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.
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
1
2018/02/26~2018/03/04
228 Holiday
2
2018/03/05~2018/03/11
Course introduction
3
2018/03/12~2018/03/18
Why is spanning categories bad? The illegitimacy discount (I)
4
2018/03/19~2018/03/25
Why is spanning categories bad? The illegitimacy discount (II)
5
2018/03/26~2018/04/01
Why is spanning categories bad? The illegitimacy discount (III)
6
2018/04/02~2018/04/08
April Holiday – No class
7
2018/04/09~2018/04/15
Is spanning categories always bad? (I)
8
2018/04/16~2018/04/22
Is spanning categories always bad? (II)
9
2018/04/23~2018/04/29
Mid-terms – no class
10
2018/04/30~2018/05/06
Are there really categories?
11
2018/05/07~2018/05/13
How can organizations successfully span categories? (I)
12
2018/05/14~2018/05/20
How can organizations successfully span categories? (II)
13
2018/05/21~2018/05/27
How can organizations successfully span categories? (III)
14
2018/05/28~2018/06/03
What have we learned so far? What don’t we know?
15
2018/06/04~2018/06/10
How do different audiences evaluate spanning categories?