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教學大綱


本頁翻譯進度

燈號說明

審定:無
翻譯:張臻(簡介並寄信)
編輯:陳玉侖(簡介並寄信)

課程大綱與結構

本博士階段課程的教學目的在於使學生熟悉當代組織理論的主要基本概念,相關爭議問題與其發展過程。本課程在研究過程中涵蓋了諸多領域:主要涉及社會學,且在經濟學,心理學,人類學以及政治學方面也有所涉獵。課程專注於研究組織內部的發展過程,同時對組織機構須面對的相關經濟,制度,以及文化背景等問題也有所提及。

此課程是對一項廣泛的多層面研究的介紹。由於時間有限,本課程將只約略提到一些重要課題,而完全忽略其他相關問題。這樣的課程設計與其說像一本百科全書,不如說它更像一張地圖。同樣,由於我們將更關注理論方面的內容,方法論問題將只被作為背景介紹。 實際案例將被用於解釋特定觀點如何產生特定認知,進而解答特定問題。大量的基於定量與定性分析的討論將被安排在講座上,例如:15.347,15.348。

本課程分為四個部分。第一部分(1—3課)將討論組織與組織理論在歷史上及在當代的重大發展。第二部分(4—7課)集中闡述了在過去十年中占主導地位的一些理論架構,上到結構性的權變理論,下到組織生態學理論。第三部分(8—9課)將研究在當代組織理論中較少涉及的相關組織生命週期的兩個問題:科技的應用與職業動態學。第四部分(10—11課)為學生的學期報告,闡述他們學期報告的構想(詳見以下學分評估與學期報告部分)。

評分

課堂參與

注:評分要項參照哥倫比亞大學教授Heather Haveman於2000春季授課的“組織理論學”相關課程提綱中的“課程文化與教學”單元。

此部分占學分評定的20%:本課程採用研討會形式,因此學生的合作與積極的參與對於創造一個良好的學習環境非常重要。課堂上,學生應針對各課題準備以下問題:

  • 基本論點是什麼?及其優勢和弱點;
  • 如果你不同意此論點,怎樣才能使你信服該論點?
  • 此論點可於何種情況下且適用於何種組織中?
  • 為了擴展論點以論證其他研究領域,哪些變化是必需的?
  • 此論點與同期及此前幾星期的指定閱讀中的所提出的其他論點有何相同點與不同點?
  • 是否有其它解釋,如果有的話,可以說明該實際案例?

學習是一項集體的活動,每個人都能受益於熱烈又有建設性的討論。

每週的簡要讀書筆記

注:評分要項參照史丹佛大學教授Walter Powell於2000秋季授課的「組織理論研討」相關課程提綱中的“課程要求”單元。

此部分占學分評定的40%。根據要求,學生需根據每週的指定閱讀撰寫相關簡明讀書筆記(但第一篇筆記除外,這篇筆記應主要根據第一週及第二週的指定閱讀進行撰寫,並於第二週開始前的前一天交上)。筆記長度不超過700字;超過字數限制的筆記將被退回修改。文章可採用各種格式,但必須涵蓋以下內容:

  • 觀點及論點強而有力;
  • 根據每課的主要論點提出問題,進行思考並提出不同看法;
  • 找出不同文章之間的聯係,相似點與不同點。

筆記須於每星期課前的星期日中午前以電子郵件方式交給教授,請在信件正文及附件部分同時附上筆記內容。

學期報告

此部分占學分評定的40%。學生必須就課程中涉及的至少一個理論架構或論題撰寫一篇論文。文章長度不超過6,000字,包括參考文獻,圖表,表格及備註。超過字數限制的論文將被退回修改。論文形式可採用任何形式,包括:

  • 根據課堂中討論過的任一理論架構或議題的文獻回顧;
  • 涵蓋兩個或以上理論架構及議題的學術文章;
  • 研究設計的核心部分(為第二年的論文、論文提案等所準備);
  • 有關研究新素材或重新詮釋現有資料的一篇實證分析文章。

遵循以下的幾個步驟,將會有助於研究及撰寫此作業:

  • 在第6節課前,可與教授就相關課題進行討論;
  • 第9節課,提交兩頁論文提綱(請將提綱同時作為正文及附件通過電子郵件發送給教授);
  • 第11節課後的一個星期,最終稿應於中午前繳交(請交一份紙本到教授信箱,同時以附件形式將電子檔寄給教授)。

注:每週的簡單讀書筆記與學期報告需遵循 美國心理學協會論文發表守則

美國心理學協會出版,美國心理學協會論文發表守則,第4版,華盛頓,美國心理學協會,1994. ISBN: 1557982414

簡言之,學分評估模式規定如下:

活動 百分比
課堂參與 20%
每週讀書筆記 40%
學期報告 40%

Course Objectives and Organization

The goal of this doctoral course is to familiarize students with major conceptual frameworks, debates, and developments in contemporary organization theory. This is an inter-disciplinary domain of inquiry drawing primarily from sociology, and secondarily from economics, psychology, anthropology, and political science. The course focuses on inter-organizational processes, and also addresses the economic, institutional and cultural contexts that organizations must face.

