th grade. (They suggest vocational schools
rather than general secondary schools or universities for students who want to develop
themselves practically.)
Additionally, they noted that the specialist called "Career information specialist３" is aunique expert.
According to Ms. Ave Vilu, as of the moment, there are no regular accredited basic
training programs offered for Career information specialists in public universities. However,Career information specialists have participated in various in-house courses, may it be shortor long-term, about innovation, guidance and information retrieval methods, trends ineconomy and employment, mobility, mentoring. The scope of Career information specialist
３

In the Canadian Standards and Guidelines for Career Development Practitioners (2012), the following
explanation regarding Career information specialist is posted;“A Career Information Specialist helps client access relevant information needed for their career decision
making process. The Career Information Specialist identifies, secures, manages and interprets career
information for their clients. This includes national and international labour market, education, occupation,and job search resources.”― 194 ―MORITA

Table 5. The main tasks of specialists related to career guidanceSpecialist Group
Career counsellor

Career information specialist

Career co-ordinator

Occupational
qualification
Main tasks
levelsLevel 6-7 ・Individual and group counselling・Networking and cooperation with otherservice providers
・Service development
・Informing the public about the services
・Training and mentoring of other guidance
professionals
Level 5-6 ・Information provision of education, labormarket andoccupations for groups and individuals
・Networking and cooperation with otherservice providers
・Service development
・Informing the public about the services
・Training and mentoring of other guidance
professionals
・Preparation and execution of school's
Level 6career services
management plan
・Information provision of education, labormarket andoccupations
・Networking and cooperation with otherservice providers
・Service development
・Informing the public about the services
・Training and mentoring of other guidance
professionals
Source: Foundation Innove (2017)

only focuses on gathering, systematizing and providing information to clients individually orin groups about education, professions and labor market trends. They are assisting people inseeking or applying for jobs, as well as finding an internship placement. Clients get advices
and support in making employment choices. They do not counsel clients about personalmatters like abilities or personality nor are they allowed to administer psychometric tests fora person’s characteristics.
Ms. Ave Vilu emphasized that Career information specialist complements career
counselors in the two points;
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大学教育研究第 26 号（2018）

・Not all clients need personal development based on career counseling, but rather someclients would like to help them manage the information overload they are facing in theirlives.
・Career information specialists are great support for teachers at schools helping them deliver
career lessons and organizing career events like job shadowing or training interviews forstudents.
According to documents provided by Ms. Ave Vilu, the following are the part of basic
activity indicators of a Career information specialist;
・Makes an information request interview in order to get to know the client's needs andexplore the current situation
・Informs the client about the professions, working and learning opportunities and respective
information sources, depending on the client's needs
Normally, these are just what the career counselor is implementing in counseling.
However, the activity indicator of Career information specialist also includes the following
contents.
・Controls the client's use of information in order to fix the client's information retrieval
habits・Organizes career information lectures, considering the needs and opportunities of the target
group
・Manages and develops a career library (including an electronic database) by collecting andsystematizing career information materials and assures the proper display and availabilityof information materials
The third indicator is sometimes handled by faculty or staff of university career centers
in Japan. However, other indicators are rarely provided at Japanese university career centers.
It should be noted that apart from the career counselor, there is an expert whose main
purpose is to provide and guide clients about career information. With the benefit of theInternet, students are now able to obtain a lot of information regarding studies, job-hunting
activities, the situation of labor market, and companies easily. However, there are few
students who can judge the reliability of the information and effectively utilize it. Therefore,
the need for experts who specialize in such information will increase in the field of career
services at Japanese universities.
4.

Conclusion – Discussion related to suitable university career services in
information society
This research aims to consider suitable university career services in information society― 196 ―MORITAbased on the case study of Estonia. In particular, an interview survey was conducted in
Estonia in order to clarify the following two points.
(1) Current situation and issue of career services at universities in Estonia(2) Guidance and support for young people regarding career information in Estonia
Regarding the point (1), as shown in Table 3, it was revealed that the scale of Estonian
university career centers is relatively small. They are making effort toward prevention of
student’ dropouts, and their main users are international students.
It is thought that there are two major options to solve mismatches at Estonian
universities. The first option is to change the contents of university lectures more practically.
The second option is to make students who want to develop themselves practically to choose
vocational schools. According to the interview survey of this research, Estonian government
seems to select the second option and change the guidance to students at basic schools andsecondary schools.
Regarding the use of ICT and the guidance on career information, the research showsthat the situation of Estonian universities were the same as those of Japanese universities.
However, it was revealed that there are an expert called "Career information specialist" inpublic guidance centers for young people aged 7-26 called Rajaleidja. The activity indicatorsof Career information specialist includes the following contents;
・Controls the client's use of information in order to fix the client's information retrieval
habits・Organizes career information lectures, considering the needs and opportunities of the target
group
・Manages and develops a career library (including an electronic database) by collecting andsystematizing career information materials and assures the proper display and availabilityof information materials
On the other hand, according to the curriculum of career consultant in Japan, career
consultants are supposed to advise client regarding collection, retrieval and utilization of
information. However, guidance on career information is only a fraction of the vast
knowledge and skills which career consultants are required to possess. Therefore, they cannot
concentrate on guidance concerning career information. Considering the information society
surrounding young people in Japan, experts such as Career information specialists of Estonia
should also exist at Japanese universities.
Estonian Ministry of Education and Research (2014b) mention regarding “Providing
information and counselling services” as follows;13― 197 ―

神戸大学

大学教育研究第 26 号（2018）“Information and counselling services need to be made available for individuals to
make informed decisions (career information and studies, information about theemployment opportunities, unemployment, wages and career counselling for different
professions). Informed decisions allow a person to realize their potential in the best possible
way, while avoiding the pitfalls of the gender and age stereotypes that have formed in society.
An informed choice of specialization helps prevent dropouts and creates a good basis forthe person to be able to use the acquired knowledge and skills later in their work.”
This case study suggests that this "informed decisions" will become a critical concept
in career services of information society. Moreover the results of this study suggest thatexperts on carrier information may be informative for Japanese universities as well.
Therefore, it will be necessary to further study of the Estonian cases and to explore thepossibility of arranging these experts at Japanese universities.
It is considered that this research can contribute to the development of career services inJapanese universities in that it pointed out the necessity of experts specializing in carrier
information and the concept of "informed decisions". However, some limitations are worth
noting. Firstly, in this study, not all universities in Estonia were visited. In particular,interviews at University of Tartu which is the largest and oldest university in Estonia shouldbe implemented. Secondly, it is necessary to observe activities of Career information
specialists and verify its effectiveness. Further studies are needed in order to clarify and verify
the above.
Acknowledgments
I would like to show my greatest appreciation to the specialists who warmly accepted me andtook time for the interviews. I would like to thank Ms. Janne Funk and Ms. Elli Feldberg.
They taught me the background of Estonian education and culture. Finally, I appreciatecomments and suggestions from two anonymous reviewers, which greatly improved anearlier draft of this manuscript.
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