LEAD 7303 Spring 2016 Syllabus

Transcription

1 Instructor: Tim Atkinson, Ed.D., Affiliated Faculty, Interdisciplinary Ph.D in Leadership. Phone/Text: Mtg Time: Monday evenings, 6-9 Texts: David, Gerald R. & W. Richard Scott. (2006). Organizations and Organizing: Rational, Natural and Open Systems Perspectives. ISBN: Bolman, Lee, G. & Terrence E. Deal. (2008). Reframing Organizations: Artistry, Choice and Leadership (4th ed.). John Wiley and Sons, Inc. San Francisco. ISBN: , Karl. E. (1995). Sensemaking in Organizations. Sage. Thousand Oaks, CA. ISBN Goldstein, Jeffrey, Hazy, JK, and Lichtenstein, BB. (2011). Complexity and the Nexus of Leadership: Leveraging Nonlinear Science to Create Ecologies of Innovation. Palgrave- Mamillan, New York. Description: The course is a doctoral-level experience that examines organizations as an as an academic discipline from three levels of analysis: Social Psychological, Organizational and Ecological. The course examines various organizational structures and configurations; organizations as rational, natural and open systems; the impact of culture, politics, society, and symbols on organizations; rational choice and the relationship between human nature and organizations. Scholars will investigate constructs from research to explain behaviors and events in an organizational setting. Students gain understanding of factors that influence the leadership skills and motivation of leaders, employees and networks in complex organizations. The course is conducted through lecture, literature critiques, extensive discussion, presentations and a final comprehensive question. Objectives: A. Evaluate organizations as an academic area of study B. Evaluate organizational models and metaphors. C. Evaluate forces that impact organizations. D. Create strategies for conceptual flexibility E. Create/Synthesize new ideas with Leadership Theory with Organization Theory. F. Create/Synthesize leadership strategies for shifting contexts. G. Evaluate organizations through various interpretive frameworks. H. Evaluate organizational dynamics with organizational and leadership theory. I. Combine concepts and create new ideas concerning organizational leadership 1

2 Technical: Statement: You must have an address and an account. We will use Google Classroom for assignments. In this learning environment, you are expected to exhibit a high level of maturity and independence. Respectfully discuss issues with your colleagues with an eye on learning, perspective and advancement. This is not a silly debate class. Most of all, we do not start out with perfect knowledge of the subject and with full knowledge of organizational theory and leadership, so it is necessary to discuss what we are learning. I learn something new every time I teach a course. Personal reflection is necessary to be an effective leader. Assessment: Please read everything I give you, and prepare to discuss or write about the material like a scholar at any moment. Sometimes I will provide articles that are not in the syllabus, and they are fair game for assessment. You will be evaluated weekly using in-class and out-of-class assignments. Evaluations are based on the successful completion and on-time submission of the assignments as outlined in the syllabus. Late assignments are not allowed. The assignment loses one letter grade for each day past due. No exceptions. Do not ask unless you have a serious medical issue that requires attention. A stuffy nose or a headache is not a serious medical condition. Policies: Activities: Please contact the Office of Disability Support Services at if you need accommodations under the Americans with Disabilities Act. Students are expected to exhibit a high level of moral development and ethics. Under UCA policy, the instructor will withdraw with a WF any student engaging in academic dishonesty or plagiarism. Students are expected to read the UCA Student Handbook for the academic misconduct policy and policies on sexual harassment. HYPERLINK " Become familiar with the policies described in the Student Handbook, including the sexual harassment policy and policies outlining other academic procedures. Class Participation: Class participation will be highly involved, varied, and will include activities such as Ph.D. student guest lectures, critiques, and reverse case study. (See schedule on the last page.) All activities will train you for the final three products. Final Journal Article Critique: We will pick classic articles from the list in the syllabus or other journals pages, double-spaced. See chart at end of this syllabus. Final Journal Article Presentation. Conduct one high-quality, fifteen (15) minute presentation on the journal article critique. See chart at the end of this syllabus Final Comprehensive Question. Between pages, double-spaced. I will give you the question. See chart at the end of this syllabus. Scoring: Class Participation (Cases, Lectures, Critiques) 30% Final Journal Article Critique 20% Final Journal Article Presentation 20% Organizational Theory Final Question 30% Scoring: 90=A, 80=B, 70=C, 60=D, 50=F 2

