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Lahner, Jessica M. "The Impact of Downsizing on Survivors' Career Development: A Test of Super's Theory." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4596/.
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The present study compared the career development concerns and other vocationally relevant variables of employees of organizations who have and have not engaged in downsizing within a one year timeframe. The sample consisted of 162 participants, 72 layoff survivors (those who remained in an organization after its downsizing) and 92 non-survivors (employees in organizations who have not downsized within 12 months). Significant results were found that differentiated the career related experiences of participants in the survivors group, survivors from non-survivors, and participants in general regardless of survivorship status. In general, results indicated that non-survivors reported greater job satisfaction and job security than layoff survivors, that being married with children may increase job satisfaction, and social support may buffer the grief reactions that survivors have to the loss of their co-worker friends. Furthermore, Super's age-associated stages within the Life-Span, Life-Space Theory were moderately upheld in the sample, especially for the Exploration stage. However, younger workers demonstrated more Maintenance concerns that would be predicted by the theory. A discussion of the relevant literature is included as well as possible explanations of the results, small sample size, and implications for future research.
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Chiang, Chi-ming Lawrence, and 蔣智明. "Careers development of Hong Kong students with reference to Super's theory." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960066.
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Chiang, Chi-ming Lawrence. "Careers development of Hong Kong students with reference to Super's theory." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057350.
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Upton, Matthew Glen. "Toward a multilevel theory of career development: advancing human resource development theory building." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4393.
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Career development (CD) is a multilevel topic involving both the individual and
the organization and influencing outcomes at the individual, group and organization
level. The established limitations in current CD theory and human resource development
(HRD) theory building can be addressed by examining the topic of CD through a
multilevel lens. Using multilevel theory building (MLTB) to bridge the theoretical gap
between individuals and organizations, this approach to theory building provides an
opportunity for HRD professionals to address goals important to both individuals and
organizations. Based on the CD and HRD interests described above, the threefold
purpose of this study is to develop a multilevel theory of CD as a means of strengthening
the theoretical connection between CD and HRD, advancing theory building in HRD,
and contributing to meaningful convergence amongst existing CD theory. A new MLTB
framework is developed and subsequently used to develop a multilevel theory of CD.
Finally, future research options are suggested in order to make the appropriate theory
refinements, continue the dialogue about MLTB and multilevel considerations in HRD,
and add to the convergence of CD theory by providing a multilevel perspective of CD.
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McCash, Phil. "Career development at depth : a critical evaluation of career development theory from the perspective of analytical psychology." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/21802/.
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In this thesis, it is argued that Jungian and post-Jungian perspectives, in contrast to Freudian and Adlerian, have been neglected in classic and contemporary career development theories. This omission is addressed by undertaking a critical evaluation of career development theory in relation to analytical psychology. The primary research strategy adopted is a systematic and critical comparison of the two literatures. Canonical and contemporary texts from within career studies are selected focusing on seven areas of career theory: cultural systems; personality; career types; career strategies; narrative; life course development; and learning. These are critically evaluated using concepts from analytical psychology. Specifically, the work of Jung and post-Jungian scholars is deployed in relation to individuation and the key themes of: projection; persona; typology; archetypal image; personal myth; vocation; and transformational learning. The original contribution is a post-Jungian evaluation and re-imagination of career development theory. It is suggested that cultural career theory can be enhanced by considering the role of projection. In addition, it is argued that self-concept career theory is enriched by Jung’s structural model of the psyche; and the literature on career types can be broadened to include typology. It is further proposed that individuation offers a more critical take on career strategies; and personal myth extends the narrative turn in career studies. Finally, it is claimed that developmental theory is illuminated by an analytical psychological view of vocation; and career learning augmented by transformational learning theory. Overall, it is argued that career means to carry life, and through personal myth, weave together the golden threads that connect us all.
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Smith-Weber, Sheila Marie. "The influence of social cognitive career theory on African-American female adolescents' career development /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924940.
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Albien, Anouk Jasmine. "Exploring grade 12 Kayamandi adolescents' career influences using the Systems Theory Framework of Career Development." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85790.
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Thesis (MA)--Stellenbosch University, 2013.ENGLISH ABSTRACT: Major gaps exist in the understanding of career development across diverse population groups and cultures, a lacuna that postmodern career counselling approaches aim to address. Career choices have been historically constrained for many South Africans by the Apartheid system, indicating the prescribing effects that socio-political and economic factors exert on the field of career psychology. Because disadvantaged adolescents are such an under-researched group, research is needed to provide cogent accounts of their experiences. The Systems Theory Framework of career development (STF) was chosen to contextualise the multitude of career influences present in facing a key life transition in Makupula High School learners in the Kayamandi township. The present research examined the complex interplay of contextual influences that impacts this sample of Grade 12 learners in making career decisions, to provide insight into perceived career opportunities, enablers and unique contextual constraints. The research aimed to identify individual, social and environmental-societal level influences present in career decision-making, using the qualitative career measure My Systems of Career Influences (MSCI) as well as individual interviews and a focus group. Respondents‟ accounts of self-awareness, surrounding environmental resources, influences of significant others (parents, teachers and peers), and past, present and future effects were analysed. At an individual level, a scarcity of opportunities for self-reflection and critical thinking was observed, which culminated in limited insight into personal abilities and poor integration of personal information in occupational choices. High self-efficacy beliefs and expectations were noted, with a sense of responsibility assumed for constructing successful career paths. However, high order cognitive processes, such as future planning, were absent, showing the need for career counselling to build career adaptability and resilience. Social level influences were the most prominent influences, indicating the importance attached to family support, although a lack of parental involvement in career planning was voiced due to the low occupational status of parents. The school context provided examples of subject mastery and career information from teachers; in contrast, friends were described as dual entities, being supportive and providing negative influences. A lack of visible local role models and success pathways resulted in career choices being based on media depictions of careers as well as media role models, in the absence of additional accessible career information. The theme of career myths illustrated the need for accurate career information, and the theme of cultural identity emerged. Africentric narratives of overcoming suffering formed resilient mechanisms that were linked to a black racial identity, yet constrained movements away from extended family structures and the township. The reconciliation of “western” career aspirations with rural roots in forming a coherent self-concept may be the greatest challenge in vocational identity development for disadvantaged adolescents. At the environmental-societal level, Kayamandi was discussed as an enabling and disadvantageous environment, and reference was made to the resources and language barriers that were inherent in Stellenbosch town. Lastly, MSCI feedback indicated the necessity of reflection processes, and criticisms were also discussed. Themes that emerged from the learners‟ career stories can assist in providing insight that would aid future career development, counselling processes and the creation of context-specific interventions.
