No description available.

Dissertation (PhD)--University of Stellenbosch, 2007. / Bibliography. Also available via the Internet.

Thesis (Ed.D.)--Liberty University school of education, 2010. / Includes bibliographical references.

A multiple case study approach was used to investigate the pattern of experience in a career transition. The participants were five men and five women who had completed a career change. The participants were selected to represent a variety of occupations. The study produced ten rich, detailed narrative accounts of career transition. Each one is told from the perspective of the individual who went through the experience. The accounts were based on in depth descriptions of the experience, and a charting of the transition using terms drawn from relevant transition models. Each account was reviewed and validated by the case study participant, who was the subject of the narrative, and by an independent reviewer. A comparison of the individual accounts revealed a pattern of experience that was common to all ten cases of career transition. It can be best represented as a three phase process, with each phase involving a distinctive character and each subsequent phase building on the preceding one. Furthermore, in each case the career transition reflected a process that was cyclical rather than linear in nature. Several theoretical implications arise from this study. First, it supports those models that describe career transition as a three stage process. The common pattern bears a remarkable resemblance to the rites of passage process described by Van Gennep (1908/1960). Second, the accounts suggest that the meaning of one’s work can change over the course of one’s life and that a career change be considered a change in a person’s life path. Third, the accounts support rejecting the notion of career transition having to be a crisis or traumatic event. From a practical standpoint, the pattern of transition can serve as a guide for those who are going through a career transition and for those who counsel them.

This research project explores the motivations of women's voluntary career transitions at midlife. Participants for this study consisted of 14 women who at the time of their transition were between 40 and 51 years of age. All women had maintained an active career throughout their adult life and were either negotiating or had already experienced a career transition. This voluntary transition was initiated for reasons other than an upward mobility within the same occupation. The data were analysed and reported using the six step phenomenological approach described by Moustakas (1994). Themes important to transition that emerged from the data were: self-actualization, generativity, authenticity, self-care, timing, and the changing role of work.

Thesis (Ph.D.)--Kent State University, 2009. / Title from PDF t.p. (viewed Apr. 28, 2010). Advisor: Alicia Crowe. Keywords:second career teachers; perceptions of profession. Includes bibliographical references (p. 180-191).

The aim of this study is to gain a thorough understanding for the reasons why and how some mid-career managers are able to leave corporate organisations to start their own companies in SA and what perceived factors make them successful. SA needs to develop entrepreneurs so as to achieve a 6% growth rate, in order to overcome unemployment and poverty. Twelve semi-structured interviews were conducted with successful entrepreneurs, who had already made the transition from corporate manager to entrepreneur. The feedback was analysed using a combination of narrative, content and constant comparative analysis. Convenience and snowball sampling generated a participant base that had extensive corporate experience, were well educated, had each been in entrepreneurship for many years and employed more than 1240 employees. The key findings were: (1) changing career – career reasons directly affect whether a mid-career entrepreneur (“MCE”) will engage in an entrepreneurial activity, as this is the basis of entrepreneurial intention, (2) motivation – human motivations directly influence who pursues entrepreneurial opportunities, and who persists and survives when challenges arise, (3) career development – both human capital and social capital are essential for success, and (4) entrepreneurialism – mid-career entrepreneurs gain considerable experience while in corporate which assist them to be a successful entrepreneurs. Years of corporate experience are the foundation for a MCE, as it provides knowledge, experience, networks and confidence. / Dissertation (MBA)--University of Pretoria, 2010. / Gordon Institute of Business Science (GIBS) / unrestricted

A multiple case study approach was used to investigate the pattern of experience in a career transition. The participants were five men and five women who had completed a career change. The participants were selected to represent a variety of occupations. The study produced ten rich, detailed narrative accounts of career transition. Each one is told from the perspective of the individual who went through the experience. The accounts were based on in depth descriptions of the experience, and a charting of the transition using terms drawn from relevant transition models. Each account was reviewed and validated by the case study participant, who was the subject of the narrative, and by an independent reviewer. A comparison of the individual accounts revealed a pattern of experience that was common to all ten cases of career transition. It can be best represented as a three phase process, with each phase involving a distinctive character and each subsequent phase building on the preceding one. Furthermore, in each case the career transition reflected a process that was cyclical rather than linear in nature. Several theoretical implications arise from this study. First, it supports those models that describe career transition as a three stage process. The common pattern bears a remarkable resemblance to the rites of passage process described by Van Gennep (1908/1960). Second, the accounts suggest that the meaning of one’s work can change over the course of one’s life and that a career change be considered a change in a person’s life path. Third, the accounts support rejecting the notion of career transition having to be a crisis or traumatic event. From a practical standpoint, the pattern of transition can serve as a guide for those who are going through a career transition and for those who counsel them. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The study explored the career change made by a population of 37 tradesmen enrolled in a teacher education program. A semi-structured interview schedule was constructed and face-to-face interviews were tape-recorded. The four areas of investigation included positive propositions put forward in the social learning principles of career decision making, facilitators and barriers to career change, the career histories and expectations of participants and their socio-demographic backgrounds. Responses tended to support propositions dealing with former instructional experiences and interactions with people, but gave little indication, that exposure to print or visual media had influenced the career change decision. The importance of having sufficient finances and personal support of participants' wives was stressed. Potential barriers most readily identified were lack of support or finances. There was little evidence of frequent career change in the work histories of participants. The most common pattern was a series of short term jobs followed by several years in one career path. Future career plans indicated an intent to remain in the teaching field. All the men were employed prior to entering the program. Socio-demographic information indicated that just over half of the participants were around 30 years of age and over two-thirds were married. Wives tended to be not only more highly educated (64%) but in higher status occupations (76%) than their husbands. Over 80% of the men had entered tertiary education prior to current involvement and five men had completed bachelor's degrees. By entering a trade, 57% of participants were in lower status jobs than their fathers. Their entry into teaching resulted in a rebound movement rather than direct upward inter-generational mobility. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Thesis (Ed.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed February 25, 2010). PDF text: viii, 215 p. ; 2 Mb. UMI publication number: AAT 3379236. Includes bibliographical references. Also available in microfilm and microfiche formats.