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Show moreThis study explores the experience of disruptive, midlife transition among mid-career leaders. The genesis of life cycle theory, over the past fifty years provides an important foundation to the exploration of midlife transition. While theses theories offer an explanation of the types, expected timing and frequency of transitions in life, they do not address the core competencies that the mid-career leader leverages to achieve success through disruptive periods of transition. The central hypothesis of this research is that there are four independent variables or competencies within leaders that affect the outcome of their experience and management of disruptive life transitions. These independent variables are self-awareness, self-management, hope and resilience. A secondary hypothesis of this research is that the distinction among outcomes of disruptive life transition appears when major life transitions are viewed as turning points and opportunities for growth, thus stimulating intentional change toward positive goal pursuits. Not all life transitions are growth-producing and not all mid-career leaders are inclined to develop in this way. This research posits that there are four primary variables that distinguish leaders in their approach to major life transitions and three secondary variables that mediate the outcomes they experience. The secondary variables are the leader’s social capital, financial capital and prior experience with life transition.
Doctorate of Management Programs
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Show moreEducation is considered to be the greatest predictor of social capital which, in turn, is said to be the greatest predictor of socio-economic development. In order to contribute to a more nuanced understanding of this apparent chain of causation the study looked closely at the variables of interest among a population of highly educated Jamaicans. Certain highly educated members of the cohorts who graduated from high school in Jamaica between 1950 and 2000 show a high propensity for Generalised Trust that finds expression in the extent of their sociability, the range and heterogeneity of the groups to which they belong and the density of their social networks. These individuals demonstrate high levels of those constructs that are associated with social capital and engage in activities that enhance beneficial collective action. These individuals predominantly attended non-elite secondary schools in Jamaica. On the other hand, another portion of the highly educated cohorts, largely graduates of elite secondary institutions, show lower levels of Generalised Trust, and lower levels of those constructs associated with social capital. The conclusion is that education may well matter, but the character of the institution in which education takes place matters more.
Doctorate of Management Programs
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