Dissertations / Theses on the topic 'Career journey'
To see the other types of publications on this topic, follow the link: Career journey.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 38 dissertations / theses for your research on the topic 'Career journey.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Olson, Ted S. "Traditional Plus: A Journey through Doc Watson's Recording Career." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5528.
Full text
2
Pelham, Steven Bruce. "Bridging the Gender Gap: A Journey of Women and Men in Communications Leadership." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/9114.
Full textAbstract:
"Throughout history, there have been various gaps: racial, gender, income, education, skills gaps...society today is not any different"(Andrews, 2017). Despite advances to close these gaps, a large gap still remains in communications leadership: the gender gap. Approximately 75 percent of practitioners are female and female practitioners only make up 20 percent of senior-level positions (Oakes & Hardwick, 2017). Existing research suggests there are several reasons why a gap exists: an unconscious bias that favors male leaders (Devillard, Hunt, & Yee, 2018), only 60 percent of women have the confidence they can advance into leadership positions (KPMG, 2018), lack of mentorship (Place & Vardeman-Winter, 2018), lack of exposure to female leaders (Arvate, Galilea, & Todescat, In Press), and the balance of personal and work responsibilities (Krivkovich, et al., 2017). This study employed 32 qualitative in-depth interviews with senior level communications leaders to understand the journey that women and men go through to become communications leaders, perceptions of communications leaders, factors contributing to the gender gap, and ultimately what can be done to close the gender gap. Participants of this study are among some of today's most senior-level communications leaders, with the average participant having 29 years of work experience in the field of communications. Multiple themes were identified for when and why individuals begin aspiring for communications leadership but it usually begins sometime during high school, college, or in the first few jobs after college once they have be experienced some form of leadership for the first time. There are certain factors such as unequal expectations for women and men and organization culture that can make a woman's path more difficult than a man's path. The majority of participants agreed that women and men are viewed differently in the workplace and that there are key differences such as sensitivity to and involvement of others that differentiate women from a men. There were seven primary themes identified as factors that contributing to the gender gap: relationships, unique challenges to women, issues in the communications field, a long history of male dominance, the pay gap is fueling the gender gap, lack of awareness of the gender gap, sexual harassment and sexual assault. Additionally, this study introduces multiple ways to help mitigate factors that are contributing to the gender gap. There were three primary thematic areas identified on ways to mitigate the gender gap: organizational mitigating factors, cultural mitigating factors, and personal mitigating factors. In summary, there are a number of reasons why a woman's journey into communications leadership is more difficult than a man's journey; however, there are many actionable things that communications leaders believe can be done to make it easier for future leaders.
3
Cammack, Ian Joseph. "A journey towards becoming a systemic practitioner : becoming a project manager and an educationalist." Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/337220.
Full textAbstract:
This thesis is a systemic examination of my practice as an educator specialising in the development of early career project managers. This inquiry is conducted through an internal inquiry into my living theory and an externally focussed inquiry into the journey that the early career project managers take to becoming a project manager. Four broad foci of my living theory are identified, ‘Soft Systems Methodology’, ‘Action Learning’, ‘Reflective Practice’ and ‘Systemic Practice’. These are discussed in order to consciously consider the foundations of my practice and to identify areas where the practice has been eroded through familiarity and developed through innovation. The external inquiry draws on three sources of qualitative data. The first two sources of data explore the experiences of students enrolled on the MSc in Project Management at Lancaster University during an action learning project. These two sources are an analysis of ‘word clouds’ and ‘critical incidents‘ presented in the dissertations that reflect on these projects. The third source of data is a series of interviews held with alumni of the MSc in Project Management at Lancaster University. These two areas of inquiry combine to present a framework for project management practitioner education that comprises of three broad areas of development. These areas of development align to the ‘ways of knowing’, ‘ways of doing’ and ‘ways of being’. The ways of knowing zone is made up of the development of a systematic approach to project management. This zone is complemented by the ‘ways of doing’ that looks at the development of this systematic perspective through the development of a range of analytical and social skills. It is suggested that systemic eloquence may be gained by enhancing the ‘ways of knowing’ and ‘ways of doing’ with a systemic perspective that encompasses relational dispositions to the practice of project management. This relational disposition covers the ways in which project managers learn to understand the dynamics of the problem situations that they co-create with their stakeholders. Furthermore, it is noted that the development of project management practitioners should be facilitated through their experience in the practice of projects. This ‘hands on’ engagement combined with an approach to self-development founded on reflective practice helps to develop people capable of delivering projects rather than talking about the delivery of projects.
4
Grounds, I. "To explore outstanding teaching potential in early career teachers on their personal and professional journey to becoming newly qualified teachers." Thesis, Nottingham Trent University, 2016. http://irep.ntu.ac.uk/id/eprint/28317/.
Full textAbstract:
This longitudinal study takes an interpretive approach to investigating the personal and professional journey of six outstanding early career teachers. Aspects which will be investigated include the ITT pre-selection procedure, an examination of the university based training programme, the contextual features of the trainees' school experience and the participants’ own beliefs that impact on their professional identity development through the training year and into their induction as newly qualified teachers (NQTs). The qualitative methodology used shares characteristics with a case study approach and utilises procedures associated with grounded theory. Data were systematically gathered over a three-year period including documentation collected at key transition points throughout the training year. A culminating semi-structured interview produced an illustrated timeline of the year charting participants’ increase or decrease in confidence in the training environment with time. A similar time-line was produced to summarise the NQT experience one year later. The collected data were analysed, coded and categorised, and the explanations and theory that emerged from this process were grounded in the data. Two principal investigations support the main thesis. The first is located at the beginning of the teaching journey and focuses on the importance of subject knowledge on trainees’ outcome achievement (DfE, 2011a). The second study follows trainees into their first teaching post and considers factors supporting or impeding successful transition into teaching. It acts as a pilot for the main investigation. This thesis provides a comprehensive and nuanced view of how beginning to teach is experienced and interpreted by potentially outstanding trainees. It paints a complex picture of the relationship between biography, beliefs, preparation and context in the process of learning to teach. The study contributes to the literature on the recruitment, education and retention of beginning teachers in the scarcely researched area of outstanding trainee achievement and its impact on transition into the workplace and early career progression and retention. It highlights the need to develop a shared understanding amongst policy makers, teacher educators and schools regarding the multiplicity of factors that influence and determine the development and transition of early career teachers giving an insight into the complexity of the 'outstanding teacher' achievement.
5
Ayanru, Gale Renee. ""The journey is the destination" a study of the professional career development of Dr. Dorothy June Skeel 1932-1997 : an exemplary teacher educator /." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3280.
Full textAbstract:
Thesis (Ed. D.)--West Virginia University, 2003.Title from document title page. Document formatted into pages; contains vii, 164 p. Includes abstract. Includes bibliographical references (p. 137-156).
6
Jayalath, Dilini. "Reverse journey in dementia : a clinician's research journey leading to the development of carers' diaries." Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/17475.