AFRIKAANSE OPSOMMING: Daar bestaan groot leemtes in die verstaan van loopbaan-ontwikkeling by verskillende bevolkingsgroepe en kulture, „n gaping wat postmoderne beroepsberaders poog om aan te spreek. In die verlede is beroepskeuses vir vele Suid-Afrikaners beperk deur die Apartheidstelsel, wat dui op die voorskriftelike impak van sosio-politiese en ekonomiese faktore op die gebied van beroepsielkunde. Gegewe dat daar min navorsing gedoen is aangaande benadeelde adolessente, is navorsing nodig om koherente weergawes van hul ervarings te verskaf. Die Sisteemteorieraamwerk van loopbaan-ontwikkeling (Systems Theory Framework, STF) is gebruik om die menigte van beroeps-invloede te kontekstualiseer wat gepaard gaan met „n belangrike lewensverandering by leerders verbonde aan die Hoërskool Makupula in die Kayamandi-dorpsgebied. Die huidige navorsing het die komplekse wisselwerking van kontekstuele invloede ondersoek wat hierdie steekproef van graad 12-leerders beïnvloed het rakende loopbaankeuses, en poog om die nodige insig te verskaf van waargenome loopbaangeleenthede, ondersteuningsnetwerke (“enablers”) en spesifieke kontekstuele beperkings. Die navorsingsdoelwitte behels die identifisering van individuele-, sosiale- asook omgewings-en-samelewingsvlakke wat loopbaankeuses beïnvloed. Die kwalitatiewe loopbaanmeetinstrument “My Systems of Career Influences” (MSCI), individuele onderhoude en „n fokusgroep is gebruik. Die respondente se weergawes van “self,” beskikbare omgewings-hulpbronne, invloede van betekenisvolle ander (ouers, opvoeders en portuurgroepe) asook die impak van die verlede, hede en die toekoms is ontleed. Die individuele vlak van ontleding het gebreke rakende self-refleksie en kritiese denke aangedui, wat gelei het tot die beperkte insig van persoonlike vermoëns en die gebrekkige integrasie van persoonlike inligting aangaande loopbaankeuses. Die respondente het sterk oortuigings van self-doeltreffendheid getoon, en „n sin van die nodige verantwoordelikheid vir die daarstelling van suksesvolle loopbaanrigtings. Hierteenoor egter het hoë-orde kognitiewe prosesse, soos toekomsbeplanning ontbreek, wat die behoefte aan loopbaanberading getoon het sodat loopbaan aanpasbaarheid en veerkragtigheid ontwikkel kan word. Die sosiale vlak van ontleding het die mees prominente invloede getoon wat die belangrikheid van familie-ondersteuning aandui, alhoewel die gebrekkige betrokkenheid van ouers rakende loopbaanbeplanning geblyk het as gevolg van die die lae beroepstatus van die ouers. Die skoolkonteks het voorbeelde gebied van die vakke wat die respondente bemeester het asook loopbaan-inligting soos verskaf deur die onderwysers; hierteenoor is die vriende beskryf as tweevoudige entiteite wat aan die eenkant ondersteuning bied, maar aan die anderkant ook die negatiewe invloede. „n Gebrek aan sigbare plaaslike rolmodelle en suksesvolle loopbaanrigtings het gelei tot loopbaankeuses wat gebaseer word op die voorstellings van beroepe soos in die media, asook media-rolmodelle in die afwesigheid van aanvullende en toeganklike loopbaan-inligting. The tema van loopbaan-mites het die behoefte aan akkurate loopbaan-inligting ge-illustreer; en die tema rakende kulturele-identiteit het na vore gekom. Afri-sentriese narratiewe van die oorkoming van swaarkry wat gelei het tot veerkragtige hanteringsmeganismes, is gekoppel aan „n swart rasse-identiteit, alhoewel dit ook die bewegings weg van die uitgebreide familie-strukture en die dorpsgebied belemmer. Die versoening van “westerse” loopbaan-verwagtings met die landelike verbondenheit om „n koherente selfkonsep te vorm, kan die grootste uitdaging wees in die ontwikkeling van „n loopbaan-identiteit vir benadeelde adolessente. Op die omgewings-samelewingsvlak van ontleding is die volgende bespreek: Kayamandi as „n bemagtigende én „n nadelige omgewing; die hulpbronne; en probleme aangaande taalkwessies wat deel is van die Stellenbosse gemeenskap. Ten slotte, die MSCI terugvoering het die behoefte aan refleksie-prosesse aangedui en kritiekpunte is ook bespreek. Temas wat geïdentifiseer is in die leerders se loopbaan-stories kan bydra tot die verkryging van insig vir toekomstige loopbaan-ontwikkeling, beradingsprosesse, en vir die ontwikkeling van konteks-spesifieke intervensies.
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Nanji, Michelle Mojgan. "South Asian Muslim Americans' career development: factors influencing their career decision-making process." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5818.
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The Muslim population in the United States has faced numerous challenges in the aftermath of September 11th, including increased negative portrayal of Muslims in the media. While there is increased understanding that the social environment in the US has become more Islamophobic, there is little research in applied psychology fields to understand how this is influencing the life choices of young Muslims in the United States. This investigation focuses on South Asian Muslim Americans and the factors that influence their career decision-making process. Lent and Colleagues’ (1994) Social Cognitive Career Theory career choice model was used to develop a better understanding of these factors. This study investigated how the variables of gender, ethnicity, religiosity, perceived discrimination, and family involvement relate to career decision-making self-efficacy and outcome expectations for South Asian Muslim college students. A hierarchical regression analysis was used to understand the relationships among the variables. The goal of this study was to provide initial understandings of the factors influencing South Asian Muslim Americans career decision-making process. The study did not find a significant relationship among the variables or the applicability of the SCCT career choice model to this population. These findings demonstrate a need to learn more about the career process for this population and other factors specific to the population that may be involved in the career development process. The results provide valuable information for counseling psychologists in university counseling centers to broaden their understanding and support the needs of South Asian Muslim American students during the career choice process.
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Cahill, Mildred Frances. "Towards bridging the gap between theory and practice in career development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21553.pdf.
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Mavridi, Konstantina. "Social enhancement strategies in women's career development : identity dynamics and social representations." Thesis, University of Surrey, 1996. http://epubs.surrey.ac.uk/2162/.
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King, Zella Marian Eleanor. "The development and initial test of a theory of career self-management." Thesis, Birkbeck (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324640.
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Luginbuhl, Paula. "Predicting Educational and Career Expectations of Low Income Latino and Non-Latino High School Students: Contributions of Sociopolitical Development Theory and Self-Determination Theory." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18488.
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The purpose of this study is to clarify the relationship between sociopolitical development, autonomous motivation, and educational and career outcomes among low income Latino and non-Latino high school students and to explore the socioeconomic and ethnocultural differences among these relationships. This study is informed by Sociopolitical Development Theory (SPD) and Self-Determination Theory (SDT). Both SPD and SDT are frameworks that have been applied to the educational experiences of low-income and ethnocultural minority students in previous research. In this study, I tested a model to examine the relationship of sociopolitical development and career and educational outcomes for a diverse sample of high school students as mediated by autonomous motivation, a key feature of SDT. Structural equation modeling was used to test whether the data from a diverse sample of high school students (N = 1196) fit the proposed model. Differences in model fit for subsamples of Latino and non-Latino participants and for lower and higher SES participants also were explored. Results suggest that high school students' sociopolitical development predicts career and educational outcomes, and this relationship was partially mediated by autonomous motivation. Model fit did not vary as a function of SES or ethnicity. Results lend confidence to the utility of SDT and SPD in predicting educational and career outcomes for high school students. Interventions that promote SPD and autonomous motivation are described. Strengths and limitations of the study are discussed.
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Chen, Hsin-Heng. "Physical education teachers career and continuing professional development in Taiwan." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10179.
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This study investigates physical education (PE) teachers careers and professional development in the context of Taiwanese junior high schools (pupils aged 12-14), where a national educational reform the Grade 1-9 Curriculum was launched in 2001. In particular, from teachers perspectives, this study addresses questions about (1) how and why selected Taiwanese PE teachers engage in professional learning over their careers; (2) the impact of the introduction of a new curriculum and policies; (3) ways in which professional learning could be supported more effectively. Eight case study PE teachers, who simultaneously worked as local coordinators, were invited as participants. Life history method was followed by data analysis using constructivist grounded theory to generate findings at three levels: individual life histories, cross-case themes and a theoretical framework. In addition, the process of data analysis, both manually and using a popular software package, is critically compared. The findings suggest that teachers beliefs about professional development were closely connected to their individual career histories, and these were influenced by a set of personal and contextual factors in relation to their professional lives. Moreover, despite a major government curriculum reform, the implementation of the new curriculum resulted in very little change to these teachers practices, because: (1) the curriculum guidelines were very flexible and were difficult for teachers to fully understand; and (2) there was a lack of evaluation of, or accountability for, teachers practices. This study suggests that the Taiwanese government s aspirations for radical changes to teachers practice (both teaching and learning) are more likely to be realised by ensuring that policies and the new curriculum are based on a more realistic understanding of teachers lives and careers.
