Literaturnachweis - Detailanzeige
| Autor/in | Klipa, Jessica M. |
|---|---|
| Titel | A Narrative Inquiry into Women's Transitions from Nonacademic Professions into Postsecondary Faculty Positions |
| Quelle | (2018), (279 Seiten)
PDF als Volltext Ph.D. Dissertation, Barry University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4380-3852-3 |
| Schlagwörter | Hochschulschrift; Dissertation; Females; Career Development; Career Change; Career Choice; College Faculty; Professional Identity; Socialization; Postsecondary Education; Success; Job Satisfaction; Teacher Role; Vocational Adjustment |
| Abstract | The purpose of this study was to explore the lived experiences of women in non-academic professions who transitioned from their respective organizations in public, private, for-profit, and non-profit settings into postsecondary faculty roles at their universities. Through the lens of a 21st century contemporary career perspective, in which individuals proactively manage their careers and make work role transitions based on their own satisfaction and needs, this exploratory study sought to gain a greater understanding of women's non-traditional academic career paths. The study focused on 10 women's intentional work role transitions from non-academic professions into their postsecondary faculty roles to understand how they constructed professional identity, perceived career success, and experienced socialization into the culture of their postsecondary institutions. Using narrative inquiry to capture women's experiences, this study involved conducting in-depth interviews with 10 female postsecondary faculty members to collect data based on their responses to open-ended questions. Data were analyzed using a three-dimensional narrative inquiry space approach and developed into individual narratives through a restorying process in collaboration with women participants. Further data analysis included using NVivo to code for themes based on the study's conceptual framework, addressing identity, career success, transitions, and socialization. Based on the study's findings, women employed contemporary career approaches as they made intentional work role transitions driven by their determination to forge their own careers. During the mid-life stage of generativity, women entered their postsecondary institutions through a non-traditional academic career path based on their desire to make a difference in students' lives and meet their changing priorities and needs. Women reevaluated their perspectives of objective and subjective career success and constructed their identity in alignment with their postsecondary education faculty roles, making transitions to pursue their professional and personal goals and find satisfaction in their work and lives. As women socialized into the highly individualistic cultures of their institutions, they proactively sought to learn and adjust to their roles by developing relationships, most often with colleagues, and seeking feedback to reinforce their identities, which they enacted through their unique contributions to their postsecondary institutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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