Full textAbstract:
Dementia is a progressively debilitating disorder often of insidious onset. When making the initial assessment or reviewing ongoing care of patients living at home, healthcare professionals rely on verbal information provided by person with dementia and their informal carers. Diaries have been used in very few instances to assist with gathering information about persons with dementia in the community. The review of literature found that there are very few studies that used carers' diaries in the context of dementia care and its effects on carers and patients, and there was no previous study that had used carer diaries in the assessment of dementia patients' problems in everyday life. It was also noted that no previous study has assessed the validity of these retrospective self-reporting by patients with dementia and their carers. If these self-reports are indeed unreliable and provide averaged impressions rather than actual fluctuations of frequency and magnitude of symptoms, then caregivers' diaries of these symptoms/problems can provide important and valuable additional information to clinicians. The main aim of this study was to capture a variety of problems (cognitive, emotional, behavioural, etc.) in people with dementia, using diaries kept by carers for a week and comparing with carers' oral recollection of problems in the same week. The second aim was to examine the potential therapeutic impact that keeping a diary had on carers' quality of life as rated by the EuroQol, emotional wellbeing as rated by the Hospital Anxiety and Depression scale, as well as its impact on behavioural and psychological problems of dementia patients measured by the Neuro-Psychiatry Inventory. Method Carers were randomly allocated into two groups, the intervention and control groups. In the intervention group, carers received a diary and instructions on how to complete it for 7 days. A number of assessment tools and ratings scales were completed on Day 1 and Day 8. The control group carried out the same tasks except completing a diary. The scales used were questionnaires such as the Clinical Dementia Rating Scale and the Neuro-Psychiatry Inventory for carers to evaluate the problems in the person they cared for. The EuroQol and Hospital Anxiety and Depression scale were completed by carers to assess their own quality of life and screen for anxiety and depression in carers. The carers in the diary group were asked to complete a semi-structured questionnaire on their views about keeping a diary on Day 8 when they returned the diary to the researchers. On Day 28, carers in each group completed the Neuropsychiatry Inventory, EuroQol, Hospital Anxiety and Depression Scale and a semi-structured questionnaire asking about their experiences taking part in the study. Results There was a 1 year period of recruitment from 1 May 2014 to 30 April 2015. A total of 97 couples were identified and approached to take part in the study, with 84 couples agreeing and giving written informed consent to take part. Out of these, 78 couples went on to complete the study and 6 couples withdrew. The problems reported in narratives and diary entries were content analysed by two raters independently and classed into 5 categories: cognitive, behavioural, emotional, psychiatric and other. In retrospective narrative accounts, significantly more cognitive problems were reported than any of the other four problems. In contrast, in diaries both cognitive and behavioural problems were reported significantly more often than the other problems. In addition, in the diary condition, the mean number of problems identified in the carers' diaries was significantly higher than in the carers' narrative accounts on Day 1 and Day 8. Furthermore, the number of problems recorded in diaries did not correlate with retrospective problems reported on Day 1 but correlated with the number of narrative problems on Day 8. In terms of therapeutic benefits of diary keeping, there were no significant differences between diary and control groups' mean scores in the Neuro Psychiatry Inventory, EuroQol and Hospital Anxiety and Depression Scale on Day 8. The mean Neuro-Psychiatry Inventory and Carer Distress scores were significantly lower at the end of the study for both the diary and control groups. Discussion The findings revealed that the carers' diaries identified a greater frequency of problems compared to retrospective information gathered from carers, with cognitive and behaviour problems being the two most common problems. Despite identifying more problems, the use of the carers' diaries in dementia did not appear to make a difference in carers in terms of carer distress, carers' health related quality of life or psychiatric morbidity amongst carers. This may be on account of the short period of one week that the diaries were used in this study. The positive correlation of problems identified in the narratives in diary group at Day 8 with diary entries in contrast to narratives at Day 1 where there were no correlation with diary entries suggest diary entries can enhance recollection of problems in narratives of carers who keep diaries. Conclusions Carers' diaries may be a useful tool in assessments of dementia patients as this study indicates that they may provide more information than obtained from a retrospective account of problems in persons with dementia. More research using diaries in dementia covering longer period than a week may be required to ascertain other benefits such as improving carers' well-being and problems in persons with dementia.
7
Carey, Charlotte. "Gender and entrepreneurship in creative industry career journeys." Thesis, Birmingham City University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631681.
Full textAbstract:
This thesis represents an interdisciplinary study with original theoretical contributions to knowledge identified across three distinct disciplines: Entrepreneurship, the Creative Industries and Gender Studies along with methodological contributions with regards the use of research diaries as a data source. The last fifteen years have seen a huge focus, from policy makers and researchers, on entrepreneurship and the creative industries. Both have been seen as key drivers for economic growth in the UK and beyond. Studies have been wide and varied, looking at both disciplines individually and more recently where they converge. However, there is a paucity of research into the role that gender plays within this sector, and specifically the impact of gender on entrepreneurship within the creative industries. Using a highly reflexive approach, this study examined the career stories of a cohort of fine art graduates, the cohort with whom the researcher had graduated (1991-94, BA Fine Art, Wolverhampton School of Art and Design). The rationale was to make the best use of insider perspective and to access a group who had all had the same starting point, were within a similar age group (38-44), had worked through the ‘Blairite’ creative industries/economy policy framework and most likely had had to consider their ambitions as parents. It was considered that this group would offer a concentrated sample of creative graduates’ experience. Participants were interviewed using a narrative methodology and detailed career stories were gathered. The study took an inductive, grounded theory approach, making use of memoing and research diaries to aid reflexivity. Though a process of open, axial and thematic coding (Strauss and Corbin, 2003) themes emerged which, although linked to the original literature, also extended to new themes and topics which helped to better understand and explain where entrepreneurship fits within creative industry career journeys. Both theoretical and methodological contributions to knowledge are made:
8
Swann, Natalie. "A cross-generational narrative examination of women's career journeys." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1566783.
Full textAbstract:
The purpose of this qualitative study was to examine women's career journeys and how these journeys vary by generational cohort. Sixteen women wage-earners were interviewed to examine women's career journeys and how these journeys vary by generation. Specifically, the internal and external barriers to and facilitators of women's career advancement, success and fulfillment were examined. The women reported five influencers on their career choices: mentors or role models, work-life balance considerations, passions and interests, financial needs, and hostile work environments. The process of career planning and exploration the women described was consistent across the generations and included a period of exploration, failure of their initial plans leading to continued exploration or limbo, and their avocations and careers ultimately seeming to unfold naturally.
9
Albelushi, Auhoud Said. "A study of Omani teachers' careers : a journey from enthusiasm." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/2501/.
Full textAbstract:
Social relationships within the school and recognition of teachers' efforts are two main elements respondents say are crucial for their sense of career satisfaction. However, "satisfaction" is found to be a complex concept, and one which allows a deeper and more comprehensive conceptualizing of respondents' lives. While teachers may display a sense of "job comfort", in which they are generally comfortable with "satisfactory" work conditions, this proves to be a superficial expression of contentment. "Job fulfilment", on the other hand, describes a deeply satisfying relationship with the tasks they do, and the school environment generally: "job fulfilment" suggests an experience of a profound sense of comfort with the intrinsic rewards of their job. The research suggests there are important implications in terms of how intrinsic and extrinsic satisfiers work both in relation to the wider social structure, as well as within the school itself. My research recognized that respondents moved through four main career stages: the academic stage, the novitiate stage, the maturation stage and the mid-career stage. Each stage was marked with specific characteristics; teachers in each stage expressed different, though clearly related concerns. This research presents a clear linkage between the initial decision to teach, subsequent development of a commitment to teaching, and the concomitant desire to quit. The research examines the applicability to Oman of extant models of teacher career stages, developed in the Western literature, and considers where an Omani developmental model may agree with and where depart from these models. The overall findings illustrate the powerful role of socio-cultural forces on teachers' professional and personal development and, considering these, facilitate the discussion of issues of gender and job satisfaction within the teaching profession. Wider extrapolations from the data analysis may help generate further research on teachers, giving them the voices they need for their future development and empowerment.
