Abstract
Orientation: In South Africa opportunities are being created that encourage more women to enter the workforce. Understanding how women conceptualise and experience career success affects not only their individual career development but also their general outlook in life.Research purpose: To investigate how a sample of previously disadvantaged women distance learners conceptualise and experience the notion of career success.Motivation for the study: Calls have been made for research incorporating a subjective understanding regarding career success, especially amongst minority groups.Research approach, design and method: An interpretive approach was employed aimed at understanding individual experience and the interpretation of it. Unstructured interviews were conducted shaped by the objectives of the study amongst a sample of women (n = 25).Main findings: Through narratives and stories, findings revealed career success to be conceptualised and experienced as (1) a means of professional attainment and recognition, (2) a contribution to society and (3) evident in material and non-material artefacts. Further, from the sample of women used in this research, the experience of career success considered not only socio-historical issues and community but also the cultural milieu. Education emerged as an enabler of individual pursuit and goals leading to career success.Practical/managerial implications: An understanding of how career success is conceptualised and experienced by previously disadvantaged women can serve as a forerunner to individual specific career development interventions. The results of the study are therefore useful to both academics and practitioners in their formulation of interventions that enable individual career development.Contribution: The experience of career success as found in this study through participant narratives and stories gave a picture of career development processes amongst previously disadvantaged groups in South Africa. These processes illustrate how individuals draw meaning and a sense of direction en route to career success, revealing aspirations affecting not only their career development but also their lived experience.
Highlights
Women in South Africa occupy a strategic position
The focus here is on giving organisations’ Affirmative Action (AA) and Employment Equity (EE) targets an opportunity to open a passage into their influence in the socio-economic cluster of the country (Booysen, 1999). This has been suggested to be a way to improve the lives individuals who are AA and EE targets (De Bruin, 2000). Despite this progress through AA and EE initiaves, women remain under-represented in South African organisations (Booysen & Nkomo, 2010; Moletsane & Reddy, 2008)
Austin and Cilliers (2011) argue that given the macro environmental changes happening in South Africa, there is a need to investigate how such change impacts the individual and their career development using sample groups that have received scant empirical focus
Summary
Women in South Africa occupy a strategic position. Laws such as the Employment Act of 1998 have been credited with encouraging the involvement and increasing the number of women in key sectors of the South African economy (Mahlomaholo, 2011; Mkhize & Msweli, 2011). To aid the retention of women in organisations, researchers continually argue for an investigation into how women experience success (Maxwell & Ogden, 2011; Pheko, 2014) This is important given that such groups of people have received little or no empirical focus (Themba, Oosthuizen & Coetzee, 2012). Austin and Cilliers (2011) argue that given the macro environmental changes happening in South Africa, there is a need to investigate how such change impacts the individual and their career development using sample groups that have received scant empirical focus One such sample group that remains ‘understudied’ in South African career research is previously disadvantaged individuals, which includes women The overall research question that guided this study was: What factors (given the South African context) influence the career success of women distance learners in South Africa?
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