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Vandiver, Beverly J. "A schematic reconceptualization of Gottfredson's theory : the development of a compromise measure." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862286.
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Gottfredson's theory of circumscription and compromise provides a framework for the application of a cognitive perspective in redefining the integration of career development and choice. A schematic reconceptualization of Gottfredson's theory was proposed to reconcile the conflicting findings of the circumscription and compromise process. The current methods in measuring circumscription and compromise, however, were not adequate to measure them schematically. So the purpose of the present study was to develop a schema-based vocational scale to measure Gottfredson's compromise process.Two goals guided the development of the Vocational Schema Compromise Scale (VSCS), the establishment of an acceptable level of reliability and the establishment of construct validity. Goal 2, the establishment of construct validity, included the following four hypotheses: Hypothesis 1 - four factors similar to Gottfredson's dimensions, masculine and feminine sex type, prestige, and interest, would emerge from factor analyses; Hypothesis 2 - the VSCS would have convergent validity with another career measure, the Vocational Preference Inventory (VPI); Hypothesis 3 - the VSCS would have discriminant validity with a generalized locus of control measure; and hypothesis 4 - the VSCS was not a measure of socially desirable responding.Eight hundred and eighty-two undergraduate male and female students participated in the study. The findings of the study indicated that the goals of the study were partially accomplished and two of the four hypotheses were supported. For goal 1, reliability was establishedat an acceptable level on 11 of the 12 VSCS subscales. For goal 2, construct validity was partially accomplished. Hypothesis 1 was partially supported; internal construct validity was established for two of the three VSCS scales with four factors emerging on each scale. Hypothesis 2 was not supported; there was only a small relationship between the VSCS and the VPI, indicating that the VSCS may not really be measuring the dimensions of sex type, prestige, and interest or may be measuring them differently than the VPI. Hypothesis 3 was supported; the VSCS did not measure a generalized locus of control. Hypothesis 4 was also supported; the VSCS did not substantially measure social desirability. Limitations and implications for future research of the VSCS are discussed.Department of Counseling Psychology and Guidance Services
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Hill, Mary. "Social cognitive theory and career development in African-American and Euro-American college students." Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osuosu1243026099.
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Williams, Christine M. "Gender in the Development of Career Related Learning Experiences." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1278702627.
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Arvinen-Muondo, Raisa J. "Career development and understanding consequences of context : Angolan perspectives from the oil industry." Thesis, University of Bedfordshire, 2012. http://hdl.handle.net/10547/322171.
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Despite multidisciplinary and extensive coverage, existing career theory is largely premised on Western frameworks and limited research has been conducted into career development experiences of individuals from African countries in local or transnational settings. Thus the research presented in this thesis extends on existing constructionist career development commentary by gaining insight into the interplay between societal structures and individual action in an African context. The purpose of this study was to investigate factors influencing the career development of professional Angolans working in the oil and gas industry and how experiences associated with living and working in Western contexts influences the career development of such individuals. The aim was to go beyond discovery of factors and analyse data in the form of highly personalised accounts from key informants to deepen understanding of African career development in transnational settings, mindful of postcolonial factors. Data were collected over an 18-month period using ethnographic fieldwork and semi-structured interviewing with 24 participants. Within an ethnomethodological framework and drawing on developments in postcolonial theory, constructionist grounded theory approaches informed the hermeneutic analysis of data. Findings revealed that multiple and distinctly nuanced dynamics between institutional micro structures (e.g., family, education and employment) and societal macro structures (e.g., socio-economic, political, historical and cultural environments) significantly shape individual career decision making, behaviour and aspirations in the Angolan context. Experiences of living and working in Western settings were found to have a profound impact on personal and professional development as well as aspirations for international careers. The main limitations of this study derive from its relatively small sample size and particularist focus on a single industry, however its value stems from rich narratives captured and significant effort made to triangulate findings via ‘research conversations’ with informants and industry professionals. In light of the above, this study adds to existing career theory by incorporating postcolonial perspectives and career development experiences that go beyond planned structured careers in organisational settings by focusing on the individual consequences of international assignments in transnational settings. In light of this, insights offer value also for multinational organisations that are engaged in developing African talent.
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Dickinson, Josephine A. "An Examination of the Applicability of Social Cognitive Career Theory for African American College Students." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1185466028.
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Catraio, Christine. "The Role of Gender, Race, Ethnicity, and Parental Education in Urban Adolescent Career Development." Thesis, Boston College, 2011. http://hdl.handle.net/2345/3215.
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Thesis advisor: James R. MahalilkThe disparities that are prevalent in urban environments have a profound impact on the educational and career trajectories of urban minority youth. In the interest of promoting the success among urban minority youth, it is critical to understand the influence of contextual factors on career development. Urban students of color observe and experience disparities based on gender, race, ethnicity, and parental education (Chang, Chen, Greenberger, Dooley, and Heckhausen, 2006; Fassinger, 2008). A major theoretical framework that has been used to address contextual factors in career development is Social Cognitive Career Theory (SCCT); (Lent, Brown, and Hackett, 1994). The current study examines the socio-contextual variables of gender, race, ethnicity, and parental education (and their interactions) in predicting adolescents' perceptions of barriers to academic and career goals, expectations of reaching goals, and engagement in career planning activities. Archival data was used from a larger longitudinal study that was conducted during the implementation of a vocational program [called Tools for Tomorrow] that was offered at two public high schools in a Northeastern city for three years (Kenny, Blustein, Haase, Jackson, and Perry, 2006). There were 208 participants with a mean age of 14 (57% females and 43% males). Hierarchal multiple regressions revealed that boys, Latino/a students, and low levels of parental education were significantly associated with lower expectations about reaching goals. An exploratory analysis was conducted with three specific ethnic groups: African American, Caribbean, and Latino/a students. Among the findings, African American girls were more likely to engage in career planning activities. This study is among the few that explore the career development of Caribbean adolescents and differentiates the experiences of students of color in career related cognitions and behavior. Limitations for this study and implications for future research, education, and vocational interventions are discussed
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology
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Miya, Paballo. "Stakeholders' perceptions on how schools influence the career development of learners with intellectual disabilities." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/79280.
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Many learners with intellectual disabilities in mainstream schools are awaiting possible placements in special schools. In some instances, when placement becomes unsuccessful learners remain in mainstream schools which becomes the schools’ responsibility to find ways to support them in a manner that maximises their learning potential and provides direction regarding career development.
This study explored parents, teachers and principals’ perceptions about intellectual disability and its influence on career development. The Critical Disability Theory guided this study as it was aimed at discovering the factors which influence the implementation of career development in schools. A qualitative approach was followed to collect data from 25 participants consisting of 2 principals, 14 teachers and 9 parents. Data was collected in the form of interviews, focus group discussions, and demographic questionnaires. Thematic analysis was used to analyse the data.
Findings indicated that stakeholders had limited knowledge about career development services. Parents concluded that schools could put more effort into supporting learners with intellectual disabilities, and that teachers could put more effort to academically support learners. Stakeholders were optimistic that learners with intellectual disabilities would be able to participate in the labour market, provided that they are taught work related skills at an early age. It was recommended that stakeholders make efforts to obtain knowledge about the career development services available and provide information to learners in that regard; make career development services accessible, and to teach learners with disabilities practical work skills enabling them to participate in the labour force post-school.Dissertation (MEd)--University of Pretoria, 2020.
Educational Psychology
MEd
Unrestricted
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Hasan, Nadia T. "Understanding Women's Leadership Interests and Goals Using Social Cognitive Career Theory." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302706677.
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Garofano, Christina. "INITIAL TESTING OF THE CONTINUOUS EMPLOYEE DEVELOPMENT MODEL: OUTCOME EXPECTATIONS AND WORK-RELATED IMPLICIT THEORY." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3269.