10
Arbouin, Amanda Dawn. "British African Caribbean graduates : narratives of educational journeys and career outcomes." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2766/.
Full textAbstract:
The contribution of this thesis is to address a distinct gap in the literature by considering the structural trajectory across the domains of compulsory education, post-compulsory education and careers for British African Caribbean graduates. The research explores the educational and career experiences of a group of ten second generation African Caribbeans, described throughout as British African Caribbean (BAC). Each was born and educated entirely within the United Kingdom (UK), where they graduated from a higher education institution (HEI). The theoretical framework draws upon reproduction theory, critical race theory, black feminist theory and the theory of intersectionality to address three key questions: How do BAC graduates experience the structures of race, class and gender in schooling, higher education (HE) and employment? What resources do BAC graduates draw upon to navigate these domains and enable their successes? In what ways do BAC graduates consider it important to contribute their skills and experiences in order to challenge the structures of race, class and gender in British society? The qualitative methodology adopted a life history and narrative approach and the primary data collection was predominantly achieved through a series of semistructured interviews with research participants. This was supported by some quantitative data analysis and an extensive review of the literature on race, class and gender in education and careers. The findings suggest that whereas school experiences were largely about ‘unfulfilled potential’, in higher education (HE) participants developed new strategies and became adept at ‘learning to achieve’. For most, school experiences were plagued by negative racial stereotyping, which manifested itself in low expectations for girls and conflict between peer groups and teachers for boys. Most participants’ journeys ‘en route to HE’ involved serendipity and stepping stones and their main motivations were family expectations, social mobility and pleasure gained through studying. ‘Benevolent BMEs’ and anti-racist practitioners acted as catalysts in post-compulsory education, and in teaching roles they enhanced the HE experience. Although problematic teacher-student relationships were detrimental in school, the ability to use ‘emotional withdrawal’ minimised the negative impact of such relationships in HE. On graduation, many progressed into postgraduate study, where a gender dynamic became apparent in the prevalence of women studying for Master’s degrees. All participants continued into professional careers, predominantly in the public sector. However, careers tended to plateau at an early stage and most felt that their career progress was not commensurate with their education and skills. Consequently, entrepreneurial inclinations emerged as a recurring theme within careers and career aspirations and this was frequently intertwined with a community orientation. The research suggests that the intersection of race, class and gender oppressions continue to have a negative impact on the educational and career prospects of British African Caribbean men and women. Measures to create a more inclusive education system, in terms of staffing, curriculum and student bodies across the board (rather than in ghettoised locations), would effect change in attitudes and thus challenge the insidious nature of these oppressions. The central role of education in all of our lives bestows it with the potential to act as a vehicle of and for change in British society. A key area for further investigation is an evaluation of the benefits of supporting BAC graduates in embarking on community oriented entrepreneurial endeavours, in order to utilise their skills more effectively and build stronger BAC communities, which would go some way to fulfilling the government’s loudly-trumpeted and laudable objective of greater economic and social inclusion.
11
Lindquist, Kirsten M. "Child care's journey to the decision agenda : a case study /." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-05022009-040652/.
Full text
12
Clayton, Sue. "Women being and becoming academics : exploring gendered career journeys and their implications for academic development." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/54339/.
Full textAbstract:
Whilst the literature of academic identity is well represented in the sociology of Higher Education (HE) in the UK, personal narratives of journeys through the process of being and becoming an academic are less present. The potential of narrative methodology to produce different knowledge by producing knowledge differently (St. Pierre, 1997) is used as a conceptual framework to co-construct case stories of the career journeys made by five women academics within a globalised academy in the early 21st century. The study draws on two principal theoretical frameworks to contrast the dynamic relationships between gender, structure and agency and their implications for Academic Development. These are: the critical realist theories of Margaret Archer (1995; 2000; 2003; 2012) and Judith Butler's work on gender ‘performativity' (1990; 2005; 2004). In terms of senior roles at policy level the Academy can be seen as a male dominated sphere. My thesis focuses on women's journeys to foreground the effects of wider social relations and how they impact on women's academic identities and careers to continually reproduce dominant discourses of a male hegemony and neo-liberal socio-economic climate. The consequential distortions in academic development practices are framed in the light of this knowledge. This contributes knowledge to the literature of Academic Development in Higher Education and has implications for my own professional practice as a Head of Continual Professional Development (CPD) for Teaching and Learning in a pre-92 University. Three broad research questions guided this exploration. 1. What are the experiences of women academics in developing their careers and academic identities? 2. How can case stories of the career choices made by women academics help academic developers understand gender inequalities in higher education? 3. What are the implications of gender equalities in the academy for the practices of Academic Development? The stories at the centre of this thesis speak of grand narratives; the ontological puzzles of structure and agency; class and gender oppression finding symbolic expression in women's lives and institutional structures. There is no lack of agency in the voices of these women, and the first person narrative highlights that sense. However, from the narrative can be seen identity formed by individual struggles within macro and micro sociological forces. By theorising academic women's lived experience at the micro-level, this thesis makes an original contribution to the field of Academic Development and affords opportunities for the widening of debate within the macro policies and micro practices of Academic Development; it supports counter-hegemonic gender discourses of HE which have been established from global studies of equalities in Higher Education. My study accords with feminist standpoints which conclude that policies based on polarised understandings of equalities which focus only on agency rather than structure will not redress the wider nor internal social inequalities which women face (Morley, 2012). I argue that the subsequent distortion in equalities policy making in the academy has implications for Academic Development. A significant finding in my study is that academic development practices cannot be seen as a dominant influence in the career journeys of my respondents. This finding supports the counter-hegemonic discourses of Academic Development which suggests that Academic Development and practices, promoted through managerialist agendas are inevitably seen as part of the masculinist, neo-liberal hegemony, and are more likely to reproduce hegemony rather than contest it. In conclusion, looking for strategies whereby Academic Development may better support gender equalities, my thesis suggests that academic developers, caught in the eternal dilemma of ‘straddling' personal values and hegemonic discourses become more explicitly aware of the game (Lee and McWilliam, 2008) and make more creative use of the ways in which non-formal value-based approaches and dialogue can replace monolithic initiatives.
13
Mayor, Vina. "Staying power : the career journeys of leading African, African-Caribbean and Asian nurses in England." Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/1301/.
