Thesis (Ph. D.)--University of Wisconsin--Madison, 1983. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 381-389).

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Diane L. Gill ; submitted to the School of Health and Human Performance. Includes bibliographical references (p. 195-203).

A case study approach was used to generate a description and an understanding of the experience of withdrawal from a career in professional sport. The informants were ten males who had withdrawn from their careers during the years from 1976 to 1987 inclusive. The informants were selected from team and individual sports, involving four key informants from each of hockey and thoroughbred horse racing, plus one subsidiary informant from each of football and racquetball. Narratives rich in description were derived from personal interviews and were validated by the respective informants. These narratives were synthesized into a general story of voluntary withdrawal from sport which reflects both common experience and turning points for varying plots. This general story was validated by the informants as well as an expert authority who has been professionally involved in sport for some thirty-six years. Withdrawal from sport was a process which frequently began soon after the athletes became engaged in the career. When confronted with a variety of catalytic events which reminded them that the career was short-term, they addressed the potential for withdrawal in varying fashion and typically re-immersed themselves in the career. The potential eventually became more immediate, more urgent but frequently arose in the context of an enlarged perspective on the self and the profession. Thus, they were confronted with both internal and external pressures for change. As they began to assess their prospects for life after sport, they often became concerned about perceived limitations. They experienced a period of great confusion and indecision which was the most difficult and trying component of the story. In the middle of the story, the athletes frequently sought direction in their careers, scrutinized the profession more carefully, and uncharacteristically reached out to others for ideas and support. Eventually, a culmination point arose, resulting in a decision to withdraw. The athletes were typically relieved by this decision because they were weary of their confusion and often were weary of the physical and emotional demands of the career. A variety of new career opportunities were available to them. Some were planned and some were unexpected. Chance encounters played an important part in the process of leaving sport. The story ended with the establishment and acceptance of a post-sport career and lifestyle. In reflecting on the decision to withdraw, the athletes were typically glad that they quit when they did, even though they were reluctant to do so at the time. Their withdrawal allowed them to preserve health, self-respect, and the regard of others. It also allowed them to develop other competencies and to express a more nurturant dimension of themselves as their interests had turned toward their emerging family lives. Most have found the transition to a new career and lifestyle relatively easy, frequently accepting a more modest lifestyle than they had experienced as professional athletes and usually finding some means to continue their participation in sport in a recreational or leadership capacity. The study includes several theoretical implications which reinforce the importance of contextual considerations, the significance of chance encounters, and the changing personal meaning of work in life paths. The study supports criticisms of the traditional expectations that a career should follow a rising trajectory, as well as criticisms of the application to this topic of theoretical perspectives borrowed from social gerontology and thanatology. Furthermore, the study finds no evidence to support the contention that this experience is extraordinary and traumatic. Rather, the experience seems to be characteristic of transitions in general. The study supports and offers extensions to Schlossberg's (1984) model of transitions. The practical implications of the study include the utility of the general story as a model, knowledge base, and alternative perspective for individuals experiencing similar transitions and their helping practitioners. Recommendations for interventions include the use of Schlossberg's content-process model as a framework to assist individuals through a transitional experience such as leaving professional sport. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

No description available.

As life expectancy rates continue to rise, so does the need for continued participation in the workforce. Economic sustainability and aging in place become values anticipated and realized through longer life spans. The ability to maintain lifestyle is severely halted when individuals are faced with loss of employment. This qualitative case study was created to delve into how individuals separated from the workforce after the age of 50, re-gain employment. The foundation of this study was couched on the following assumptions: (1) the older/later-life displaced worker will have developed/learned a set of competencies comprised of attitudes behaviors and skills underpinning ventures of re-engagement into the workforce; (2) workforce re-engagement can sustain livelihoods for later-life displaced workers; (3) older/later-life displaced workers have found self-sustaining opportunities through re-engagement pathways that have allowed them to continue to contribute to their communities. Twelve individuals over the age of 50 representing eight states, and various careers participated in the study. The principal data sources were in-depth interviews and a focus group. Although, the study was designed to explore workforce re-entry for displaced workers over the age of 50, the key finding that transitioning to employment pathways differing from previous careers, emerged as most challenging. In addition, post separation perceptions yielded thematic elements concerning pluralistic ageism on the separation from, and the re-entry into the workforce. Primary recommendations include the communication and viable training and re-tooling prior to workforce separation, comprehensive counseling, and awareness of legislative workforce rights, all of which should be disseminated with greater regularity.