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Understanding and promoting lifelong learning in employees is important for employees' future marketability (Robinson & Rousseau, 1994) and for creating learning organizations (Senge, 1990). To further this understanding, components of a model of the motivation to engage in continuous employee development (Garofano & Salas, 2005) were tested. New scales were created for work-related implicit theory and outcome expectations and the validity of these scales and these variables in the model were investigated. Alternate models were also contrasted with the Garofano and Salas model (2005). The study used self-report surveys administered to staff and faculty recruited from training classes in higher learning institutions in a three month longitudinal investigation. The results suggest that work-related implicit theory is a valid contributor in this model but that modifications to the model may be beneficial, including a more complex central motivational component. Implications of these results for organizational practice are discussed along with study limitations and future research implicationsPh.D.
Department of Psychology
Sciences
Psychology
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Kappia, Joseph Gaiva. "Career dynamics within the construction industry : a trade and craft perspective." Thesis, Loughborough University, 2006. https://dspace.lboro.ac.uk/2134/14090.
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Recruiting and retaining an adequate share of the UK workforce is vital to meeting the construction industry's demands and sustaining its current growth. This requires the industry to attract new employees, adopt a proactive approach to Human Resource Development (HRD) and the formulation of effective retention strategies. Career development programmes are required which can align the industry's needs with the career expectations of the individual employee. However, despite the importance of such schemes to the trade and craft occupations, most research devoted to career development has a professional and managerial focus. A need to redress this imbalance has been compounded by a variety of factors such as the scarcity of skilled people, falling recruitment levels and high employee turnover rates. The overall aim of the work reported in this thesis is to develop an understanding of trade and craft career dynamics. The information can be used as a framework for supporting specific career management and career development initiatives, which in turn will serve to actively encourage skill development, attract new employees and retain the services of the current workforce. Drawing on the conceptual languages of extant "Careers" and "Human Resource Management" theory, the research adopted an ethnographic research approach. An iterative multiphase research design framework was utilised, involving a combination of research paradigms. These quantitative and qualitative methods included: a questionnaire of 563 informants; discussions with 54 groups of trainees; and 88 indepth interviews with both New Entrant Trainees (NETs) and Qualified and Experienced (QE) construction workers. By encouraging systematic narrative accounts of the attitudes, behaviours and idea systems of the actors involved a better understanding of the nature of trade and craft employment was developed. Combining and comparing the fmdings of both datasets (NETs and QEs) and relating this to the outlined theoretical perspectives sheds new light on the career dynamics within the industry. The resear_c~-. found that although employees are not comprehensive in their information and search of career options; they do place a high priority on career development. However, career development is limited due to the realities (opportunities and operational conditions) of the industry; which influence attitudes of individuals and their peers. Employees often further encounter a series of career decision errors which affect the employment relationship. The fmdings suggest that good career development practice is capable of helping to attract, recruit and retain a sustainable share of the UK workforce. As such, the fmdings provide a platform from which effective employment strategies can be developed in the future.
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Young, Glenda. "Preparing Students for Professional Work Environments Through University- Industry Partnerships: A Single Case Study of the Co-op Development Program." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/85414.
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Persistent calls to the field of engineering education to help develop diverse, well-prepared engineers for the STEM workforce have fostered collaborations across university and industry stakeholders. As stakeholders focus efforts on supporting student persistence at several critical junctures, there has been a renewed interest in supporting the school-to-workforce transition for engineering graduates. With calls to develop a more tech-savvy workforce, innovative approaches to supporting and preparing students to enter the workforce have become even more necessary; thus it is important to understand how university- industry partnerships generate experiences that contribute to students' eventual workforce entry.
The structure of the Co-op Development Program and the perspective of eight former CDP participants addressed how learning experiences shaped the career decisions of engineering participants immediately following graduation. A qualitative single case study approach was used and Social Cognitive Career Theory (SCCT) guided the study. Major contributions of this study include extending the analytic generalizability of Social Cognitive Career Theory, creating operationalized definitions of learning experiences embedded within that framework, and linking those experiences to how students' beliefs were shaped on their pathway to an early career within engineering industry. The themes identified in this study can help CDP managers and university stakeholders better support co-op participants and potentially allocate resources that
will serve as the basis for future co-op design recommendations.
Stakeholders may also use findings to promote the role of university and industry partnerships in supporting the student workforce transition. Future researchers may extend the study design across multiple cases and leverage recommendations for qualitative and quantitative investigations to address some of the limitations embedded within this research design and further contribute to the discussion of preparing students for professional work environments through university-industry partnerships. Ultimately, findings of this study give voice to the student partner in university-industry partnerships as themes identified in this study help CDP managers and university stakeholders to establish interventions and serve as the basis for future co-op design recommendations.Ph. D.
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Suddeth, Todd M. "An Investigation of How Career-Related Influences Shape Career-Related Decisions and Behaviors of Black Male Collegians." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1426013150.
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Cummings, Devon Leeann. "Using Social Cognitive Career Theory to Conceptualize and Develop a Measure of the Barriers to Career Choice for Individuals Who Have Criminal Records." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1226532928.
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Schyberg, Johanna, and Veronica Rohde. "Framtidens arbetskraft : Unga vuxnas upplevelser av anställningsbarhet och socialt arv." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-21751.
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Tidigare har målteorier, föräldrastöd och karriärutveckling studerats men hur upplever unga vuxna sin anställningsbarhet i relation till sitt sociala arv från föräldrarna? Detta är studiens syfte att undersöka. Intervjuer genomfördes med 15 deltagare från två klasser på en gymnasiefriskola. En kvalitativ innehållsanalys för kategorisering och tematisering utfördes. Det uppkom tre teman: handling, medvetet betydelsefullt och teoretiskt betydelsefullt. Resultatet visade bland annat att deltagarna prioriterar socialt umgänge, olika idrotter och egen tid men upplever utbildningen som betydelsefull för framtiden. De unga vuxna som vuxit upp med vårdnadshavare utanför arbetskraften talade om hur arbetslösheten kan undvikas medan unga vuxna uppvuxna med vårdnadshavare i arbetskraften fokuserade på att utveckla sin anställningsbarhet. För att belysa skillnader i materialet utfördes viss jämförelse. Slutsatsen var att arbetsgivare kan tänkas möta både naiva och skeptiska arbetssökanden som inte ser kopplingen mellan yrke och drivkrafter men som är medvetna om att de egna valen är avgörande för livssituationen.
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Kriflik, George. "Minimising attainment deficit a grounded theory of the leadership process in a large, public sector bureaucracy /." Access E-Book, 2002. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20030305.090839/index.html.
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Sumsion, Jenny. "Early childhood student teachers' reflection on their professional development and practice a longitudinal study /." Connect to full text, 1997. http://hdl.handle.net/2123/379.
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Thesis (Ph. D.)--University of Sydney, 1997.Title from title screen (viewed Apr. 15, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education. Includes bibliography. Also available in print form.
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Martino, Lisa. "The Sustainability of Career and Technical Education Teacher Preparation Programs in Florida." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6727.
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There is a historical trend of decline in available Career and Technical Education (CTE) Teacher Preparation programs and an increase in CTE course and program enrollments in Florida’s secondary school system. This contradiction in CTE teacher supply and demand raises an important question. What is going on? More specifically, what sustains the remaining programs in the face of this decline?
The purpose of this qualitative study is to explore sustainability factors from past and present CTE teacher preparation program educators and administrators to gain a better understanding of this issue. The participant selection for this study was identified from four active and one recently phased-out undergraduate CTE teacher preparation programs in five Florida universities. There were ten participants who were interviewed either face-to-face or virtually with a semi-structured protocol. Memo-taking, member checking, and peer review were added to the data.