Full textAbstract:
This thesis is the first research of its kind to examine the career journeys of leading African, African-Caribbean and Asian, male and female, nurses' careers in England, and adds substantially to our extremely limited knowledge concerning the black professional class in Britain. It examines the barriers, the career opportunities, personal motivations and cultural capital that the respondents drew upon to negotiate and deal with racialised social and professional structures from the entry gate into nursing to their current appointments as senior managers in nursing, nurse management, research or nurse education. This study has considerable policy relevance in view of the National Health Service (NHS) commitment to recruit qualified nurses from overseas to combat the nursing labour market shortages. The research was conducted in three phases over a period of six years using an oral biography / life history approach to obtain narratives from eighty-eight black respondents working and domiciled in England. It revealed that the group of black nurses who had reached senior levels had became highly qualified and had contributed to service, policy, education and research development at the local level. There is also substantial evidence of their contribution to nursing at national and international levels. The findings also reveal that respondents experienced self-reported unequal treatment at the entry gate and throughout their career. The staying power and career journeys of these respondents show that the intersection between social structures of class, 'race' / ethnicity and gender, and personal agency is important in shaping careers and is influenced by social, professional, political shifts and constraints, suggesting that how individuals negotiate and deal with racialised barriers is linked to both their 'stocks' of cultural capital and their personal motivations and determinations. This structure-agency relationship counters much of the research on 'race' and occupation which has looked primarily at racialised structural barriers to advancement.
14
Jennings, Hope. "Journey towards the (m)other : myth, origins and the daughter's desires in the fiction of Angela Carter." Thesis, St Andrews, 2007. http://hdl.handle.net/10023/148.
Full text
15
Gregory, Sheila Ann. "Family caregiving : telling stories about the journey between becoming a carer and placing an elderly relative into a care home." Thesis, University of East Anglia, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514235.
Full textAbstract:
The demographics of a rapidly ageing population and the shift towards community care have placed greater reliance on families to meet the care needs of elderly relatives at home. Supporting carers is vital for carers, those they care for and is cost effective because of the potential burden on public services. Using narrative analysis, ten caregivers were invited to tell their stories about placing an elderly relative into residential care. What would they choose to say about how, when and why they had reached the decision not to carry on caring? Their narratives are represented poetically, using their words and phrases from the interview transcripts. The poems capture the wholeness of their stories in condensed form and magnify how they had reached their individual 'breaking points'. My intention was to share their evocative accounts in an alternative, powerful and emotionally engaging way. I problematise my own identity as a caregiver, discussing how the methodology embraces my subjectivity; inter-subjectivity, the co-construction of data; the performative nature of narrative interviewing, representational and interpretational practices. There was a temporal structure to their stories; a series of transitions in their caregiving and the rhythm of the poetry mirrored the rhythmical counting down of their survival time as carers. A relationship was found between the passage of time; changes in the identities of the caregivers/cared for; the availability and quality of formal support and the decision to place their relatives into care. By attending in more empathic ways to the detail of their stories, the research contributes to an embodied understanding of the caregiver experience. As well as supporting comprehensive research undertaken by Carers UK, the findings also enabled a detailed examination of the extent to which the latest national strategy for carers (DOH 2008) addresses the gaps in support identified by the caregivers.
16
Malek, Farjina. ""The journey to warrior mothers”: Lived experiences of warrior mothers of children with physical disability in Bangladesh." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/227687/1/Farjina_Malek_Thesis.pdf.
Full textAbstract:
This thesis explored the lived experiences of mothers caring for children with physical disability by adopting an interpretive phenomenology approach. This thesis revealed that mothers bore the brunt of domestic and caring work regardless of being home or when seeking rehabilitation treatment for their children. The intersection of gender, motherhood, disability, poverty, cultural beliefs and isolation powerfully combined, and mothers struggled to manage. However, rather than remaining fragile, without agency or hope, mothers were driven by a deep love for their children, and they emerged as brave Warriors who not only survived society’s harsh challenges but became inventive and creative.
17
Temple, Clothier Anne-Louise. "An exploration of professional learning, and revised 'internal careers' experienced by higher education teaching practitioners undertaking the journey to the Doctorate in Education." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/16039/.
Full textAbstract:
This research explores practitioners’ professional learning, and revised career expectations, as a result of undertaking the EdD. It considers the nature of professionalism, and the institutional conditions that support its development. A new model for conceptual analysis Ecological Positioning Theory is developed, and used. This hybrid model draws on Bronfenbrenner’s Ecological Systems Theory (1979) and Harré and van Langenhove’s Positioning Theory (1999). Ecological Positioning is used to identify the various layers of engagement these EdD students experience in a working context, and articulate the subsequent, and movable, positions within these layers of discourse. Ecological Positioning was used as a framework to prompt semi-structured narratives relating to the macro/exo/meso, and micro-structures inhabited by the practitioners; to assist practitioners articulate their subsequent positions within them, and identify their emotional responses to this positioning. This qualitative data was then themed against the ecological systems identified by the respondents. What emerged in the findings was that for some the psychological contract with their employer (in terms of what is given and what is to be received) had changed, and that these changes were perceived to be impacting across the higher education sector. As a result, the terms of employment, subsequent professional identities of practitioners and ‘what it means to be a teacher and learner’ were also changing. Engagement with the EdD could be viewed as a response to what a higher education practitioner ‘should be’. This research has two main contributions to offer. The first is the presentation, and use, of Ecological Positioning to understand the experiential connections which link the personal, socio-historical and situational contexts in addition to considering the diversity and dynamics of academic life. The second is the time-bound snap shot of the experiences of a specific group of higher education teaching practitioners who, for various reasons, have undertaken an EdD.
18
Williams, Caroline Myferi. "The referral journey : an examination of key patient, carer and GP factors affecting the referral of patients with a dementia to mental health services for older people." Thesis, University of Surrey, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310721.
Full text
19
Kager, Elisabeth. "Effects of Participation in a STEM Camp on STEM Attitudes and Anticipated Career Choices of Middle School Girls: A Mixed Methods Study." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427812431.
Full text
20
García-Zapatero, de Villegas Gianina. "Kyle R. Carter & Susan Kontos Roeper, "An Application of Cognitive. Developmental Theory to the Identification of Gifted Children", A journal on Gifted Education. Vol. 5, No. 2, Nov. 1982, pp. 17-20." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/101469.
Full text
21
Chauvin, Anthony. "Développement et évaluation d'interventions visant à améliorer le processus de « peer-review » en recherche biomédicale The most important tasks for peer reviewers evaluating a randomized controlled trial are not congruent with the tasks most often requested by journal editors Impact of interventions to improve the quality of peer review of biomedical journals: a systematic review and meta-analysis A protocol of a cross-sectional study evaluating an online tool for early career peer reviewers assessing reports of randomised controlled trials." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCB215.
