| This qualitative, exploratory study looked at the impact of the orientation process and moving into the learning environment of The Fielding Institute, a self-directed, external doctoral program. In a focus group format, student volunteers were asked to tell a story of their orientation process. After sharing stories, participants interacted around the stories shared. Analysis of the materiaI was done using Johnson's (1987) approach to understanding meaning, particularly the concepts of image schemata, polysemy, and metaphor. The image schemata found were transition and change, bonding and connection, and growth and learning. Significant findings included the depth and extent of disorientation and strong emotions experienced in entering the program, and the importance of bonding and social interactions for the participants. Literature on transitions, particularly the theories of Bridges (1980), Kegan (1982), and More (1974) were most useful for understanding and putting the data into context. |