Data analysis, guided by grounded theory and a constant comparative approach, discovered themes which contributed to the development of The CTE Teacher Preparation Program Sustainability Framework. The framework includes two domains: (a) Internal, and (b) External. The Internal Domain, Program Experience, includes: (a) Statewide Exposure; (b) Intracampus Alliance; (c) Innovative Changes; and (d) Program Ownership. The External Domain, Essential Conditions, includes: (a) Program Value; (b) Certification Alignment; and (c) Employment Policies. The implications of this study may extend the life cycle of current CTE teacher preparation programs.
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West, Justin J. "A Grounded Theory of Music Teacher Large Scale Conference Professional Development Implementation: Processes of Convergence." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248474/.
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The purpose of this study was to understand the process of music teacher large-scale conference professional development (PD) implementation (i.e., the integration of conference-derived learnings into classroom practice). The context of this investigation was two national music conferences, the Midwest Clinic and the National Association for Music Education National In-Service Conference, and one state music conference, the Texas Music Educators Association Clinic/Convention. Using purposive maximum variation sampling, active music teachers (n = 32) who each attended one of these conferences were recruited. Data collection occurred in a series of three participant interview phases, staggered according to which conference participants attended and when each conference was held. Twenty-eight participants were interviewed twice, and four participants were interviewed once, yielding a total of 60 interview transcripts, which were then openly, axially, and selectively coded in accordance to grounded theory method. The principal finding, the cycle of music teacher large scale conference professional development implementation (C-MTPDI), revealed an implementation process in three phases. First, the consideration phase (before/during conference) entailed needs assessment, direct engagement, change articulation, and, for some participants, deterrent factors/contingencies. Second, the realization phase (immediate post-conference) included translation, integration, and recalibration. Third, and finally, the decision phase (3-5 weeks post-conference) included evaluation. The core category, or main theme of the research, was seeking convergence: relevance, practicability, and impact. Contextual conditions included PD worldview and PD policy environment. Avenues for future scholarship include clarifying differences in design and effectiveness among and within music-specific PD models, more fully understanding the status of large-scale conference PD in music education and its effect on practice, and theorizing PD implementation in non-conference contexts. Practical implications include developing new theory-aligned PD policies, putting into place more robust infrastructures of implementation support for large-scale conference attendees, addressing PD funding inequities between teachers in music and non-music disciplines, and helping practitioners to newly conceive "one-off" PD events (e.g., large-scale conferences) as sustainable investments in long-range professional growth.
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Lopienski, Sarah A. "How Do Educational Leaders Understand Career Readiness: A Q-methodological Study." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1458664121.
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Lewis, Kadar. "21st Century College to Career Transition| A Case Study Exploration of a Former United States Intercollegiate Division I Student-Athlete Who Participated in a Revenue Generating Sport." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10107586.
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This study examined the career development experiences of one African American man, a former student-athlete in a Division I revenue generating football team. This study focused on his experiences as a student-athlete who participated in football as he transitioned out of elite athletics. Division I collegiate athletics represents a highly sought opportunity (NCAA, 2015h). However, this opportunity may reduce college completion and disrupt maximal career development (Hartman, 2014; Van Rheenen, 2013). This qualitative case study of one participant explored the nuanced influences and pathways the participant used to enter his current career after completing college. Mark Savickas’s (2002) Career Construction Theory (CCT), a constructivist non—a priori narrative theory, served as the theoretical framework. Qualitative interview data were collected during a progressive series of three separate in-depth, face-to-face interviews. Data were first analyzed using an inductive, open-coding process. Four patterns emerged from the data relative to the participant’s career development experiences: ambivalence, performance prioritization/competitive spirit, practical mind-set/good judgment, and value of selected communities, which helped him decide on the ideal career environments.
Findings were then analyzed via the Savickas CCT tenets of successful career construction that include life themes, self-concepts, and life design. Findings include (a) the participant executed a largely linear pathway developing his career since retirement from elite athletics, (b) the participant experienced minimal challenges to reaching his current level, and (c) that participation in collegiate football provided valuable career development experiences. Additionally, the findings demonstrated a positive career development based on the participant’s alignment of CCT tenets life themes, self-concepts, and life design.
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Gledhill, Adam. "Psychosocial factors associated with talent development in UK female youth football players." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/22296.
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Psychosocial factors are the interrelated psychological, social and/or behavioural considerations that can influence talent development in football (Holt & Dunn, 2004). Despite this, the significant growth of female football worldwide, and the psychosocial challenges faced by female athletes during adolescence, scant scholarly attention has been afforded to the role of psychosocial factors in the development of talented female football players. Therefore the main aim of this thesis was to understand psychosocial factors associated with talent development in UK female football players. Study one systematically reviewed the literature on psychosocial factors associated with talent development in soccer. Following an extensive literature searching, selecting and appraisal process, three overarching themes of psychological, social and behavioural factors associated with talent development in soccer - underpinned by a total of 33 subthemes were created. The appraised literature has a moderate-to-high risk of reporting bias; had a significant bias towards adolescent, Caucasian, male, able-bodied, and European soccer players; and extant literature has demonstrated bias towards quantitative approaches and retrospective data collection methods. Consequently, study two began to address these reported biases by longitudinally and prospectively investigating the developmental experiences of English elite female youth soccer players. Through interviews, fieldwork and the use of composite sequence analysis, study two forwarded the importance of psychosocial considerations including the interaction between players and key social agents (soccer fathers, soccer brothers, soccer peers and non- soccer peers), elements of self-regulation and volitional behaviours, and the subsequent developmental benefits for their soccer careers. However, this study did not address the experiences of those who were unsuccessful in their attempts to achieve an elite female soccer career, nor did it collect primary data from other key social agents. Building on the critique of study two, study three sought to adopt an underutilised approach of negative case analysis by examining the experiences of players who had been unsuccessful in their attempts to forge a career in female soccer. Based on interviews former female players, their best friends, coaches and teachers, a grounded theory of talent and career development in UK female youth soccer players was produced. The theory posited that interactions with multiple social agents can affect the quality of talent development and learning environment that a player experiences, which can lead to adaptive player level benefits and changes (e.g., basic psychological need satisfaction; development of pertinent intra-individual constructs; optimal match preparation and training behaviours) and create a greater chance of career success. Study three also forwarded important culturally significant considerations for practitioners working with UK female soccer players, such as an understanding of dual career demands and the impact of role strain on female players. However, study three did not test any of the theoretical predictions offered by the grounded theory. Owing to the need to test predictions of grounded theories to assess their predictive validity, study four sought to test key predictions using a representative sample of English talented and elite adolescent female soccer players (N=137). As a result of the limited structural stability of the Basic Needs Satisfaction in Sport Scale and the Talent Development Environment Questionnaire (as demonstrated by significant cross loading of items, high bivariate correlations between subscales, and one example of an inadequate Cronbach s alpha), data was parcelled and the revised path hypothesis: perceptions of talent development environment > basic psychological needs satisfaction > career aspirations and beliefs > career intentions was produced. Path analysis supported the hypothesis. Supporting findings of studies two and three, regression analysis demonstrated that playing level positively predicted career beliefs, aspirations and intentions; whereas age negatively predicted these variables. Finally, TDEQ results indicated a perception that UK female soccer players that they can be written off before having the opportunity to fulfil their potential. Overall, this thesis has provided original and unique contributions to the sport psychology literature by enlightening the body of research to the developmental experiences of English female youth soccer players. It provides a developmental understanding scarcely evident in existing talent development literature. The interactional roles of multiple social agents have been elucidated and linked to psychosocial development, behavioural outcomes and talent and career progression within talented female players. The thesis has extended previous approaches to talent development in soccer by testing the predictions of the grounded theory. Initial evidence suggests that the proffered grounded theory is robust; however further research utilising structurally sound and ecologically valid measures would serve to further validate these claims.
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Douglas, Walter. "Exploring the potential of an inventory based on social cognitive career theory to assess preparedness for the postsecondary transition." Thesis, University of Dundee, 2016. https://discovery.dundee.ac.uk/en/studentTheses/d021ea43-4589-4ab8-a5f5-7476eb631d05.