Full textAbstract:
Le processus de « peer-review » est considéré comme la pierre angulaire de la publication scientifique. Or, des travaux ont démontré que les évaluations des peer-reviewers sont souvent discordantes, qu’ils ne parviennent pas à détecter la fraude, les erreurs et que leur évaluation est influencée par les résultats. L’objectif de ce travail de thèse était d’explorer et de repenser le processus de la peer-review éditoriale. Dans un premier temps, nous avons identifié les tâches attendues des peer-reviewers lors de l'évaluation d'un manuscrit rapportant un essai contrôlé randomisé et, comparé l’importance de ces tâches selon le point de vue des peer-reviewers et des éditeurs. Notre étude a permis de démontrer que les tâches les plus importantes pour les peer-reviewers n'étaient pas conformes aux tâches les plus souvent demandées par les éditeurs. Dans un deuxième temps, nous avons réalisé une revue systématique ainsi qu’une méta-analyse des essais contrôlés randomisés évaluant une intervention visant à améliorer la qualité de la peer-review dans les journaux biomédicaux. Nous avons identifié 22 essais contrôlés randomisés qui ont évalué 5 interventions. Ces essais incluaient un faible nombre de participants, étaient pour la majorité monocentriques, et avaient des biais qui limitaient l’interprétation de leurs résultats. Enfin, nous avons développé et évalué un outil d’aide à la réalisation de la peer-review d’essais randomisés, associé à une formation en ligne. Cet outil vise spécifiquement à évaluer la qualité de la présentation des essais, c’est-à-dire le respect des recommandations du CONSORT statement (i.e., recommandations internationales exigées par les éditeurs pour rapporter les essais randomisés de façon complète et transparente). Nous avons comparé la performance de jeunes peer-reviewers formés utilisant l’outil, avec la performance de reviewers ayant évalué le manuscrit dans le cadre du processus de peer-review classique. Nous avons inclus 120 essais contrôlés randomisés. Nos résultats ont mis en évidence que l'outil a amélioré le nombre d’items correctement classés par manuscrit par les jeunes peer-reviewers. Cette constatation suggère que l'utilisation d'une checklist de type CONSORT se focalisant sur certains items précis pourrait améliorer la qualité du processus de peer-review, et donc la qualité du manuscrit publié. À l’issue de ce travail, nous proposons de repenser le processus de peer-review qui pourrait être réalisé en 2 étapes avec : des peer-reviewers juniors évaluant le respect des recommandations du CONSORT statement et des reviewers expérimentés évaluant la méthodologie et la pertinence de la questionThe peer-review process is a cornerstone of biomedical research publication. However, studies have shown that peer-reviewers' evaluations are often discordant, that they fail to detect fraud, errors and that their evaluation is influenced by the results. The objective of this thesis work was to explore and rethink the process of peer-review editorial. As a first step, we identified the tasks expected of peer-reviewers when evaluating a randomized controlled trial report and compared the importance of these tasks from the points of view of peer-reviewers and editors. Our study showed that the most important tasks for peer reviewers were not congruent with the tasks most often requested by journal editors in theirs guidelines to reviewers. In a second step, we conducted a systematic review and a meta-analysis of randomized controlled trials evaluating an intervention aimed at improving the quality of peer-review in biomedical journals. We identified 22 randomized controlled trials that evaluated 5 interventions. These trials included a small number of participants, were mostly monocentric and had biases that limited the interpretation of their results. Finally, we have developed and evaluated a tool to help achieve the peer-review of randomized trials associated with online training. This tool is specifically aimed at evaluating the quality of the reporting that means the compliance with the recommendations of the CONSORT statement (i.e., international recommendations required by publishers to report randomized trials in a complete and transparent manner). We compared the performance of young trained peer-reviewers using the tool with the performance of reviewers evaluating the manuscript as part of the usual peer-review process. We included 120 randomized controlled trials. Our results showed that the tool improved the number of items correctly classified per manuscript by young peer-reviewers. This finding suggests that the use of a CONSORT checklist focusing on specific items could improve the quality of the peer-review process, and thus the quality of the published manuscript. At the end of this work, we propose to rethink the peer-review process that could be carried out in 2 stages with junior peer-reviewers assessing compliance with the recommendations of the CONSORT statement and experienced reviewers evaluating the methodology and relevance of the question
22
Britten, Lianne M. "Indigenous footprints along the career journey between adolescence and adulthood." Thesis, 2006. http://hdl.handle.net/2429/17624.
Full textAbstract:
Career development and transitions are hot topics at this time. Research into First Nation's culture has also begun to receive the attention it deserves. However these two concepts have rarely been researched simultaneously as one phenomenon. Notable gaps occur in career development and First Nation's literature. Cultural influences, worldview differences, experiences, beliefs, and attitudes are all elements of life for anyone. For First Nation's people these multiple realities are further imbued with complexities not widely understood by non-Aboriginal peoples and as such the concepts of "career", "success", "transition" and "career development" may not fit with Aboriginal paradigms of research and with the Aboriginal population in general. Little is known about career development with regard to minority populations and even less is known about First Nations' career development. Similarly another rarely researched phenomenon in any population is career development during the transition from adolescence to adulthood. With high rates of unemployment, low rates of high school graduation, drug and alcohol abuse, high suicidality and other difficulties faced by many First Nation's youth this issue is of crucial importance to future success (Royal Commission on Aboriginal Health, 1996). Consequently it is important that positive stories from this culture be heard. Most research up to this juncture has been focussed upon non-minority population adolescent employment rather than the outcomes of schooling and other factors during the transition from adolescence to adulthood (Leventhal, Graber, & Brooks-Gunn, 2001). My study has attempted to shed light on some of the factors that have helped and hindered First Nation's youth during this transitional period. A sample of 8 (n=8) First Nations young adults, aged 20 to 28 years, were interviewed using a Critical Incident Technique. The participants were recruited from local Vancouver populations. The research involved the collection of data by interviewing participants using an open-ended question format to record each participant's story and to explore critical influences upon their career development. Findings from this research were found to be relevant to a range of settings including First Nations' employment counselling services, therapy for youth-at-risk, school counselling for First Nation's youth, and multicultural therapy.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
23
Hsieh, CHIH-WEI, and 謝至偉. "A Baking Practitioner’s reflection on Career Development along with Psychological Journey." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/tun56x.
Full textAbstract:
碩士國立雲林科技大學
技術及職業教育研究所
107
This research is to reflect on the thinking and the mentality of the baking practitioners in the development of their careers by researcher. The purpose is to understand the issues that baking practitioners truly concerned about in their whole career. Looking at the past studies on the development of careers, the descriptions mentioned or the definitions given are all continuous and dynamic, and the Taiwanese baking industry has been more popular in the world in the past decade due to the facts , for example ,baking masters have emerged internationally ,and its development from the Japanese colonial period to the present, regardless of the industrial structure or the personnel training patterns has undergone considerable changes, so in the individual interviews with three professional baking practitioners ,the researcher constantly colliding his/her own perspectives with their logical thinking, investigating the reasons and seeking similarities and differences, with these information , plus the prerequisite experience acquired by himself who has been contacting and observing baking industry for many years, the researcher reflected and the conclusions were summarized as follows: (1) The characteristics of baking industry are one of the factors that can affect the development of the career of baking practitioners; (2) Partial phenomena of bakery industry can be reflected by the career events; and (3) The analyses of factors that lead to above-mentioned phenomena of baking industry. In addition, the researcher also made suggestions after reflecting on the overall research process.
24
Yang, Hsin Ju, and 楊欣儒. "Next Stop: Happiness? A Journey for A Pre-service Teacher to Seek for Career Development And Career Choice." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/21512345727485304029.
