I was made after oh, six months I believe, a section head and had two
people, both very much older than I was, working for me. And I had to learn how to manage them. Again coming back to this opportunity for
training, there were ample opportunities to take regular management
courses which I hadn’t had in my training in science – I was a triple major
in chemistry, physics, and math and in graduate school I was physical
chemistry, inorganic chemistry, mathematics again have much, as I said earlier, of the social-type of courses ... I rememb– and I really didn’t erand still use to this day the factors I learned in ... how to deal with people.^
Another defining experience for R9 was leveraging a sabbatical opportunity.
Sabbaticals were beneficial to R9 because he was receptive to learning.
First of all, you get away from your routine. And when you’re changed,
that forces you to – let me say, live differently. And living differently,
again, if you’re in the mood for that change, you got to be ready for this ...
and then you get the new experiences, new exposures, thaYou won’t use everything you’re exposed to, but you use pieces. You’ll t broadens you.
see where different attributes fit together that you might be able to use.
And so, that I think is a valuable.
This section concludes the individual participant-oriented textual and structural
descriptions. The following narrative describes the six themes that emerged, as a result
of analyzing the interview transcripts in concert with the Table 4.3 descriptive (ETIC and
EMIC) codes.
Themes
Analysis of the data surfaced six emergent themes. Those themes are listed
below. Following that itemized list, Table 4.4 will associate each theme with the
corresponding ETIC and EMIC code(s). Then, each theme will be described in more
detail, using in vivo quotes from participants.
- EI experiences were manifested in different ways, including through emotion,
self-awareness, gender, personality, maturity, and storytelling. This theme