National Sun Yat-sen University 106Academic year Course syllabus
中文名稱 Course name(Chinese)
醫療機構組織理論與管理
課號 Course Code
IHCM511
英文名稱 Course name(English)
THE ORGANIZATIONAL THEORY AND MANAGEMENT IN HEALTH CARE ORGANIZATIONS
課程類別 Type of the course
講授類
必選修 Required/Selected
必修
系所 Dept./faculty
企業管理學系醫務管理碩士班
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.)】
The key question organizational scholars are trying to understand is why organizations do what they do. To answer this question, most management scholars point to something ‘inside’ the organization. Organizational culture maybe, or the specific actions of the CEO. However, organizational theory provides a very different answer: not factors “inside” the organization, but the environment “outside” the organization matters in deciding the actions of organizations. Based on the idea that the external environment forces, encourages, and facilitates organizations to do what they do, organizational theorists have, since the mid-1970s, developed four different theories: resource dependence theory, network theory, institutional theory, and population ecology. In this course, we will critically discuss these four theories and terse out their relations, differences and similarities. We will not only discuss theory, but also explore how these four theories help us to understand the actions of organizations in the real world. To create a mix between ‘theory’ and ‘practice’, students will work in groups to organize one section of a class reporting the main concepts in that week’s reading, linking the reading of that week to the other readings in the course, and discussing how the theoretical concepts might be applied in practice. Moreover, students will learn to critically evaluate academic research by writing two reviews of the assigned readings. Finally, students will write a research proposal defining an interesting research question within organizational theory, review relevant literature to identify testable hypotheses, and develop a solid data and methodology section formulating a strategy to test the proposed hypotheses. Through these various assignments, students will become critically engaged in organizational theory providing a different answer to the question of what organizations are and why they do what they do. By doing so, what this course ultimately promises is to help students develop an alternative perspective to interpret what happens in the (corporate) world.
課程目標 Objectives
What should you be able to do by the end of this course? At the end of this course, students are able to: 1. Describe and compare the four main theoretical perspectives in organizational theory and apply them to real life business situations 2. Review and critically discuss academic papers 3. Write a proper research proposal with a strong theoretical question embedded in the scholarly literature in organizational theory, clear research hypotheses derived from the literature review, and a solid methodological approach for data analysis to test the research hypotheses
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 (12 weeks in total). Every what-who is worth 1 point (out of the total score of 100), and you will receive an additional three points if you hand in all the what-who’s. 2. Group class discussion: 12 groups consisting of two students will be formed in the third week of the semester. Each group will be assigned to prepare and lead the class during one week of the semester. During the class, the group has the first one and a half hour to summarize the main concepts in that week’s reading, link the reading to other topics in the semester, and discuss how that week’s reading does or does not help to understand the actions of organizations in a real life business situation. The group is expected to actively engage and challenge the rest of the class in innovative ways 3. Review of two papers: Each student needs to write a review of two of the papers that we discuss during the class. You cannot write a review for an article for which you lead the group class discussion. 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. Research proposal: On June 26, Each student needs to hand in a research proposal with 1) a clear research question, 2) a motivation why this question is practically and theoretically important, 3) a literature review embedding the research question in the literature and leading to clear testable hypotheses, and 4) a data and methodology section detailing the data and the methodological strategy to test the hypotheses. The research proposals cannot exceed 8 pages (font size 11, double spaced, standard office margins) including all text, tables, figures, and references.
1.What-who's：15% 2.Review I：15% 3.Review II：15% 4.Group class discussion：20% 5.Research proposal：35%
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
Course materials We will use a number of research papers and academic book chapters during the course. Students are required to find the research papers themselves, but pdf files of the book chapters will be made available to students. Research papers Casciaro & Piskorski (2005) Power imbalance, mutual dependence, and constraint absorption: A closer look at resource dependence theory. Administrative Science Quarterly, vol.50, pp.167-199. Uzzi (1996) The sources and consequences of embeddedness for the economic performance of organizations: The network effect. American Sociological Review, vol.61, no.4, pp.674-698. Podolny (1993) A status-based model of market competition. American Journal of Sociology, vol.98(4), pp.829-872 Meyer & Rowan (1977) Institutionalized organizations: Formal structure as myth and ceremony. American Journal of Sociology, vol. 83(2), pp.340-363 DiMaggio & Powell (1983) The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. American sociological review, vol.48(2), pp.147-160. Sauder & Espeland (2009) The discipline of rankings: Tight coupling and organizational change. American Sociological Review, vol.74, no.1, pp.63-82. Pontikes (2012), Two sides of the same coin: How ambiguous classification affects multiple audiences’ evaluations. Administrative science quarterly, vol.57, issue 1, pp.81-118. Le Mens et al. (2012), Founding conditions, learning, and organizational life chances: Age dependence revisited. Administrative Science Quarterly, vol.56, no.1, pp.95-126. Negro et al. (2014), Resource partitioning and the organizational dynamics of “fringe banking”. American sociological review, vol.79, no.4, pp.680-704 Academic book chapters Scott & Davis (2007) Organizations and organizing: Rational, natural, and open system perspectives. Upper Saddle River N.J.: Pearson Prentice Hall. Chapter 1, chapter 2, chapter 3, chapter 4, chapter 5 Carroll & Hannan (2000) The demography of corporations and industries, Princeton: Princeton university press, chapter 1, chapter 2, and chapter 3
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 – no class
2
2018/03/05~2018/03/11
Course introduction
3
2018/03/12~2018/03/18
What is an organization? What is organizational theory?