Full textAbstract:
碩士國立臺中教育大學
課程與教學研究所
98
Everyone has their own story. This time, I decided to talk about my own story. I chose the most difficult period of time as my life history. It was from my high school to college. And this research adopted self-narrative study. I was not only a story teller, but also a researcher in this study. This study focused on how I made career choice and concluded my process of career development. According to the results and analysis, the findings of this study were summarized as follows: 1. A high school student who chose a university of education would be considered about individual factors and environmental factors. Individual factors included learning experience, psychological feature, gender and capabilities. Environmental factors included social context, significant others, school and information from school and cram school. 2. A pre-service teacher who quit educational practicum and internship would be considered about individual factors and environmental factors. Individual factors included learning experience, psychological feature and capabilities. Environmental factors included social context, significant others, and information from school and news report. 3. Pre-service teacher’s career development can be divided into four stages, including initiation, growth, chaos and clarification. Finally, according to above results, some suggestions for further studies were proposed for high school career counseling and education, pre-service teachers, and teacher education organizations.
25
Bridge, Christine H. "Tempest-tossed : a learning journey in high tech." Thesis, 2001. http://hdl.handle.net/2429/11656.
Full textAbstract:
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.
26
Wu, Sheau-Ming, and 吳曉明. "Encountering the Insignificant Self- the Journey of Subjectivity Finding in a Female Nursing Career." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/22190620225300123086.
Full textAbstract:
博士輔仁大學
心理學系
105
Under patriarchy, women are often in a subordinate role. Especially when they get married, women easily tend to place their own demands to the last while take their husband and kids’ demands as priority, thinking themselves are not important. In particular, for female elites who grew up with outstanding school records and entered their desired schools, when they enter the society, they would endeavor to pursue their career achievements for self-fulfillment. However, as long as they get married and take the roles of a wife, mother and daughter-in-law, they will face self-effacement and get lost. Such huge differences would make them feel losing themselves and thus get confused and wandered. This self-narrative thesis reflects on the construction process of women’s ego-subject sense from a woman’s life journey. The author is from a family who came to Taiwan in 1949 with the Kuomintang government. Her father is a veteran from the Mainland and her mother is from a poor farmer family at the underclass of the society. Differences in cultural background, economic status, language and social classes between her parents lead to conflicts between Taiwanese and Han cultures in her family. Such conflicts, combined with the local cultural impact caused by their moving from south to north Taiwan, molded the writer’s split and merging personality. Although grown up in Taiwan, she leads a wandering life like the rootless duckweed. Her outstanding academic achievements and identity of the second generation of a mainlander gave her great advantages in her growing process. She could not recognize the weak and unfair side of the society, and she didn’t even feel restraint from her female identity. Even if she did, she regarded it as a matter of course and followed the rule. The gender mark officially unveiledafter she fell in love, got married and had a baby, when the elite cognition and responsibilities of the women’s role became the actual shackles and conflicts. The author always strives to be the female elite expected by the society. For that,she has to balance her family and career achievements. At home she must be detail oriented to fulfill her traditional role in the family while she must also pursue for career development. She felt fatigue and deprived in soul and almost lost the will and power to live on. Only in her middle ages she started to struggle for self-pursuit again. During this process, she suffered the storm of marriage. However, from her divorce, she started to review the gender role and connotation in the marriage and be aware that both men and women in the marriage are victims of the system as they don’t have their individuality but only the roles, which has nothing to do with love. By means of narrative writing, the writer experienced the progress from the belief that “domestic shame should not be made public” to the repeated dialectics in the book and finally found herself, saw herself and accepted herself.In the gender narrative dialogue, women still encounter many limitations in the current age that advocates gender equality. In particular, in my professional care teaching courses, I witnessed how such mindset of “women inferiority”and “sacrifice as it should be” passing down from generation to generation is gradually killing women’s value and acknowledgement, making women feel that themselves are not important and don’t need to choose by themselves and finally lose the confidence that they can have more choices of their own. Apart from healing herself with her self-pursuit, the author used the skill of describing life stories to vividly represent women’s internal impacts and feelings during their growth process under the social environment, with the expectation that she could make a weak voice for women, intrigue women’s echo and construct female psychology adaptable to the modern society of Taiwan.
27
"Sustainable Change in a Teaching Career: A Self-Study of an Evolving Music Educator’s Journey." Doctoral diss., 2020. http://hdl.handle.net/2286/R.I.63026.
Full textAbstract:
abstract: The purpose of the study is to examine how professional growth is sustained over time through exploring a teacher’s narrative of personal and professional growth. The central question of this dissertation is: What creates sustainable and continuous positive professional change and growth in a teacher’s professional life? In this study, I discuss my journey towards understanding my practice while teaching a collegiate course and the implications of my journey for continual professional and personal growth. I used self-study methods to interrogate the personal, professional, and contextual experiences that shaped my thinking about teaching, learning, and my practice. The process of reflection was prompted by various data sources, including journal entries, storytelling, memory work, an experience matrix, concept-mapping, and education-related life histories. This self-study also includes action research projects that I conducted while teaching a college course over seven semesters. Data for action research projects included student reflective writing, observations of their learning, video recordings of group project meetings, and student value-creation stories.
Through reflection on how my personal, professional, and contextual knowledge of teaching developed, I examine how the values I held, the inquiries I undertook, and the communities in which I engaged affected my learning about teaching and shaped both my continuing professional development and who I am becoming as a teacher. Values that emerged in my teaching practice included: creating a student-friendly learning atmosphere, building a learning community, and being a reflective learner. Change agency functioned as a teacher lens and impacted student learning. I also analyzed patterns between my instructional plans, actions, and learning experiences in multiple professional communities. Professional and personal development relied not only on formal learning but was also promoted by informal learning opportunities and a personal learning process.
Findings suggest that teachers’ attempts to engage with external resources and awareness of their personal orientations as internal resources appear essential for sustainable change in teaching practice. Teacher professional growth requires exercising positive personal qualities, such as confidence, compassion, and courage, as well as resilience as an educator and a lifelong learner. Teacher reflection and self-study play a pivotal role in enabling teachers to sustain professional growth.Dissertation/Thesis
Doctoral Dissertation Music Education 2020
28
Chen, Pei-Sih, and 陳培思. "A Journey in Journalism, as a Career or a Shortcut - the Case Study of Financial Reporters." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/47745116846171742015.
Full textAbstract:
碩士臺灣大學
新聞研究所
98
Recently the decline of the newspaper industry in Taiwan has become more and more serious. The news about WantWant Group Taiwan purchased China Times Group, which is one of the oldest newspaper groups in Taiwan, also shocked the society. Facing the joblessness, salary reduction, or even company bankruptcy, in order to survive, more and more newspaper employees decide to look for other job opportunities. This depth report will focus on newspaper journalists’ career plan. Through interview with those journalists, who have left or changed their original position in journalism, this depth report will find out why they want to leave their position, how they think of this issue and also the possibility of future development. This depth report will also show the different thoughts between these economic journalists and those, who regard journalism as their aspiration. This depth report has found out that journalists feel more worried about their future, instead of the pressure from salary reduction. Part of the journalists who chose economic beat because they expect to transfer to other industries in the near future, or get certain professional training in other fields from their present position. They do not intend to stay as a journalist for too long. Furthermore, the pressure from survival has become the excuse for bad quality of news or not avoiding certain interests that are against the profession of journalism. This depth report will assist the understanding of how journalists represent the news value based on their own thoughts which is affected by the whole environment.
29
CHANG, HSIN-YI, and 張歆怡. "Sports, Career and Life－ A Journey of a Track and Field Athlete became an Elementary School Teacher." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/3w3dbb.
