Browsing by Author "Cox, Amanda Jane."

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A river runs through it : landscapes of learning, development and change of nontraditional workers.
(2023) Cox, Amanda Jane.; John, Vaughn Mitchell.
In the 21st century contexts in which we live, precarious work has become more prevalent. This study explored how workplace learning takes place for those of us who do not belong fully to an organisation. The need for lifelong and life-wide learning in formal, non-formal and informal ways becomes critical for non-traditional workers, who are defined as those who are not in traditional full-time employment but work on short-term contracts, often for multiple companies. This study focused on this niche group of professionals who work in alternative ways. I was drawn to conduct this study due to my own expectations and experiences about the world of work. Childhood mindsets about work being in one company and job for life were challenged and changed during my career, in which I found myself working in non-traditional ways, enjoying the flexibility that this way of working afforded me. Transformative learning theory, which is about a revision of frames of reference, was a helpful theoretical lens to explain some aspects of my career story. My unique career journey piqued my curiosity about how other non-traditional workers navigate their way into and through the world of work and how they develop as professionals in contexts of precarity. Communities of practice theory (a social learning theory) surfaced as a helpful theoretical lens to explore the learning journeys of my own and another five non-traditional workers. A narrative autoethnographic research approach and a participatory interview technique called river of life were used as the methodological roadmap to navigate my way through the study. The study explored the development of identities, the processes and sources of learning, and the implications of learning in such contexts. The findings identified the importance of lifelong and life-wide learning for non-traditional workers, culminating in the notion of careers being like living landscapes that are moving and changing as we engage in them. The important role of experience and the development of transferable skills was identified. The participants were also found to be good at managing multiplicity in their careers, working across subject areas, projects and multiple identities. Finally, an emerging culture of this type of worker was explored.
An exploration of an adult education programme and how it has fostered change in participants.
(2013) Cox, Amanda Jane.; John, Vaughn Mitchell.
Unemployment, especially youth unemployment is one of the social problems South Africa experiences today. Amongst other factors, the legacy left by apartheid continues to impact communities which were marginalised and are still vulnerable to poverty. Increasing the challenges of youth finding employment is that employers seek staff with work experience. There are in-sufficient opportunities for youth to gain such experience. Based in Shongweni, KwaZulu-Natal, a non-profit organisation, World Changers Academy (WCA) aims to empower young adults for work through life skills and leadership training courses. Their courses also help students find ways to gain valuable work experience. WCA focuses on students’ attitudes and mindsets, while also providing knowledge and skills, by focusing on the roots of problems rather than the fruits. This dissertation explores the changes which are reportedly taking place in students of the programme and factors which have influenced change in their lives. Using the framework of Transformative Learning Theory (Mezirow, 1991), the study explores the learning process and nature of change in students most impacted by the programme, to gain a qualitative insight into the change and the process of change. From an interpretive paradigm, the study makes use of case study methodology to investigate in depth, the lives of successful candidates of the programme. Multiple data sources were used to construct the case. Data collection methods used included observation; focus groups; interviews and life histories. The data analysis included using the theoretical framework in both inductive and deductive ways to explore the research questions. The study showed that, facilitated by their involvement on the programme, some students develop a strong sense of purpose and identity for their lives. They are challenged to think critically and experience a growth in self-confidence. Over time, changes in mindset and attitude are seen as changed lifestyles. Some aspects of the programme influencing change were emotional healing, trustful relationships and the authentic actions of role-models. Different ways of reflecting were observed and reflection was seen to be influential in individual change of students. The study concluded by theorizing about the catalyst for change in the South African context.