國立中山大學 106學年度第2學期 課程教學大綱

National Sun Yat-sen University 106Academic year Course syllabus

中文名稱
Course name(Chinese)

組織發展

課號
Course Code

BM330

英文名稱
Course name(English)

ORGANIZATION DEVELOPMENT

課程類別
Type of the course

講授類

必選修
Required/Selected

選修

系所
Dept./faculty

企業管理學系

授課教師
Instructor

韋岱思    

學分
Credit

3

因應嚴重特殊傳染性肺炎(武漢肺炎),倘若後續需實施遠距授課,授課方式調整如下:

         尚未建立傳染性肺炎(武漢肺炎)授課方式調整

因應嚴重特殊傳染性肺炎(武漢肺炎),倘若後續需實施遠距授課,評分方式調整如下:

         尚未建立傳染性肺炎(武漢肺炎)課程評分方式﹝評分標準及比例﹞

課程大綱 Course syllabus

         本課程教學大綱已提供完整英文資訊(本選項僅供統計使用,未提供完整英文資訊者,得免勾記)【Provide information of course syllabus in English.(This is for statistical use only. For those who do not provide information of course syllabus in English, do not check this field.)】

Why is this course important?
Why are some products and companies wildly successful while consumers hardly pay attention to the offerings of other organizations?
Faced with this question, many students (probably including you!) come up with ad hoc explanations having to do with the characteristics of the product itself, the innovativeness of the entrepreneur, or the activities of the company. However, students typically do not take the bigger picture of how the product fits into the market into account.
However, management scholars are increasingly underlining the importance of this bigger picture to understand success.
To understand this bigger picture, management scholars have turned to a sociological conception of markets classified into a number of market categories. Market categories shape the expectations of consumers in such a way that producers who do not fit neatly into established market categories are less successful. Organizations spanning categories are penalized in terms of less attention, lower sales, and, ultimately, failure. Management scholars are increasingly agreeing that categories are crucial for making markets.
In this course, we will critically study this highly active and vibrant area of management research by discussing five questions: 1) Why is spanning categories bad? 2) Is spanning categories always bad? 3) How can organizations successfully span categories? 4) How do different audiences evaluate category spanners? and 5) How do categories evolve?
By thinking through these questions you will simultaneously consider the product, the entrepreneur, the company, and the market to explain the success and failure of products and organizations. You will thus gain a more comprehensive – and better – understanding of why some products and companies are more successful than others.
To develop your understanding of how categories make markets, you will complete a number of assignments. You will need to identify the main argument in scientific studies, you will write a critical review of two papers, and you will write an integrated assessment of the key questions in this course based on all the reading materials. Moreover, you are required to work in groups to identify and define existing categories in markets.

課程目標 Objectives

         What should you be able to do by the end of this course?
At the end of this course, you are able to:
1. Give your interpretation of the scholarly literature on how categories make markets
2. Review and critically discuss academic papers
3. Apply abstract theoretical concepts to understand developments in existing industries
4. Integrate a large body of scholarly work into a coherent viewpoint

授課方式 Teaching methods

         Assignments and evaluations
This class consists of a number of smaller and bigger assignments, which all count towards your final grade:
1. What-Who’s: Before coming to class, briefly answer these two questions on a piece of paper:
a. What is the main point of the reading?
b. To who (or what) is the text responding to?
We will use the what-who’s in the first 15 or 20 minutes in class. After that you need to hand in your what-who to the instructor or the TA.
You are expected to write a what-who for every week with assigned reading materials (11 weeks in total). Every what-who is worth 1 point (out of the total score of 100), and you will receive an additional four points if you hand in all the what-who’s.
2. Group report – what is a category: Groups will be formed consisting of 3 to 4 students. In the first half of the semester, each group needs to pick a category of products, services, or companies. In a written report, groups need to identify the main characteristics of their category, identify the main objects in the category, and explain why category spanners are or are not penalized. Written reports can be maximum 8 pages long (including everything, font size 11, double spaced, standard office margins) and need to be handed in during class on MAY 2
Based on their written report, groups need to summarize their report in a presentation of maximum 10 minutes. Each group will present their findings on May 2.
3. Review of two papers: Each student needs to write a review of two of the papers that we discuss during the class. A good review includes a brief summary of the article and its main contribution to the literature, a critical review of the theoretical argument, and an assessment of the data and methods. Most importantly, when reviewing an article, you need to show how your critique undermines the theoretical argument or casts doubt on the main results presented in the article.
Reviews cannot exceed 4 pages (font size 11, double spaced, standard office margins) including all text, tables, figures, and references
4. Integrated assessment: how do categories make markets? On June 27, Each student needs to hand in an integrated assessment of all readings discussing the question of how categories make markets. In your integrated assessment, you need to discuss each of the five main questions covered in this course based on all of the papers we have read so far. Your integrated assessment is your account of how you think that categories make markets based on everything we have discussed during the course.
Your integrated assessment cannot exceed 8 pages (font size 11, double spaced, standard office margins) including all text, tables, figures, and references.

