National Sun Yat-sen University 108Academic year1st Semester Course syllabus
中文名稱 Course name(Chinese)
組織理論與管理
課號 Course Code
BM501
英文名稱 Course name(English)
ORGANIZATIONAL THEORY & MANAGEMENT
課程類別 Type of the course
講授類
必選修 Required/Selected
必修
系所 Dept./faculty
企業管理學系企業管理碩士班
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.)】
Why is this course important? Why do organizations do what they do? Why are some more successful than others? And why are some organizations beacons of innovative entrepreneurship while others are unimaginative dinosaurs slumping on in their industry? If you are anything like most MBA students, you will answer such questions by pointing to something ‘inside’ the organization. Organizational culture maybe, HR practices perhaps, or possibly the entrepreneurial vigor of the CEO. But what if these answers are incomplete at best or maybe even simply dead wrong? Wouldn’t that limit your understanding of why organizations do what they do? Wouldn’t you be looking at the wrong causes of organizational innovation and success? The key insight of organizational theory is that most explanations of organizations focus on factors inside the organization but overlook one of the most crucial factors shaping organizational actions, innovativeness, and success: the environment. Organizational theorists have studied how the environment shapes organizations since the mid-1970s. We will see that many organizational outcomes, such as performance, competitiveness, innovation, and other organizational actions are all influenced by a wide range of actors and social processes in an organization’s environment. Organizational theorists broadly classify their ideas about how the external environment forces, encourages, and facilitates organizations in four different theories: network theory, resource dependence theory, institutional theory, and corporate demography. In this course, we will discuss these four theories about how the environment shapes organizations and explore how these four theories help us to understand the actions of organizations in the real world. To create this mix between ‘theory’ and ‘practice’, you will first of all learn how to read and critically evaluate academic research through the assigned readings and by writing two reviews. You will work in groups to organize one section of a class to discuss how the theoretical concepts of this course can be applied in practice. Finally, you will learn how to 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, you will become critically engaged in organizational theory to better understand how the environment impacts organizations. Ultimately, this course offers a perspective on organizations that complements other courses in the MBA curriculum focusing on the ‘inside’ of organizations.
課程目標 Objectives
What will you learn in this course? At the end of this course, you have learned to: 1. Describe and compare the four main theoretical perspectives in organizational theory and apply them to real life business situations 2. Read, review, and critically discuss academic papers 3. Write a proper research proposal with a strong research 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. WWW: Before coming to class, briefly answer these three questions on a piece of paper: a. What is the main thing the paper tries to explain? b. What is the explanation given in the paper? c. Why is it important to learn this? We will use your WWW’s in the first 15 or 20 minutes in class. After that you need to hand in your WWW’s to the TA. You are expected to write a WWW for every week with assigned reading materials (13 weeks in total). Every WWW is worth 1 point (out of the total score of 100), and you will receive an additional 2 points if you hand in all WWWs 2. Group class discussion: 10 groups 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. Not all papers are suitable for a review; suitable papers are highlighted with a *** in the weekly schedule below. A good review includes a brief summary of the article and its main contribution to the literature, and a critical review of the theoretical argument or 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. You can hand in your reviews at any point during the semester, but you need to hand in at least one review before week 10 (11/14). When both reviews are handed in after week 10, I will deduct 20 points from the grade of one of your reviews. 4. Research proposal: On January 9, 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. You need to cite at least one of the assigned readings of this course. The research proposals cannot exceed 8 pages (font size 11, double spaced, standard office margins) including all text, tables, figures, and references. You need to cite at least one paper that we discussed during this course.
