D.Comm. (Leadership Performance and Change) / The purpose of this thesis is to develop a theory, which is based on the career transition phenomenon as experienced by transitioning individuals. Specific focus is given to professionals who transition either to a new profession where a new South African Qualifications Authority (SAQA) qualification is required, or to a wholly unrelated non-professional job where no new qualifications are required. This thesis also provides a theoretical overview of the movement from old career concepts to new career concepts and its related influence on both individuals, as well as the organization, as this is the environment in which career transition take place. An interpretive qualitative approach with a specific grounded theory strategy was employed. Data and information was collected by way of memoirs, interviews and literature. The data came from a total of eight participants who each submitted a personal account of their career transitions as they experienced it in the form of a memoir. Additional data was collected via structured interviews, where participants were requested to provide their inputs and comments. These interviews were also a form of member checking, as the questions were developed based on the initial analysis of their memoirs. Information was also collected from literature, where any and all related career transition concepts were explored, and included in the final analysis. The specific application of grounded theory that was followed to analyse the data was Straussarian. This analysis process entails three steps. Firstly, the researcher applied open coding, followed by axial coding, and, lastly selective coding. Each new participant who was analysed was chosen by following the theoretical sampling technique. The qualitative data analysis software programme called ATLAS was utilized to store all data that was collected, including the developed codes and theoretical memos. Mind maps were developed as the analysis progressed and assisted in the development of the final story on career transitions. Data analysis ended when theoretical saturation was obtained.

An intensive case study design was utilized, integrating data from the application of Q-technique and subject interviews, to examine the meaning of career change from a family perspective. Ten subjects, identified through an informal network of referrals, were selected as diverse examples of career changers (6 men, 4 women). Subjects Q-sorted 46 items drawn from Holland's (1966) typology of personalities for 19 to 23 Salient Role Figures identified from three domains of dramatic enactment: Family, Self, and Vocation. Q-sort results for each subject were developed into a correlation matrix, then submitted to a principal components analysis. Results were analyzed to identify shifts or maintenance of themes and role enactments as indications of lived-out dramas. The empirical findings and suggested themes were presented to each subject to stimulate subject elaboration. Quantitative and qualitative data were synthesized to develop portraits pointing to the meaning of career change for each subject. Results support previous research that suggests individuals displace role enactments from family-of-origin onto the vocational arena. This study also provides support for the thesis that the phenomenon of role displacement from the family to vocational arenas occurs across differing vocational contexts. Additionally, while the meaning of career change as reflected in patterns of dramatic enactment appears idiosyncratic, the shifts in role displacement from family-of-origin to vocational arena appear to virtually define the subject's sense of the meaning of the career change itself. Thus, when viewed in the context of the individual's life as it is lived out, there appears to be regularity in the meaning of career change. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The question arises pertaining to the reasons behind the choice of making a career change into teaching. Men and women that have been working at their jobs in industry and business for years, quite efficient at the job that they do, make the life-changing, difficult choice to become teachers. The purpose of this study was to determine the nature of their previous mentoring experiences behind such conscious choices. In quantitative research, the researcher states a hypothesis early in the beginning chapters, laying the foundation for the results to be revealed in the ending chapters. However, in qualitative research there is no room for the researcher to show cause and effect, to prove or disprove a hypothesis. What the researcher does instead is he or she acts as the research instrument. This means that there is no third party or instrument between the researcher, the data or the assertion. The identification of these mentoring experiences, including actions, comments and examples demonstrate what a mentoring teacher does, says or exemplifies that shapes their students' decision to become teachers, whether directly into that degree or as a career transition later in life. Within the qualities, teaching methods and values discussed, overall they were positive. ·This common theme is what students should be advised before entering the teaching profession. The power of a positive experience for the student is what new teachers should learn and practice based on these responses. The general skills/teaching methods and values that a teacher demonstrates is what set them apart from other teachers as a "great teacher" and most importantly, a mentor.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. / Bibliography: leaves 83-85. Also available online.

This study is an exploration of the relationship between spirituality and the career-transition process in middle-aged women's lives. The sample of this study consisted of 20 women who were in or went through a career-transition process. The research data were collected through in-depth interviews. Grounded theory methodology (Strauss & Corbin, 1990) was used to analyse the data and to generate frameworks for the interaction between the career-transition process and spirituality. The results indicated three different frameworks to explain the interaction between the two research variables for three different patterns of career-transition process. These frameworks included five major themes related to spirituality and the career-transition process: (a) reflection, (b) belief in a transcendent dimension of reality, (c) principles and morals to live by, (d) reciprocity, and (e) life outside work.

Dissertation (Ph.D.)--Auburn University, / Abstract. Vita. Includes bibliographic references (p.114-127).

Thesis (Ph. D.)--Michigan State University. K-12 Education Administration, Dept. of Education Administration, 2008. / Title from PDF t.p. (viewed on July 8, 2009) Includes bibliographical references (p. 287-297). Also issued in print.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 175-184). Available also in a digital version from Dissertation Abstracts.

Thesis (M. Ed.)--University of Hong Kong, 1993. / Includes bibliographical references (leaves 123-130).

Thesis (M.Ed.)--University of Hong Kong, 1993. / Includes bibliographical references (leaves 123-130). Also available in print.