東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Transforming failure: Mid-career rec...

Harbison, Anne M.

FindBook

Google Book

Amazon

博客來

Transforming failure: Mid-career reconstructions of disorienting dilemmas.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Transforming failure: Mid-career reconstructions of disorienting dilemmas./
作者:	Harbison, Anne M.
面頁冊數:	196 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1605.
Contained By:	Dissertation Abstracts International66-05A.
標題:	Education, Business. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3176334
ISBN:	054215904X

Transforming failure: Mid-career reconstructions of disorienting dilemmas.
Harbison, Anne M.

Transforming failure: Mid-career reconstructions of disorienting dilemmas. - 196 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1605.

Thesis (Ed.D.)--Harvard University, 2005.

Through a phenomenological study of 32 mid-career professionals enrolled in a one-year executive education program, this dissertation demonstrates (1) how work-related failure is experienced as a disorienting dilemma in career development and (2) processes by which failure may become a catalyst for transformational learning. A grounded theory analysis reveals that significant failure experiences can sufficiently disrupt one's meaning schema for interpreting career experience (including assumptions stemming from one's success orientation, cultural and social history, and occupational context) to generate conditions conducive to transformational learning (Mezirow, 1978, 1991, 2000; Kegan, 1982, 1994). Epistemological analyses suggest that a capacity for psychological ownership (or "self-authorship," Kegan, 1982) of the failure experience corresponds with an ability to identify the assumptions in question, reassess and reconstruct those assumptions to accommodate novel insight, and integrate this new understanding into an enhanced meaning schema for interpreting future career experience and vocational identity.

ISBN: 054215904XSubjects--Topical Terms:

1017515
Education, Business.

Transforming failure: Mid-career reconstructions of disorienting dilemmas.
LDR:03437nmm 2200313 4500 001 1817231
005 20060816134350.5
008 130610s2005 eng d
020 $a 054215904X
035 $a (UnM)AAI3176334
035 $a AAI3176334
040 $a UnM $c UnM
100 1 $a Harbison, Anne M. $3 1906592
245 1 0 $a Transforming failure: Mid-career reconstructions of disorienting dilemmas.
300 $a 196 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1605.
500 $a Chair: Robert Kegan.
502 $a Thesis (Ed.D.)--Harvard University, 2005.
520 $a Through a phenomenological study of 32 mid-career professionals enrolled in a one-year executive education program, this dissertation demonstrates (1) how work-related failure is experienced as a disorienting dilemma in career development and (2) processes by which failure may become a catalyst for transformational learning. A grounded theory analysis reveals that significant failure experiences can sufficiently disrupt one's meaning schema for interpreting career experience (including assumptions stemming from one's success orientation, cultural and social history, and occupational context) to generate conditions conducive to transformational learning (Mezirow, 1978, 1991, 2000; Kegan, 1982, 1994). Epistemological analyses suggest that a capacity for psychological ownership (or "self-authorship," Kegan, 1982) of the failure experience corresponds with an ability to identify the assumptions in question, reassess and reconstruct those assumptions to accommodate novel insight, and integrate this new understanding into an enhanced meaning schema for interpreting future career experience and vocational identity.
520 $a Informed by the preliminary findings of a pilot study and a literature review of the methodologies guiding traditional studies in performance attribution theory, this research analyzed learning narratives collected through a series of transcribed audio-taped interviews, reflective writing exercises, and a 40-question survey including both multiple choice and open-ended items. Viewing the story as the unit of analysis, hermeneutic techniques consistent with the principles of grounded theory guided emic and etic coding schemas, contextual and cross-case analyses (Maxwell, 1994; Miles & Huberman, 1994; Strauss & Corbin, 1998), and profiles of individuals' substantive and structural learning frameworks (Mezirow, 1978, 1991; Kegan & Lahey, 1988).
520 $a Theoretically, this dissertation's phenomenological contribution stands in contrast to the large volume of simulated clinical trials that form the basis of attribution theory as the dominant body of achievement motivation literature today. The practical aim of this inquiry is to assist adult educators (including workplace trainers, executive coaches, business professors, and continuing/adult educators) in constructing life-based curricular models in which experiences from the adult learners' own work history provide the basis for study, reflection, and transformational learning outcomes (Harbison, 2002; Harbison & Kegan, 1999).
590 $a School code: 0084.
650 4 $a Education, Business. $3 1017515
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Education, Adult and Continuing. $3 626632
690 $a 0688
690 $a 0620
690 $a 0516
710 2 0 $a Harvard University. $3 528741
773 0 $t Dissertation Abstracts International $g 66-05A.
790 1 0 $a Kegan, Robert, $e advisor
790 $a 0084
791 $a Ed.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3176334