This study examines five highly trained musicians who made the life-changing decision to leave their occupations and pursue professions in completely new fields. Portraitures were created to illustrate how these individuals went on to forge successful careers even though their new positions required vastly different skillsets. Through qualitative analysis, it was discovered that numerous skills appear to be transferable from long-term musical training to various career paths. By examining people who have excelled in both domains, common traits were uncovered and grouped into four categories: Cognitive, Expressive, Socio-Behavioral, and Skills Particular to the Craft.The purpose of this research was to identify the skills that musicians can carry over into new professions. Those who may be considering alternative fields of work as well as employers in non-musical arenas may discover that musicians can be desirable candidates for hire because of their numerous transferable skills. Understanding the training process of musicians may also help gather insights for improving curricula which conservatories can employ to prepare graduates for careers. Retrospective feedback from alumni provided this study with a backdrop as to whether coursework offered at their schools aligned with modern industry conditions. After conducting interviews, findings from this study revealed that highly trained musicians do possess many skills that can transfer into new domains, though hard skills should be acquired in the new field. However, the foundation on which a musician's skillset is built provides a formidable bedrock on which a variety of successful careers can be cultivated.

Abstract not available

This multicase study investigated the educational, employment, and career patterns and intentional change strategies of twelve adults, ages mid-20s through early 50s, who completed a nontraditional bachelor's degree. The purposes were to examine the employment and career patterns of graduates and assess if degree completion was part of an intentional change strategy. Research was guided by the assumptions and principles of naturalistic inquiry.Most participants graduated from high school in traditional pattern, did not attend college immediately, and were first generation college graduates. Before earning degree, participants worked in varied employment, with about half employed in labor and service industry jobs for majority of employment history. Three youngest participants were establishing careers.Three to five years after completing the degree, nine of twelve participants were in executive or management positions or professional specialty occupations. Three participants were in administrative support jobs. Increases in income ranged from 10% -220%. Participants reported degree helped, but was not necessarily primary reason for career change. Degree was necessary credential to enter graduate school or qualify for a promotion for some. Participants reported degree was part of larger intentional change process.Conclusions from study: 1) Review of literature showed recent emphasis on interactionist life span development models as important to understanding adult development. 2) Study demonstrated usefulness of a bachelor's degree in terms of employment up-grading. 3) Participants described increased empowerment and self-directedness in their lives. 4) Inclusion of specific static and dynamic variables selected from the Systems Matrix Model of Adult Learning was verified. 5) Three learner-career development patterns emerged from research. a) Career Pattern - Establishing a Professional Career; b) Career Pattern - Career Change/ Development with Intervening Circumstances; c) Personal Interest in Learning Pattern. Patterns appeared similiar to Houle's goal-oriented and learning-oriented categories.Further study recommended in the areas of transitions and careers using interactionist life span model to understand adult development. Additional research with refined version of the interview guide used would be useful to investigate the tentative learner-career typology developed from study. / Department of Educational Leadership

No description available.

This thesis explores insecurity about four types of involuntary work transition. These are labeled here domain insecurities and include job facet insecurity, job loss insecurity, occupation insecurity and employment insecurity. The primary purpose was to distinguish the insecurities conceptually and demonstrate their independence empirically. The domain insecurities were defined and their features identified from a review of literature on various work attitudes. Viable cognitive and affective measures of insecurity were suggested from the conceptual discussion. Data were collected through a self-report questionnaire distributed using a snowball methodology. Validation of the proposed insecurity measures against reliable correlates of insecurity (pessimism and anxiety) supported operationalizing insecurity by affect alone. Correlation analysis clearly distinguished the domain insecurities. The secondary purpose of the thesis was to explore the content and nomological network of the domain insecurities. To this end, key features of the domain insecurities were scrutinized. This analysis particularly set employment insecurity apart from the other insecurities. Data were collected on antecedents and coping with the insecurities. Multiple regression analysis using a repeated-measures design yielded common antecedents of the four insecurities. A significant interaction emerged between age and domain, reflecting different occupational and employment concerns across age groups. Factor analysis with varimax rotation of the coping checklist developed for this thesis supported the formation of four coping scales: palliation, job search, self-development through education, and withdrawal. Multiple regression analysis using a repeated-measures design revealed that people cope with all insecurities through palliation, withdrawal and self-development activities. Significant interactions emerged that confirmed the targeted use of job search activities in