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Negotiating boundaries: Workplace pr...

McQueeney, Pat.

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Negotiating boundaries: Workplace professionals writing for the M.B.A.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Negotiating boundaries: Workplace professionals writing for the M.B.A./
作者:	McQueeney, Pat.
面頁冊數:	234 p.
附註:	Source: Dissertation Abstracts International, Volume: 57-04, Section: A, page: 1602.
Contained By:	Dissertation Abstracts International57-04A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9627490

Negotiating boundaries: Workplace professionals writing for the M.B.A.
McQueeney, Pat.

Negotiating boundaries: Workplace professionals writing for the M.B.A. - 234 p.

Source: Dissertation Abstracts International, Volume: 57-04, Section: A, page: 1602.

Thesis (Ph.D.)--University of Kansas, 1995.

Through a case analysis of seven workplace professionals adapting to the academic expectations of a human-resources course their first semester in an M.B.A. program, this research inquires into how individuals negotiate the boundaries of discourse communities, specifically of workplace and academic business communities. Consistent with naturalistic methodology, research questions emerged from the data provided by the participants and their teacher-informants. The questions included: In what ways do discourse demands of the academic community differ from those of the workplace community when the communities operate within the common domain of business? What factors influence the subjects' curricular writing? What coping strategies do they use? How do workplace writing experiences serve as resources for M.B.A. academic writing? As constraints? What evidence is there of students' writing changing over time?Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Negotiating boundaries: Workplace professionals writing for the M.B.A.
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500 $a Source: Dissertation Abstracts International, Volume: 57-04, Section: A, page: 1602.
500 $a Chairperson: Amy J. Devitt.
502 $a Thesis (Ph.D.)--University of Kansas, 1995.
520 $a Through a case analysis of seven workplace professionals adapting to the academic expectations of a human-resources course their first semester in an M.B.A. program, this research inquires into how individuals negotiate the boundaries of discourse communities, specifically of workplace and academic business communities. Consistent with naturalistic methodology, research questions emerged from the data provided by the participants and their teacher-informants. The questions included: In what ways do discourse demands of the academic community differ from those of the workplace community when the communities operate within the common domain of business? What factors influence the subjects' curricular writing? What coping strategies do they use? How do workplace writing experiences serve as resources for M.B.A. academic writing? As constraints? What evidence is there of students' writing changing over time?
520 $a Data from interviews and class documents indicate that from one community to the other participants had to negotiate different expectations in purpose, audience, and forms. To cope, students resorted to strategies similar to undergraduate ones: relying on prior experiences from work and school, on peers in both formalized and informal settings, and on teachers' input. Workplace writing experiences served as resources for M.B.A. academic writing by building student confidence, giving a context from which to study, and providing sources for research information. They constrained adaptation, however, by providing a competing understanding of what constituted good writing and appropriate terminology. The adaptation of the students to the discourse of the academic community conformed to Anson and Forsberg's transition categories: expectations, disorientation, transition and resolution. Anson's categories of academic discourse could be extended to include negotiated writing to account for the situation of non-traditional students who have developed prior expertise in a community to which they will return upon completion of their studies. Such a transient situation also suggests that discourse community interaction is one of contingent cooperation for individuals such as these who comply with the conventions and values of the academic community, but whose primary loyalty is to the professional community to which they will return at the end of their studies.
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