Full textAbstract:
碩士國立臺北教育大學
體育學系碩士班
104
What every track and field athlete seeks in the stadium is nothing more than gaining an extra few split seconds of speed, or extra meters or centimeters in distance in throwing or jumping events. However, athletes mostly don’t have a steady salary and end up facing work-life issues. Using a narrative inquiry approach, this thesis, from a pole-vaulter’s perspective, focused on how a track and field athlete, who worked as a substitute teacher for 10 years, passed a teacher recruitment exam for elementary school and became a certified PE teacher. The research results are as follows: First, through reflective progress of narrative, the narrator is able to further understand the relationship between sports and life and find the significance of the role sports play in life. Next, with the abilities the narrator acquired when playing sports before, she keeps practicing pole-vaulting so as to let herself gain a foothold in teaching career after walking away from the role of a pole-vaulter and entering a career in education after graduating university. Last, the narrator thinks that as long as the goal is clear and specific, there is nothing to fear. She will pursue her dream fearlessly.
30
Wu, Chen-Shi, and 吳宸希. "A Career Transition Made by The Search of Self-identity and the Journey of Christian Faith–Using Self-narrative Approach." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/22832508236806607088.
Full textAbstract:
碩士國立暨南國際大學
輔導與諮商研究所
102
This study aimed at understanding the process of searching for self-identity and career transition through Christian Faith. The purpose of this study included (a) understanding the narrator’s different stages of life (b) understanding the impacts of narrator’s search for self-identity on career transition(c) understanding the impacts of narrator’s Christian faith on self-identity and career transition. This study used self-narrative as its methodology and narrative interview as its approach, including text data for data analysis. A narrative analysis was conducted as using holistic picture as a whole and following the steps suggested by Crossley (2000) , while referencing to McAdams ‘s (1993) life story theory as well. The result of this study was written in six parts, in line with the narrator’s life story: (1) perplexity, loss, I was on my own (2) the bitter taste of loss (3) there finally came an explanation to them (4) finding a job that met my parents’ expectation (5) finding myself that was once lost and created by God (6) other aspects of the story. Therefore, the findings of this study are as follows:(a) before having Christian faith, family-of-origin, other people and societal culture are constructing elements of self-identity (b) after having Christian faith, God is in the center of life, and self-identity and career path are newly and re-constructed (c) Christian faith, pastoral counseling or counseling are closely related in forming self-identity and career transition (d)the development of Christian faith and self-identity is a lifelong learning At the end, based on the findings and discussion, related recommendation are provided for career decision-makers, parents, educators, counseling professionals, future researchers and Christians.
31
胡淑娟. "An analysis of Sima Qian’s travel journey before he established his career as a civil servant in the Han Dynasty." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/tk7u52.
Full text
32
YEH, NI-HSIU, and 葉倪秀. "The Journey of Self-Exploration in the Middle Ages – a Study of the Effect of Implementing Career Meaning Approach Group Counseling." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/2xdhct.
Full textAbstract:
碩士國立臺北教育大學
心理與諮商學系碩士班
106
Middle age is the mid-term development of the whole person, is an important stage of succession. Now because of the rapid social changes, middle-aged people add more uncertain elements, it may be particularly concerned in adjustment for their physical, psychological and social level. At the middle age, we have completed some of the tasks, may be required to re-review and assess from birth to the present, what have been completed in the life of the journey? What else has not been done yet? Therefore, for middle age, to understand the pursuit of self-meaning in his career, but in reality can provide the power of more physically and mentally settled. This study explored the effect of implementation career-meaning approach group counselling for middle-aged people. The study was started in interviewing for program in early and completed in writing the report in 2017, lasted a year and a half, experienced two action research cycles; the first cycle was the pilot program and then made changes, the second cycle was a practical work, and a total of eleven participants participated in the entire process of action research. The study was built a total of 18 hours of career meaning group counselling, the program aimed to narrative through the personal life story, to see the personal enthusiasm and integration to see themselves again, to build a personal life theme and second movement of the life. The main elements of construction included four parts, namely: review life story and trough turning point, the life driving force, re-understanding the construction of new ones, starting in the future. The study results found that the effect of the career - meaning group counselling approach for the middle-aged people can be summed up in three parts: see yourself, accept not complete, and brave to be yourself.
33
Human, Lourens H. "A touring journal with sport psychology." Thesis, 2004. http://hdl.handle.net/2263/27801.
Full textAbstract:
This research report is a narrative on my encounter with sport psychology. I used the metaphors of “touring” and “journal” to guide the construction of this narrative. Before embarking on my tour with sport psychology, I introduced myself as researcher (chapter 2, journal entry I) and stated the research problem, question and goal(s)(chapter 3, journal entry II). I then went on a tour with sport psychology. I visited a sport psychology museum to learn more about the history of sport psychology (chapter 4, journal entry III) and a sport psychology library to learn more about the field of sport psychology (chapter 5, journal entry IV). I also attended a sport psychology conference to become better acquainted with postgraduate sport psychology training in Psychology Departments (chapter 6, journal entry V). I also visited a sport psychology department at a university in Australia, to witness the delivery of a postgraduate training programme in sport psychology (chapter 7, journal entry VI), as well as a sport centre in South Africa and a sport institute in Australia, to see how and the extent to which sport psychology was practised (chapter 8, journal entry VII). After my tour with sport psychology I took what I had learnt and adapted the MA (Counselling Psychology) programme at the University of Pretoria, South Africa. This led to the programme having three core modules and two elective modules. The core modules are fundamental psychology, counselling psychology and career psychology. The elective modules are: community psychology and sport psychology. The sport psychology module consists of the following courses: sport psychology, sport management, sport sociology and exercise psychology. The Professional Board of Psychology at the Health Professions Council of South Africa approved this module at the end of 2003 (chapter 9, journal entry VIII). Finally, I also looked at the influence of my experience with sport psychology on my identity as a psychologist (chapter 10, journal entry IX).Thesis (PhD (Psychology))--University of Pretoria, 2006.
Psychology
unrestricted
34
Wessels, Cornelius J. J. "Exploring the use of Facebook as a tool to enhance the career construction journeys of Grade 11 adolescents at a high school." Thesis, 2015. http://hdl.handle.net/10210/14822.
Full text
35
Chiang, Cheng-Yen, and 江政彥. "Backpackers' journeys as Self-identity Reconstruction: A Narrative Inquiry to The Career Development on Working Holiday Experience in Australia." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/52ebu9.