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Background. The study was prompted by observation that failure to obtain a positive postsecondary destination is significantly more prevalent in young people living in areas of greater social deprivation, and in males rather than females. Previous studies have shown that this could be linked to differences in social cognitive factors. However, these studies have been mainly correlational and no comprehensive assessment instrument was found to assess preparedness for the postsecondary transition. Aims. The present study examines senior high school student’s perceptions of the personal, behavioural and environmental factors that affect them as they prepare to leave school. It reveals the structure of these factors and how they vary with regard to social deprivation and gender. Sample. The participants were 1044 senior high school students (573 males and 471 females) who attended six urban high schools. Method. A pre-empirical, 50-item assessment instrument was constructed based on the literature review to identify the wide range of factors previously shown to be relevant to achievement of a positive postsecondary destination. This was then administered to participants. Results. Factor analysis indicated that young people’s perceptions about leaving school were best represented by thirteen factors. An ANOVA model indicated that young people living in areas of higher deprivation reported significantly lower levels of positive postsecondary destination self-efficacy belief, less experience of vicarious career success, less performance of career development tasks, greater perception of career barriers, greater endorsement of a fixed career mindset, and fewer career scaffolding attachments. Males, compared to females, reported less experience of past career success, and fewer career scaffolding attachments. However, despite being at greater risk of a negative postsecondary destination, males reported higher levels of positive postsecondary destination self-efficacy belief, greater experience of positive career-related emotional arousal, greater ability to set career goals, and greater levels of career optimism. Conclusion. Twelve significant main effects on the measured social cognitive factors have the potential to contribute to an explanation of why failure to obtain a positive postsecondary destination is more prevalent in young people living in areas of greater social deprivation, and in males rather than females. A new assessment instrument has been produced to inform an ongoing exploratory process to design, target and evaluate educational interventions to improve postsecondary destinations for all. Increasing internal consistency, external validity and generalisability of findings are all desirable. Some future interventions are proposed on the basis of the results, including greater use of positive career role models in career development programmes, career mindset retraining for high school students, and psycho-education on attachment-fostering behaviours for parents and professionals.
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Smith, Karen Mary. "In momentum : the navigation, narration, and negotiation of continuing professional development by mid-career artists in south west England." Thesis, University of Plymouth, 2010. http://hdl.handle.net/10026.1/305.
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This thesis explores the Continuing Professional Development (CPD) of mid-career artists in England and the South West of England in particular during 2000 to 2010. It identifies what their needs are and asks what CPD means to them; how they navigate their careers through their practice; how they articulate their needs; and how they negotiate to fulfil those needs. It examines to what extent the providers’ thinking about, and provision of, CPD in the region is aligned with the needs of the artists themselves. The individual narratives of artists are represented at the centre of this research. The research was developed in collaboration with University of Plymouth and the CPD agency, ArtsMatrix Ltd. Research methods used to collect data included extended dialogues with the artists Alyson Hallett, Mariele Neudecker, Helen Poynor and Phil Smith, via a series of walking interviews, using walking as an ethnographic research tool. By walking I engaged with a literal momentum of movement paralleling the physical and theoretical momentums of the artists’ practices. Policy and literature reviews; group interviews; artist interviews; desk-based research; observation and attendance at artist-led seminars and practice groups were also used. The research contrasts two CPD Schemes: The Contemporary Craft Fellowship Scheme, and The Artist as Cultural Agent: DIY. The thesis includes a policy and provision review of CPD literature in the UK and South West of England over the past ten years; a mapping of South West CPD provision for artists; and the identification and application of relevant theoretical and critical approaches to place, space, language and momentum in order to consider CPD provision in relation to the articulation, situation and concept of a career. This thesis argues that the language of CPD can constrain as much as enable artists’ development; that the terms “mid-career” and “South West” are open to contestation and can affect provider conceptualisations of artists in the region; and that artists need professional development throughout their careers but may not name it as such. I advocate for policy and provision to understand artists’ need to be supported “throughout” their practices rather than at certain points in a career, and advocate walking as both a research method and as one of a number of facilitative practices for those who provide CPD with or for experienced artists. I also advocate for artist-led CPD initiatives and an administrative support agency for artists.
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Ferreira, Marcos Aurélio de Araujo. "Processo sucessório em organizações brasileiras: um estudo com uso de ground theory." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-29062015-155504/.
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A sucessão ocorre nas organizações independentemente de ter sido ou não planejada. Trata-se de uma realidade do cotidiano organizacional reconhecida como um fator de representativa importância na estratégia devido à influência que exerce sobre o modelo de gestão, os indicadores de resultado e as relações sociopolíticas, naturais das relações humanas. Enquanto a sucessão pode ser considerada um evento pontual, o planejamento sucessório decorre de ações deliberadas, anteriores e posteriores ao evento propriamente dito. A tradição das pesquisas sobre sucessão enfoca essencialmente as empresas familiares e seus herdeiros, com algumas iniciativas de análise das posições mais altas da hierarquia das organizações (e.g., a de presidente). Trata-se de estudos de abordagem positivista, funcionalista e sistêmica, com raras publicações e discussões sobre o processo sucessório nas diferentes posições da organização. O presente estudo parte da seguinte pergunta de pesquisa: \"Como o processo sucessório pode ser explicado e representado considerando-se a sua dinâmica sob o conjunto de circunstâncias a que está sujeito e as ações e estratégias colocadas em prática pelos atores e grupos sociais organizacionais (i.e., comitê sucessório, sucessores, sucedidos, profissionais de recursos humanos)?\" Na busca de respostas a essa questão, tem-se como objetivo verificar, com base em uma abordagem interpretativa-contextualista, como se desenvolve e ocorre o processo de sucessão na organização brasileira, excluindo-se aspectos associados a proprietários e herdeiros. Para tanto, lançou-se mão do método de Ground Theory para coleta e análise dos dados. Entre outubro de 2013 e novembro de 2014, foram realizadas 109 entrevistas com um tempo total de gravação de aproximadamente 70 horas, além da observação de seis reuniões com duração média de duas horas. O \'campo\' onde se realizou a pesquisa foi constituído por atores sociais em diferentes cargos (work levels) de duas instituições. A primeira, com informantes da área de tecnologia da informação, era uma instituição financeira privada; e a segunda, com informantes de todas as diretorias, era uma instituição de capital majoritariamente público do Estado de São Paulo. Ambas as instituições eram de capital aberto e com ações listadas na Bolsa de Valores de São Paulo. O processo sucessório que emergiu através da investigação com uso do método de Ground Theory foi representado segundo o modelo de axial coding, a partir do qual se demonstrou que o processo de sucessão formal é mediado por fatores que constituem as circunstâncias externas e as circunstâncias internas às instituições, bem como as circunstâncias pessoais dos atores sociais que compõem seus recursos humanos. Conclui-se que o planejamento sucessório nas organizações encontra-se em um estágio no qual os atores sociais não estão plenamente envolvidos e sua ascensão ou não às posições a que se dispõem ocupar na condição de potenciais sucessores é definida por representantes nos comitês constituídos para esse intento. A avaliação de desempenho é tida como requisito básico, porém condicionado à avaliação de potencial do ator social. No contexto contemporâneo, a definição operacional de sucessão deixa de ter como requisito básico a figura do profissional (a ser) sucedido ou a posição (a ser) vacante, podendo os potenciais sucessores alçar a posições criadas, sem ocupação anterior. É possível, portanto, que a movimentação se dê em sentido não apenas ascendente, mas também lateral e descendente.Succession takes place in the organizations whether they have planned it or not. It is an organizational reality recognized as a factor of great importance in the organization\'s strategy, because it influences management models, results indicators, and socio-political relations that are a natural part of the human relationships. While succession is an episodic event, succession planning derives from deliberate actions taken prior and subsequent to the event itself. Succession research has traditionally focused on family-owned companies and their inheritors, with some research initiatives of analysing top executives (e.g., CEOs). The studies have taken positivist, functionalist, and systemic approaches, and barely discuss the succession process in the different hierarchical positions within an organization. The present study poses the following research question: \"How can the succession process be explained and represented building on its dynamics under the number of circumstances to which it is subject and the actions and strategies put in practice by the organizational groups and social actors (i.e., succession committee, successors, predecessors, human resources professionals)?\" In answering this question, the objective is to take an interpretivist and contextualist approach to assess how the succession process takes place in the Brazilian organizations focusing on aspects other than those related to owners and inheritors. The Ground Theory method was used for data collection and analysis. In total, 109 interviews amounting 70 hours of recording and observation of six meetings lasting 2 hours on average were carried out between October 2013 and November 2014. The \'field\' where the research was performed consisted of social actors in different roles (work levels) within two Brazilian organizations. A finance organization of the private sector was investigated through its participants from the information technology department, and a public-private organization was investigated through members that had different roles in the management body. Both were publicly traded organizations listed on the Sao Paulo Stock Exchange, and the private-public organization is mostly funded through investments of the Sao Paulo State Government. The succession process that emerged through the grounded theory method was represented following the axial coding model. The representation showed that the formal succession process is mediated by factors related to both the organizations\' external and internal circumstances and their human resources\' personal circumstances. In conclusion, the succession planning in the Brazilian organizations is at a stage whereby the social actors are not fully involved, and their (non-)access to positions that they are keen on occupying in the condition of potential successors is defined by representatives in committees created for this particular purpose. The performance assessment is deemed as a basic requirement, but subject to the potential assessment of each social actor. In the contemporary setting, the operational definition of succession forsakes the basic requirement of a professional to be succeeded or an (imminently) vacant position. Potential successors may rise to positions that have not ever been held before, that is, the social actors may make lateral, ascending or descending career moves.