評分方式﹝評分標準及比例﹞Evaluation (Criteria and ratio)等第制單科成績對照表 letter grading reference

        
1.What-who's15%
2.Group presentation10%
3.Group written report15%
4.Review I15%
5.Review II15%
6.Integrated assessment30%

參考書/教科書/閱讀文獻 Reference book/ textbook/ documents
〔請遵守智慧財產權觀念,不可非法影印。教師所提供之教材供學生本人自修學習使用,不得散播及做為商業用途〕
No copies for intellectual property rights. Textbooks provided by the instructor used only for self-study, can not broadcast or commercial use

         We will read 11 academic papers over the course. The required reading materials will be clearly communicated at the start of the course. Students are expected to find the required readings themselves

彈性暨自主學習規劃 Alternative learning periods

本門課程是否有規劃實施學生彈性或自主學習內容(每1學分2小時)
Is any alternative learning periods planned for this course (with each credit corresponding to two hours of activity)?
否:教師需於「每週課程內容及預計進度」填寫18週課程進度(每1學分18小時之正課內容)。
No:The instructor will include an 18-week course plan in the weekly scheduled progress (each credit corresponds to 18 hours of instruction)
是:教師需於「每週課程內容及預計進度」填寫16週課程內容(每1學分16小時之正課內容),並於下列欄位填寫每1學分2小時學生彈性或自主學習內容。
    Yes:The instructor will include a 16-week course plan in the weekly scheduled progress (each credit corresponds to 16 hours of instruction);the details of the planned alternative learning periods are provided below (each credit corresponds to two hours of activity).

學生彈性或自主學習活動
Alternative learning periods
勾選或填寫規劃內容
Place a check in the appropriate box or provide details
時數
Number of hours
學生分組實作及討論
Group work and discussion
參與課程相關作業、作品、實驗
Participation in course-related assignments, work, or experiments
參與校內外活動(研習營、工作坊、參訪)或競賽
Participation in on- or off-campus activities (e.g., seminars, workshops, and visits) or competitions
課外閱讀
Extracurricular reading
線上數位教材學習
Learning with online digital learning materials
其他(請填寫規劃內容)
Other (please provide details)

每週課程內容及預計進度 Weekly scheduled progress

        
週次日期授課內容及主題
12018/02/26~2018/03/04228 Holiday
22018/03/05~2018/03/11Course introduction
32018/03/12~2018/03/18Why is spanning categories bad? The illegitimacy discount (I)
42018/03/19~2018/03/25Why is spanning categories bad? The illegitimacy discount (II)
52018/03/26~2018/04/01Why is spanning categories bad? The illegitimacy discount (III)
62018/04/02~2018/04/08April Holiday – No class
72018/04/09~2018/04/15Is spanning categories always bad? (I)
82018/04/16~2018/04/22Is spanning categories always bad? (II)
92018/04/23~2018/04/29Mid-terms – no class
102018/04/30~2018/05/06Are there really categories?
112018/05/07~2018/05/13How can organizations successfully span categories? (I)
122018/05/14~2018/05/20How can organizations successfully span categories? (II)
132018/05/21~2018/05/27How can organizations successfully span categories? (III)
142018/05/28~2018/06/03What have we learned so far? What don’t we know?
152018/06/04~2018/06/10How do different audiences evaluate spanning categories?
162018/06/11~2018/06/17How do categories evolve? (I)
172018/06/18~2018/06/24How do categories evolve? (II)
182018/06/25~2018/07/01Hand in integrated assessments

課業討論時間 Office hours

         時段1:
時間:星期一14:00-16:00
地點:4064
時段2:
時間:星期四14:00-16:00
地點:4064

系所學生專業能力/全校學生基本素養與核心能力 basic disciplines and core capabilitics of the dcpartment and the university

        
系所學生專業能力/全校學生基本素養與核心能力課堂活動與評量方式
本課程欲培養之能力與素養 This course enables students to achieve...紙筆考試或測驗 Test課堂討論︵含個案討論︶ Group discussion (case analysis)個人書面報告、作業、作品、實驗 Indivisual paper report/ assignment/ work or experiment群組書面報告、作業、作品、實驗 Group paper report/ assignment/ work or experiment個人口頭報告 Indivisual oral presentation群組口頭報告 Group oral presentation課程規劃之校外參訪及實習 Off-campus visit and intership證照/檢定 License參與課程規劃之校內外活動及競賽 Participate in off-campus/ on-campus activities and competitions課外閱讀 Outside reading
※系所所學生專業能力
1.基礎的管理知識(general knowledge of business management) V  VV     V
2.理解能力與溝通能力(effective comparehension and communication) V   V V    
3.團隊合作能力(team effectiveness) V V V V    
4.道德觀與同理心(ethical practice and compassion)            
5.國際觀(global perspective)            
※全校學生基本素養與核心能力
1.表達與溝通能力。V VVV V    
2.探究與批判思考能力。V VVV V   V
3.終身學習能力。           
4.倫理與社會責任。           
5.美感品味。           
6.創造力。V VVV V   V
7.全球視野。           
8.合作與領導能力。V   V V    
9.山海胸襟與自然情懷。           

本課程與SDGs相關項目:The course relates to SDGs items:

         尚未建立SDGS資料

本課程校外實習資訊: This course is relevant to internship:

         本課程無註記包含校外實習

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