Full textAbstract:
碩士中國文化大學
心理輔導學系
105
The research purpose of this paper is to explore the important working-holiday experience of the Taiwanese backpackers who spent their working holidays in Australia, as well as the influence on their self-identity and career development. Employing narrative inquiry of qualitative research, the researcher preliminarily interviewed fourteen interviewees, and finally picked out three of them as the formal research participants. For the ways of collecting information, the paper made semi-structural and in-depth interviews of the three interviewees, and then turned the acquired information to narrative texts in writing, trying hard to ensure the completeness of the career contexts of the interviewees. Finally, the paper independently lists out and analyzes the themes of the interviewees’ careers, attempting to summarize the career courses the interviewees experienced by the interviewees, and the meanings of working holiday to them. The issues of working holiday available for discussion are extensive. The researcher mainly describes the change in the inner experience of the interviewees. In order to understand the cause and effect of the interviewees’ change in their inner experience, the researcher recorded in the interviewees’ texts not only with the interviewees’ stories in Australia, but also with the interviewees’ life statuses before and after departure from Taiwan. If the readers intend to know more about the environment, working conditions or other related reports of Australia, please read the marketed books about working holiday in Australia. The study finds that the career of the three interviewees have a similar path. First of all, through their families and social networks, such as teachers, friends, media … etc., the interviewees formed a temporary identification. After that, the interviewees entered workplaces and started to have frustration at work. Then their temporary identification was challenged. If their frustration at work could be overcome smoothly, they could easily reach the peak of work. If an interviewee had the experience of working peak before departure, but fell to the experience of exhaustion when working in Australia, the researcher calls such kind of experience as expected disillusionment. In this case, the experience in working holiday would become an important factor for the interviewee to reconstruct self-identity. If an interviewee had no such experience of expected disillusionment, the new information brought by working holiday would be merely a fresh thing in his/her life, but could not bring to the interviewee any strength of change. Finally, career commitment needs to be reconstructed by interviewees after having experienced self-identification, of which the main feature is listening to their inner voices more than to the information from the outside world. Through the experience of the three interviewees, we can know that it is not easy to reconstruct self-identity. Although it is convenient to use the ready-made career consultation tool, we still need counseling practitioners to understand the individuals’ life courses. The paper also mentions the related research limitations so as for the scholars to make in-depth research of this issue in the future.
36
Coughlin, Camela Dawn. "A mother’s hopes and dreams for her daughter: the parallel journey between two Mohawk leaders in different contexts and careers." Thesis, 2011. http://hdl.handle.net/1828/3263.
Full textAbstract:
Educational institutions have not yet succeeded in their quest to formally educate Aboriginal students with success. In an effort to increase the graduation levels, many school districts have implemented mandates to hire more Aboriginal teachers and administrators. Through sharing her lived experience as an Indigenous elementary principal the researcher argues that although many bureaucratic organizations have formal policies to hire Aboriginal people into leadership positions, they still seek to maintain their power to keep the status quo in their organizations.
This qualitative autoethnographic study acknowledges Indigenous ways of knowing through the sharing of stories and experience. The experiences will highlight emotional and cultural struggles that one can face when differing cultures and values emerge in a bureaucratic system based on colonialist viewpoints. Due to the vantage point of an insider, the researcher has traced her life from childhood and shared experiences and stories as a mixed-blood Mohawk woman and leader in the education system. Through an examination of signifying moments these stories depict a personal struggle for identity in her role as a female Mohawk principal in a school with a predominant Aboriginal student population. Chosen stories and incidents are recounted to reveal the social, political, historical, institutional, and cultural systems that are embedded within society. Both the researcher and her mother’s stories are universal in terms of experience that transcends understanding among Aboriginal people who are aiming to create organizational change.
This genre of qualitative research will allow the reader to see the ongoing transformation that has occurred in the researcher’s first five years as an administrator in the public school system. Her upbringing and her mother’s teachings are internalized and become the catalyst for navigating through turbulent times and allow for continuing growth as an Indigenous leader in education.Graduate
37
Heyman, B., E. Lavendar, Shahid Islam, A. Adey, T. Ramsey, N. Taffs, and Xplore Service-user and Carer Research Group. "The journey effect: how travel affects the experiences of mental health in-patient service-users and their families." 2015. http://hdl.handle.net/10454/11326.
Full textAbstract:
YesThe qualitative study presented in this paper explored the perspectives of serviceusers, family members and staff about the impact of travel issues on the lives of mental health in-patients and carers. This topic was chosen because it was prioritised by members of Xplore, a service-user and carer research group, and has received little research attention. Travel problems were a significant issue for many service-users and carers, bound-up with mental health issues and the recovery experience. Travel facilitation through the funding of taxis and the provision of guides was greatly appreciated. A few service-users and carers positively valued distancing from their previous home environment. The meaning of travel issues could only be understood in the context of individuals’ wider lives and relationships. The significance of the findings is discussed in relation to the social model of disability.
This work was supported by a grant from The West Yorkshire Mental Health Research and Development Consortium.
38
De, Vaal Amelia. "Vrouetydskrifte as sosiokulturele joernale : prominente diskoerse oor vroue en die beroepswêreld in agt vrouetydskrifte uit 2006 (Afrikaans)." Diss., 2007. http://hdl.handle.net/2263/29614.
Full textAbstract:
In the 300 years since the magazine originated, this mass medium has become synonymous with women and their worlds. Today, publications for, by and about women still dominate the global magazine market, and the selection and circulation of women’s magazines increase annually – indicative of the popularity of this mixed medium of information, instruction and entertainment. Since the 1980s, academics from different human sciences branches, such as Joke Hermes and Marloes Hülsken in the Netherlands and Angela Gough-Yates, Margaret Beetham, Ros Ballaster and Marjorie Ferguson in the United Kingdom, have proven the academic worth of women’s magazines, by using them as information sources about women’s social knowledge, positions and roles, their relationships and consumer behaviour in (amongst others) historical, sociological, psychological, mass media and women’s studies research. In South Africa, however, academic research on women’s magazines is still largely unexploited: apart from a few dissertations, information is mostly limited to single paragraphs in larger mass media studies. Magazines for black women have, for example, not been researched yet. In this study, South African and Dutch magazines from 2006 are studied as sociocultural journals: accounts or collections of the major trains of thought representative of a specific context and time frame. When magazine content is viewed as the textual distillation of the shared consciousness or culture of a particular audience, and discourse as ways of acting and thinking underlying this shared consciousness, magazines, by drawing on different discourses, report on the norms, values and habits particular to a specific era – yielding information that can be applied in reconstructing images of reality. This study aimed to research, within the context of current women’s magazines, the way in which women’s presence in the career world is accepted and legitimised as standard practice, and to explore the influence of the pursuit of a career on other female roles. It was assumed that the range of ‘superwoman’ roles (career woman, mother, wife, homemaker, lover, friend …) resonates in the ‘work discourse’ – and that all women experience similar frustrations, fears, dreams and expectations, irrespective of linguistic, cultural and socio-economic factors. A selection of sixteen magazines – two issues each of four South African and four Dutch magazine titles, aimed at diverse readerships – were singled out as primary research material. Magazine content was subsequently submitted to close reading, in order to examine as closely as possible the approaches towards women’s deployment in the career world, as made evident in the text. Theoretical concepts from mass media studies, cultural studies, discourse analysis and feminist criticism underpinned the identification of textual patterns, leading to the establishment of links between text and reality and meaningful interpretations of eventual findings. The results indicated that the work discourse in all the examined magazines is informed by three interpretative repertoires – that ultimately determine the way in which this discourse is developed and maintained, both in the magazine content and in everyday life. When the findings resulting from the textual analysis of the work discourse represented in these magazines were compared with actual statistics on the career world, it became obvious, however, that magazine content does not necessarily reflect reality – but that internalising the ambitious, larger-than-life dream aspects contained between a magazine’s covers is precisely the aspect from which readers derive pleasure and satisfaction.Dissertation (MA (Afrikaans))--University of Pretoria, 2007.
Afrikaans
unrestricted