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Mitova, Mariana A. "Relationship Between Investments in Self and Post-Graduation Career Satisfaction Among Apparel and Textiles Majors." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491579505475789.
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Kuebel, Christa. "PREPARATION, CONTINUING EDUCATION, AND PROFESSIONAL DEVELOPMENT OF INSTRUMENTAL MUSIC MAJORS TEACHING ELEMENTARY GENERAL MUSIC." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1491408733327604.
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Garcia, Arriola Alfonso. "An Examination of the Relationship Between Professional Development Providers' Epistemological and Nature of Science Beliefs and their Professional Development Programs." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3636.
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In the last twenty years in US science education, professional development has emphasized the need to change science instruction from a direct instruction model to a more participatory and constructivist learning model. The result of these reform efforts has seen an increase in science education professional development that is focused on providing teaching strategies that promote inquiry learning to learn science content. Given these reform efforts and teacher responses to professional development, research seems to indicate that whether teachers actually change their practice may depend on the teachers' basic epistemological beliefs about the nature of science. The person who builds the bridge between teacher beliefs and teacher practice is the designer and facilitator of science teacher professional development. Even though these designers and facilitators of professional development are critical to science teacher change, few have studied how these professionals approach their work and what influence their beliefs have on their professional development activities. Eight developers and designers of science education professional development participated in this study through interviews and the completion of an online questionnaire. To examine the relationship between professional development providers' science beliefs and their design, development, and implementation of professional development experiences for science teachers, this study used the Views on Science Education Questionnaire (VOSE), and interview transcripts as well as analysis of the documents from teacher professional development experiences.
Through a basic interpretive qualitative analysis, the predominant themes that emerged from this study suggest that the nature of science is often equated with the practice of science, personal beliefs about the nature of science have a minimal impact on the design of professional development experiences, current reform efforts in science education have a strong influence on the design of professional development, and those providing science education professional development have diverse views about epistemology and the nature of science. The results and conclusions from this study lead to a discussion of implications and recommendations for the planning and design of professional development for science teachers, including the need to making equity and social justice issues an integral part of inquiry and scientific practice.
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Hall, Jona S. "Identifying the Variables that Impact the Nontraditional Career Choices of Women." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou147871185473825.
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Ohashi, Takashi. "The effect of Holland's RIASEC interest inventory on the vocational identity development of Japanese high school students." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1237247929.
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Donnelly, Jilian K. "Understanding Educational Choice Processes of Retired Professional Hockey Players." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/260106.
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Educational AdministrationEd.D.
The purpose of this qualitative study was to investigate the processes and influences that underlie the choice of retired elite athletes to further their education and assume the adult learner role. In the current study, focus was applied specifically to professional ice hockey players who were in a period of retirement from active play. Elite athletes often retire at a time when most other professions are just beginning or reaching a level of stability. Research suggests that many retired elite athletes experience a difficult transition to an early retirement from athletics that is fraught with depression and unemployment. A select number of these elite athletes choose to further their educations after their careers have expired. The literature suggests that some of these retired elite athletes find educational programming a valuable coping strategy in the often traumatic post-athletic career adjustment. Unfortunately, this choice is made by only few athletes. It would be desirable to encourage more retired athletes to consider and engage in educational activities; however, currently, there is only very little knowledge on the processes underlying athletes' choice to participate, or not to participate, in education in their retirement years. Using a theoretical framework that includes adult learning theory and adult development theory, in conjunction with expectancy-value theory of motivation, the impact of individual characteristics and environmental opportunities on post-athletic career choices made by professional athletes may be better understood. The primary instrument for data collection was a personal interview with ten retired professional hockey players, conducted over a consecutive six-month period resulting in significant data. Utilizing the constant-comparative method for data analysis, common themes were identified as indicators of educational engagement: Informal Mentorship, Head Injury Related Retirement, and Pre-Transition Planning. In addition to these themes, the findings reflected an alternative adult developmental model possibly unique to professional hockey players. The findings of this study are valuable to the larger conversation regarding adult learners, adult development, and elite athlete career transition.
Temple University--Theses
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Salters, Gregory A. "A Phenomenological Exploration of Black Male Law Enforcement Officers' Perspectives of Racial Profiling and Their Law Enforcement Career Exploration and Commitment." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/877.
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This phenomenological study explored Black male law enforcement officers’ perspectives of how racial profiling shaped their decisions to explore and commit to a law enforcement career. Criterion and snow ball sampling was used to obtain the 17 participants for this study. Super’s (1990) archway model was used as the theoretical framework. The archway model “is designed to bring out the segmented but unified and developmental nature of career development, to highlight the segments, and to make their origin clear” (Super, 1990, p. 201).
Interview data were analyzed using inductive, deductive, and comparative analyses. Three themes emerged from the inductive analysis of the data: (a) color and/or race does matter, (b) putting on the badge, and (c) too black to be blue and too blue to be black.
The deductive analysis used a priori coding that was based on Super’s (1990) archway model. The deductive analysis revealed the participants’ career exploration was influenced by their knowledge of racial profiling and how others view them. The comparative analysis between the inductive themes and deductive findings found the theme “color and/or race does matter” was present in the relationships between and within all segments of Super’s (1990) model. The comparative analysis also revealed an expanded notion of self-concept for Black males – marginalized and/or oppressed individuals.
Self-concepts, “such as self-efficacy, self-esteem, and role self-concepts, being combinations of traits ascribed to oneself” (Super, 1990, p. 202) do not completely address the self-concept of marginalized and/or oppressed individuals. The self-concept of marginalized and/or oppressed individuals is self-efficacy, self-esteem, traits ascribed to oneself expanded by their awareness of how others view them. (DuBois, 1995; Freire, 1970; Sheared, 1990; Super, 1990; Young, 1990). Ultimately, self-concept is utilized to make career and life decisions.