3 Bibliography and Selected Readings (You must search the library for all articles) Atkinson, T. (2008). Using creative writing techniques to enhance the case study method in research integrity and ethics courses. Journal of Academic Ethics, 6(1), Bartel, Caroline & Garud, Raghu. (2009). The role of narratives in sustaining organizational innovation. Organization Science, 20(1), Barley, Stephen & Tolbert. (1997). Institutionalization and structuration: Studying the links between action and institution. Organization Studies, 18(1), Bunderson, Stuart & Thompson, Jeffery. (2009). The call of the wild: Zookeepers, Callings, and the doubleedged sword of deeply meaningful work. Administrative Science Quarterly, 54(1), Clark, Burton R The organizational saga in higher education. Administrative Science Quarterly, 17(2): Davis, Gerald F Agents without principals? The spread of the poison pill through the inter-corporate network. Administrative Science Quarterly, 36(4), DiMaggio, P.J. & Powell, W.W. (1983). The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. American Sociological Review, 48(2), Eisenhardt, Kathleen M. (1989). Agency theory: An assessment and review. Academy of Management Review, 14(1), Glatter, R. (2006). Leadership and organization in education: Time for a re-orientation? School Leadership & Management, 26(1), Hasselbladh, Hans & Kallinikos. (2000). The project of rationalization: A critique and reappraisal of neoinstitutionalism in organization studies. Organization Studies, 21(4), Meyer, John & Rowan, Brian. (1977). Institutionalized organizations: Formal structure as myth and ceremony. American Journal of Sociology, 83(2), Movva, R. (2004). Myths as a vehicle for transforming organizations. Leadership & Organization Development Journal, 25 (1), Pavlovich, K., & Krahnke, K. (2012). Empathy, Connectedness and Organisation. Journal of Business Ethics, 105, Pope, M. L., & Miller, M. T. (2005). Leading from the inside out: Learned respect for academic culture through shared governance. Community College Journal of Research & Practice, 29(9-10), Rothaemel, Frank & Alexander, Maria T. (2009). Ambidexterity in technology sourcing: The moderating role of absorptive capacity. Organization Science, 20 (4),

4 Suarez, F. F., & Oliva, R. (2005). Environmental change and organizational transformation. Industrial and Corporate Change, 14(6), Taylor, S. S., & Hansen, H, (2005). Finding form: Looking at the field of organizational aesthetics. Journal of Management Studies, 42(6), , Karl (1993). The collapse of sensemaking in organizations: The Mann Gulch disaster. Administrative Science Quarterly, 38(4), , Karl (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21(1), Whitington, Kjersten, Owen-Smith, J. and Powell, W.W. (2009). Networks, Propinquity, and Innovation in Knowledge-intensive industries. Administrative Science Quarterly, 54(1), Wright, Thomas, A. (2003). Positive organizational behavior: An idea whose time has truly come. Journal of Organizational Behavior, 24, Zucker, L. (1977). The role of institutionalization in cultural persistence. American Sociological Review, 42,

5 Date Themes Readings Activities Jan 11 Organizing, Systems Ch 1 : Scott & Davis, Ch 1, 2: Bolman & Deal Ch 1 : ; Clark (1972); Assigned readings from Goldstein. Introductory Remarks, Create Teams 18 no class mlk (1976); (1993); Bunderson, Stuart, Thompson (2009) 25 Rational Systems and Structure Feb 1 Natural Systems, Agency Theory, Rational Choice 8 Opens Systems, Politics, Power and Goals Ch 2 : Scott & Davis; Ch 3, 4, 5 : Bolman & Deal; Ch 2 : Eisenhardt (1989); Assigned readings from Goldstein Ch 3, 7 : Scott & Davis; Ch 6, 7, 8 : Bolman & Deal; Ch 3 : Barley, Stephen, Tolbert (1997); Rothaemel, Frank & Alexander (2009) Ch 4, 8 : Scott & Davis; Ch 9, 10, 11; Bolman & Deal; Ch 4 : ; Davis (1991); Assigned readings from Goldstein. Ph.D. Student Guest Lecturers Dropbox: one page critique of, (1976) Ph.D. Student Guest Lecturers. Reverse case study prep 15 Institutional Theory Ch 5 & 6 : Scott & Davis Dropbox a one page critique of Ch 5 Scott & Davis 22 Institutional Theory Ch 9 : Scott & Davis; Ch 12, 13, 14 : Bolman & Deal Ch 5 ; Meyer and Rowan (1977); Zucker (1977); Goldstein. 29 Institutional Theory Ch 10 : Scott & Davis; Ch 15 : Bolman & Deal; Ch 6 : Dimaggio & Powell (1983); Hasselbladh, Hans & Kallinikos (2000) Ph.D. Student Lectures, Work Cases Reverse case study prep March 7 Networks, Change, Environments, Meaning 14 Networks, Change, Environments, Meaning Ch 10, 11: Scott & Davis; Ch 16 : Bolman & Deal; Ch 7 : Bartel & Garud (2009); Movva (2004); Golstein. Ch 12, 13, 14 : Scott & Davis; Ch 8 : ; Suarez & Olivia (2005); Taylor & Hansen (2005); Whitington, Kjersten, Owen- Smith, Powell (2009) Reverse Case Study PhD. Student Guest Lectures 21 no class spring break Ch 17, 18: Bolman & Deal: Glatter (2006); Pope & Miller (2005); Holstein. 28 Leadership and Change in Organizations April 4 Positive Approaches to Organizational Analysis 11 Organizational Scholarship 18 Critiques and 25 Critiques and Ch 19, 20, 21: Bolman & Deal: Paul Abell (1991); Boxenbaum & Jonsson (2008); Zilber (2008); Washington, Boal, Davis (2008) Cameron, Dutton, Quinn (2003); Peterson & Seligman (2003); Wright (2003); Pavlovich & Krahnke (2012) David & Bitektine (2009); Mumford, Friedrich,Caughron, Antes (2009) Article Crtiques, PhD. Student Lectures Reverse Case Study Prep Final Reverse Case Study Answer to Final Question 5