This thesis explores thoughts, observations and theoretical research associated
with work-related career shifts, adult learning and education. In contemporary society,
work-related values are changing. Workers need to be flexible, adaptive and in terms of
skills, up-to-date. Since an individual may experience a variety of career shifts during the
course of her working adult life, learning and education are essential. But how should
work-related learning occur and what avenues are available for those who require it?
Workplace learning occurs in many forms and settings, and since learning is a personal
process, it is difficult to ascertain ideal learning situations for each employee. The
purpose of this study was to reflect on and analyze the just-in-time learning experience of
one individual who underwent a career shift in the high tech industry.
This thesis recounts the learning journey of the author, a high school English
teacher and graduate student, who embarked on a new career as an education consultant.
It is a multifaceted and multidisciplinary narrative that explores three distinct areas: the
narrative and personal observations central to the author's learning and work experience;
theoretical perspectives relating to the contemporary workplace and adult learning; the
characters, themes and metaphors from The Tempest that illuminate the author's learning
journey.
Principles of adult education and theory pertaining to workplace and other
settings for learning, along with characters from The Tempest, are invoked to deepen the
author's understanding of what occurred during her high tech adventure. The author
highlights contradictions between corporate jargon and educational theory, and dwells on
dilemmas problematic for protean workers and others destined for corporate education
and training. Concepts relating to knowledge management, organizational learning and elearning
are challenged in conjunction with issues of power and knowledge.
Caught between the demands of the continuously changing corporate world and
protected realm of academia, the narrator is forced to combat a storm. Her survival is
testimony to her capacity to learn, adapt and rely on previous skills garnered from years
as a graduate student and English teacher. Survival does not come easy—there are
fumbles, frustrations, and follies along the way.
This narrative provides a personal account of what it means to learn and work in
the high tech industry. Although this is one person's story, the insights developed and
theory invoked have utility that extends to other workers and settings. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/11656 |
| Date | 11 1900 |
| Creators | Bridge, Christine H. |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 5832411 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
Page generated in 0.0133 seconds