Current human resource policies and practices do not take into consideration that negative police contact could be the result of racial profiling. Current human resource hiring guidelines penalize individuals who have had negative police contact. Therefore, racial profiling is a discriminatory act that can effectively circumvent U.S. Equal Employment Opportunities Commission laws and serve as a boundary mechanism to employment (Rocco & Gallagher, 2004).
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Joe, Kyungchool. "Qualities of Informal Leaders, Factors Influencing the Formation of Informal Leadership, and the Paradox of Formal Power." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2610.
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Informal leaders can have similar effects on firm performance as formal leaders. Although informal leadership can play a critical role in organizational functioning, empirical research concerning this issue is scarce. I conceptualized informal leadership as a continuous variable, and tested the relationship between informal leadership and the following variables. First, this study examined how informal leaders can influence over other members, even though they do not possess formal power. Five indicators, i.e., performance, turnover intention, career satisfaction, work engagement, and optimism were selected to assess the qualities of informal leaders as role models. Second, this study advanced our understanding of how demographic factors (i.e., age, educational background, and work experience) contribute to shaping informal leadership. In addition, T-test was chosen to test whether informal leadership is more noteworthy in women than men. Lastly, this study compared the effects of informal and formal leaders on team effectiveness.
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Wahl, Anna. "Könsstrukturer i organisationer : kvinnliga civilekonomers och civilingenjörers karriärutveckling." Doctoral thesis, Handelshögskolan i Stockholm, Företagslednings- och Arbetslivsfrågor (A), 1992. http://urn.kb.se/resolve?urn=urn:nbn:se:hhs:diva-905.
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Kvinnor på ledande positioner är få i svenskt arbetsliv. Det finns ett växande intresse för att förstå vad detta kan bero på. Vilken roll spelar kvinnornas inställning till karriär? Vilken roll spelar familjen? Direkt och indirekt diskriminering mot kvinnor beskrivs och diskuteras, liksom kvinnors upplevelser av fördelarna med att vara kvinna i arbetet. Kvinnor i mansdominerade yrken och miljöer utvecklar speciella strategier för att hantera kopplingen mellan sin egen identitet som kvinnor och det faktum att de befinner sig i en minoritetssituation. Denna avhandling grundar sig på en undersökning om kvinnliga civilekonomers och civilingenjörers karriärutveckling. I tolkningen av resultaten används feministisk teori på området organisation. Kvinnornas situation i karriären synliggörs. Boken riktar sig till alla som är intresserade av området "kvinnor och karriär", till exempel kvinnor och män i arbetslivet, liksom organisationsforskare och kvinnoforskare.Diss. Stockholm : Handelshögskolan, 1992. Spikblad saknas
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Jamison, Rudolph F. Jr. "Black Male Perspectives of the Role Race Plays with Black Male Leader/Leadership Development in the World of Work." UNF Digital Commons, 2017. http://digitalcommons.unf.edu/etd/733.
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There have been relatively few studies examining the leadership of Black men, and even fewer studies examining the leadership of Black men from the phenomenology of Black men, themselves. The purpose of this Q Methodology study was to examine Black male perspectives of the role race plays with Black male leader/leadership development in the world of work. The study was designed as an exploratory attempt to surface and understand how 40 emerging African American male leaders in a large, urban city in the SE United States viewed their own leadership development. Elements of socio-analytic theory and leader-member exchange theories were the basis for the conceptual framework.
The 40 participants sorted 41 statements reflecting distinct perspectives on the role race plays with Black male leader/leadership development within the world of work. Participants sorted these 41 statements within a forced distribution response grid based on what best reflected their perspectives. These 40 sorts were then correlated and the correlations were factor analyzed and rotated, leading to the extraction of five factors, each representing five distinct, shared perspectives. Following examination and analysis of these five factors, or shared perspectives, the researcher named them: 1) Faithful, Familial, and Resilient, 2) Creative, Faithful, and Independent, 3) Attentive, Connected, and Woke, and 4) Knowledgeable, Congruent, and Unapologetically Black, and 5) Responsible, Faithful, and Supportive. The results of this study suggest there is rich diversity among Black male perspectives regarding their leadership development, and demonstrates important functions outside the workplace. These diverse perspectives and those elements characterizing them should be considered as educators prepare to work with Black males and those preparing to support their development, leadership and otherwise. Finally, the researcher suggests that future research into the experiences and perceptions of Black men continue to seek methodologies that honor and magnify their voices.
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Sprankles, William Thomas III. "The Fifth Day Experience: A White Paper Series an Innovative Program to Redesign Schools and Operationalize Deeper Learning." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1621252535547665.
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Cook, Suzanne L. "Redirection: Using Career Development Theory to Interpret the Volunteer Activities of Retirees." Thesis, 2010. http://hdl.handle.net/1807/29690.
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The purpose of this study was to examine formal volunteering among retirees in order to explore whether their volunteer experiences represent an extension of their career in the paid workforce or whether their volunteer activities represent a completely new direction, and how this influences their career self-concept, as interpreted through Donald Super’s life-span, life-space theory of career development. This study employed a developmental mixed-method design. In Phase 1, qualitative interviews were conducted with 12 participants to better understand retirees’ volunteer experiences. Phase 1 informed the design of an instrument for the Phase 2 survey which examined the issues among a larger sample of 214 retirees. The Phase 2 results supported the Phase 1 findings and indicated that many retirees sought an extension of career in volunteer activities in that they used similar skills and knowledge. Study participants also displayed a desire for lifelong learning.
Retirees relinquished their paid-work career, took on the retiree and volunteer roles, and integrated these roles within their career self-concept to create a new sense of self. These results indicated that the retirees had entered a new stage of life, qualitatively different from ‘retirement’. To better reflect the experiences of these retirees, it was proposed that Donald Super’s life-span, life-space theory of career development be extended to include Redirection. This theorizing is consistent with the finding that retirees both wanted to and are able to integrate previous paid work elements as well as seek out lifelong learning opportunities within their volunteer activities. This study demonstrates that the volunteer role in the lives of retirees can lead to personal renewal and reshaping of the career self-concept, or what is labeled as the stage of Redirection. This study also has implications for volunteer management, retirement planning and social policy, and may be of interest to volunteer managers, nonprofit organizations, career counsellors, financial planners, retirement planning consultants, life coaches and policy planners.
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Hsu, Hui-Fang, and 許惠芳. "Female Postgraduate’s Career Development based on Social Cognitive Theory." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/45993136675642726493.
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碩士南台科技大學
技職教育與人力資源發展研究所
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In 2007, Council for Economic Planning and Development of issuing Taiwanese woman manpower uses efficiency to improve year by year, the participating in rate of Taiwanese women workforce is always on the low side while comparing in world in the past, job market's how to create to suit women's employment environment, and develop and combine women's ability effectively, use in order to improve women's efficient manpower, it has been the goal of the manpower with diligent development policies all the time, it is higher and higher with women's education degree, women have already been different from the tradition to look forward to one's own expectation. This research was tried to integrate all points of view of scholars and treated of researching results from scholars. It discusses the relations between career development and social cognitive theory through the analysis of references and questionnaires. Also, it added individual background variables and diversity analyses of career development and social cognitive theory. Major research methods of this report are Correlations, t-test, ANOVA, Stepwise Regression Analysis. By way of stratified sampling with optimal allocation in questionnaire testing, the number of effective samples is 359, responsive valid questionnaires support the hypothesis of this article which reports findings as follows: 1. Different backgrounds among Female Postgraduate’s of Nature of the school, age, marital status, siblings count, graduate from the department, part-time , and working experience show the partly significant to career development. 2. Different backgrounds among Female Postgraduate’s of Nature of the school, age, graduate from the department, part-time, and working experience show the partly significant to its social cognitive. 3. There is a positive significant association between career development and its social cognitive of Female Postgraduate’s. It presents if Female Postgraduate’s satisfy with social cognitive degree, the career development acceptance will be higher. 4. Among social cognitive of self-efficacy and Personal goal can predict the future career development of Female Postgraduate’s effectively.