This is an introduction to a vast and multifaceted domain of inquiry. Due to time limitations, this course will touch lightly on many important topics, and neglect others entirely; its design resembles more a map than an encyclopedia. Also, given the focus on theoretical matters, methodological issues will move to the background. Empirical material will be used to illustrate how knowledge is produced from a particular standpoint and trying to answer particular questions, leaving the bulk of the discussion on quantitative and qualitative procedures to seminars such as 15.347, 15.348, and the like.

The course is structured in four parts. The first one (classes 1-3) looks at some broad historical and contemporary developments in both organizations and organization theory. The second part (classes 4-7) concentrates on the conceptual frameworks dominant during the last decades, from structural contingency theory to organizational ecology. The third section (classes 8 and 9) examines two issues of organizational life that have been relatively under-explored in contemporary organizational theory: the use of technology and the dynamics of professional work. The fourth part (classes 10 and 11) will be devoted to students' presentations of their ideas for their term paper projects (see Evaluation, Term paper below).

Evaluation

Class Participation

Note:  This element of the evaluation draws from the section on “Course Culture and Pedagogy” in the syllabus of the class “Organization Theory” taught by Professor Heather Haveman at Columbia University in Spring 2000.

20% of the grade. This course is organized as a seminar; thus your co-operation and willingness to participate actively are critical for creating the best learning environment. Come to class prepared to answer the following questions regarding each of the readings:

  • What is the basic argument, and what are its strengths and weaknesses?
  • If you disagree with the argument, what would it take to convince you?
  • Under what circumstances and for what kinds of organizations is the argument meant to apply?
  • What changes would be necessary to extend the argument to other empirical domains?
  • What are the similarities and differences between this argument and others put forward by readings in the same and in previous weeks? and
  • What, if any, alternative explanations could account for the empirical material?

Learning is a collective enterprise, so everybody will benefit from an engaged, intense, and constructive conversation.

Brief Weekly Memos

Note:  This element of the evaluation draws from the section on “Course Requirements” in the syllabus of the class “Seminar in Organization Theory” taught by Professor Walter Powell at Stanford University in Fall 2000.

40% of the grade. You will be asked to write concise memos relating to the reading for each week (except for the first memo, due one day before week 2, which should discuss readings for weeks 1 and 2). Maximum length of the memos is 700 words; memos exceeding this word limit will be returned for revision. Different formats could be used, but it is useful to include items such as:

  • Ideas and arguments found stimulating,
  • Questions, concerns and disagreements with the main claims of each text, and
  • Connections, similarities and differences among the various texts.

Memos will be due by noon on the Sunday prior to each class. Send them to me via email as both part of the body of the message and as an attachment.

Term Paper

40% of the grade. You will be asked to write a paper discussing at least one of the frameworks or issues addressed during the course. The maximum length of the paper is 6,000 words, including references, figures, tables and notes. Papers exceeding this word limit will be returned for revision. The paper can take any number of formats, including:

  • A literature review of any of the frameworks or issues discussed in the course,
  • A theoretical piece linking two or more of the frameworks and issues,
  • The conceptual part of a research design (for the second-year paper, dissertation proposal, etc.), and
  • An empirical piece examining new material or re-interpreting already collected data.

To help you in the research and writing for this assignment, it will be structured in the following steps:

  • Before lecture 6: Meet with me to discuss possible topics. 
  • Lecture 9: A 2-page outline of the paper is due (send it via email to me as both part of the body of the message and as an attachment).
  • One week after lecture 11: The final paper is due at noon (leave a hard copy in my mailbox, and send me an electronic copy via email attachment).

Note: The weekly memos and the term paper should be prepared in accordance with the Publication Manual of the American Psychological Association:

American Psychological Association Staff. Publication Manual of the American Psychological Association. 4th ed. Washington, DC: American Psychological Association, 1994. ISBN: 1557982414.

In a nutshell, evaluation for the course would be as follows:

ACTIVITIES PERCENTAGES
Class Participation 20%
Weekly Memos 40%
Term Paper 40%

 
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