An Exploration of Organizational Anticipatory Socialization Via Virtual Communities
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An Exploration Of Organizational Anticipatory Socialization Via Virtual Communities Of Teachers Of English As A Foreign Language In Thailand A dissertation presented to the faculty of the Scripps College of Communication of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Michael E. Pfahl August 2008 This dissertation titled An Exploration of Organizational Anticipatory Socialization via Virtual Communities of Teachers of English as a Foreign Language in Thailand by MICHAEL E. PFAHL has been approved for the School of Communication Studies and the Scripps College of Communication by Daniel P. Modaff Associate Professor of Communication Studies Gregory J. Shepherd Dean, Scripps College of Communication ii ABSTRACT PFAHL, MICHAEL E., Ph.D., August 2008, Communication Studies An Exploration of Organizational Anticipatory Socialization via Virtual Communities of Teachers of English as a Foreign Language in Thailand (251 pp.) Director of Dissertation: Daniel P. Modaff Traditionally, organizational scholars examining the socialization process new organizational members experience have done so from a post-hire viewpoint. Generally, these studies examined traditional, post-hire corporate contexts with full-time employees who have already gone through some level of organizational socialization. While technology in relation to socialization is also discussed, it is often done as part of post- hire, organizationally-driven socialization tactics and many studies investigating the impact of technology rarely venture outside of this boundary. This study examined the pre-hire socialization process and the impact of the virtual world, specifically virtual communities, on the process. Qualitative interviews grounded in two research questions explored the use of virtual communities by teachers of English as a Foreign Language classes in Thailand. The resulting themes include developing a process, how to live abroad, how to work abroad, the (mis)match, left to their own devices, and individual-within-community. Taken together, these themes provided the foundation to build a better understanding of organizational anticipatory socialization processes of English as a Foreign Language teachers in Thailand and the ways in which virtual community interaction and participation relate to the socialization and training efforts by educational institutions in Thailand. iii The teachers’ descriptions of their organizational anticipatory socialization processes gave rise to three different implications regarding the use of virtual communities in the organizational anticipatory socialization process. First, is the need to re-conceptualize virtual communities as realistic job previews. Second, traditional definitions of socialization as a linear process are challenged by this study. Finally, the themes raised career development and vocational organizational socialization issues as a result of the teachers’ interactions with the virtual communities. Approved: _____________________________________________________________ Daniel P. Modaff Associate Professor of Communication Studies iv DEDICATION To my wife, Nichakorn, who sacrificed much in pursuit of this degree and worked at least twice as hard as I did for it. To my daughter, Natalie, who kept me focused on what is truly important and never let me forget why I started this process in the first place. To my extended family, Krit, Areewan, Ariya, and Kanokrak Manusuk, thank you for all of your help and support leading up to and during this entire process. To my parents, Edward and JoAnn, and my brother, Joseph, who gave me all types of support and encouragement even though they did not always understand what I was talking about. Without you, I would not have “thirty-second” answers. v ACKNOWLEDGMENTS I would like to acknowledge the assistance, guidance, and advice provided by a number of people. First, I would like to thank Dr. Roger Aden, Dr. Daniel Modaff, Dr. Nagesh Rao, and Dr. John Schermerhorn for their outstanding service as members of my dissertation committee and for their insightful commentary as I developed and examined the dissertation topic. I would like to also thank all of the faculty members at Ohio University in the School of Communications Studies, Scripps College of Communication, and beyond who provided assistance during my doctoral studies by providing feedback and advice on the numerous projects I created in their courses, each of which helped develop my dissertation concept in some way. Also, I would like to extend my gratitude to the English as a Foreign Language teachers who participated in the study; you allowed me into your communities and shared with me information and perspective about your experiences. Finally, I would like to make a special acknowledgement to the members of my family who provided support for my doctoral studies in a multitude of ways. vi TABLE OF CONTENTS Page Abstract .................................................................................................................. iii Dedication ............................................................................................................... v Acknowledgments.................................................................................................. vi List of Tables .......................................................................................................... x Chapter 1 ................................................................................................................. 1 Introduction ................................................................................................. 1 Purpose ...................................................................................................... 20 Chapter 2 ............................................................................................................... 24 Methods..................................................................................................... 24 Explanation of the Research Methodology ............................................... 25 Site ................................................................................................... 25 Collection of Information and Experiences ..................................... 27 Participants ....................................................................................... 40 An Example of Forum Area Interactions .................................................. 45 Data Analysis Procedures ......................................................................... 49 Chapter 3 ............................................................................................................... 56 Data Analysis ............................................................................................ 56 Interview Protocol ............................................................................ 57 Research Question 1 ........................................................................ 59 Research Question 2 ........................................................................ 98 Individual-within-Community ....................................................... 120 vii Chapter 4 ............................................................................................................. 145 Discussion ............................................................................................... 145 Research Question 1 ...................................................................... 146 Research Question 2 ...................................................................... 161 Career Development and Vocational Anticipatory Socialization Process Issues Raised by Virtual Community Interactions ........... 174 Chapter 5 ............................................................................................................. 181 Limitations and Future Directions of the Study ...................................... 181 Participant Selection ...................................................................... 182 Scope, Demographic Composition of the Participants, and Time Constraints ..................................................................................... 185 Convergence of VOCS and OAS Processes .................................. 189 Website Content ............................................................................. 191 Educational Institutions and Other Organizations in Thailand ...... 192 Career Dissuasion .......................................................................... 196 Contingency and Other Workforce Members ................................ 198 Virtual Communities and Traditional Corporate Contexts ............ 199 Note ..................................................................................................................... 203 References ........................................................................................................... 204 Appendix A: Interview protocol for English as a Foreign Language Faculty Member Interviews ............................................................................................. 221 Appendix B: Letter to Virtual Community Management ................................... 224 Appendix C: Letter for Forum Areas .................................................................. 225 viii Appendix D: Final “Thank You” Letter Posted at the Virtual Community Websites on 28 November 2007 ......................................................................... 226 Appendix E: New