1.WWW:15% 2.Reviews:30% 3.Group class discussion:25% 4.Research proposal:30%
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 Ahuja (2000), Collaboration networks, structural holes, and innovation: A longitudinal study. Administrative science quarterly, vol.45, no.3, pp.425-455 Carroll & Swaminathan (2000) Why the microbrewery movement: Organizational dynamics of resource partitioning in the US brewing industry, American Journal of Sociology, vol. 106, no. 3, pp.715-762 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. DiMaggio & Powell (1983) The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. American sociological review, vol.48(2), pp.147-160. Fu et al. (2018) Upward contacts in everyday life: Benefits of reaching hierarchical relations in ego-centered networks. Social networks, vol. 54, pp.266-278 Hsu (2006) Jacks of all trade and masters of none: Audiences’ reactions to spanning genres in feature film production. Administrative Science Quarterly vol. 51, pp.420-450 Meyer & Rowan (1977) Institutionalized organizations: Formal structure as myth and ceremony. American Journal of Sociology, vol. 83(2), pp.340-363 Phillips & Zuckerman (2001) Middle-status conformity: Theoretical restatement and empirical demonstration in two markets. American Journal of Sociology, vol. 107, no. 2, pp. 379-429 Podolny et al (1996) Networks, knowledge, and niches: Competition in the worldwide semiconductor industry, 1984-1991. American Journal of Sociology, vol. 102, no.3, pp. 659-689 Sauder & Espeland (2009) The discipline of rankings: Tight coupling and organizational change. American Sociological Review, vol.74, no.1, pp.63-82. Ter Wal et al. (2016) The best of both worlds: The benefits of open-specialized and closed-diverse syndication networks for new ventures’ success. Administrative Science Quarterly, vol. 61, no. 3, pp. 393-432 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. Academic book chapters Carroll & Hannan (2000) The demography of corporations and industries, Princeton: Princeton university press, chapter 1, chapter 2, and chapter 3 Scott & Davis (2007) Organizations and organizing: Rational, natural, and open system perspectives. Upper Saddle River N.J.: Pearson Prentice Hall. Chapter 1
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
Week
Date
Content and topic
1
2019/09/09~2019/09/15
Course introduction
2
2019/09/16~2019/09/22
What is an organization?
3
2019/09/23~2019/09/29
How does modern organizational theory see organizations?
4
2019/09/30~2019/10/06
How do networks help organizations survive?
5
2019/10/07~2019/10/13
No class - double tenth holiday
6
2019/10/14~2019/10/20
How do networks make organizations innovative?
7
2019/10/21~2019/10/27
How can organizations build innovative networks?
8
2019/10/28~2019/11/03
How do power and resource dependencies affect organizations?
9
2019/11/04~2019/11/10
Mid-terms – how do you write a research proposal?
10
2019/11/11~2019/11/17
Do the most competitive firms survive? Institutional theory
11
2019/11/18~2019/11/24
Why do organizations conform to institutions?
12
2019/11/25~2019/12/01
Do all firms conform to institutions?
13
2019/12/02~2019/12/08
Why are there so many similar products on the market?
14
2019/12/09~2019/12/15
What have we learned so far?
15
2019/12/16~2019/12/22
Wait a minute … what about market competition? Corporate demography
16
2019/12/23~2019/12/29
Does higher competitive density lower survival chances?
17
2019/12/30~2020/01/05
Who competes with whom?
18
2020/01/06~2020/01/12
Hand in research proposals
課業討論時間 Office hours
時段1 Time period 1: 時間 Time:星期二12:00-14:00 地點 Office/Laboratory:4064 時段2 Time period 2: 時間 Time:星期三12:00-14:00 地點 Office/Laboratory: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 basic disciplines and core capabilities of the department and the university
課堂活動與評量方式 Class activities and evaluation
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.
※系所學生專業能力 Basic disciplines and core capabilities of the department
溝通能力與團隊合作(Communication ability and team cooperation) 1. Communication ability and team cooperation.
V
V
V
V
進階管理知識(Advanced knowledge of management) 2. Advanced knowledge of management.
V
V
V
V
倫理觀與社會責任實踐(Ethics and social responsibilities) 3. Ethics and social responsibilities.
問題分析與解決能力(Ability of problem analysis and solution) 4. Ability of problem analysis and solution.
V
V
V
V
國際觀與外語能力(Global perspective and foreign language ability) 5. Global perspective and foreign language ability.
V
V
V
※全校學生基本素養與核心能力 Basic disciplines and core capabilities of the university
1.表達與溝通能力。 1. Articulation and communication skills
V
V
V
V
2.探究與批判思考能力。 2. Inquisitive and critical thinking abilities
V
V
V
3.終身學習能力。 3. Lifelong learning
4.倫理與社會責任。 4. Ethnics and social responsibility
5.美感品味。 5. Aesthetic appreciation
6.創造力。 6. Creativity
V
V
V
7.全球視野。 7. Global perspective
V
V
8.合作與領導能力。 8. Team work and leadership
9.山海胸襟與自然情懷。 9. Broad-mindedness and the embrace of nature