國立中山大學 107學年度第1學期 課程教學大綱

National Sun Yat-sen University 107Academic year1st Semester Course syllabus

中文名稱
Course name(Chinese)

高等管理理論

課號
Course Code

BM781

英文名稱
Course name(English)

ADVANCED MANAGEMENT THEORY

課程類別
Type of the course

講授類

必選修
Required/Selected

必修

系所
Dept./faculty

企業管理學系博士班

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?
To answer such questions, most management scholars point to something ‘inside’ the organization. Organizational culture maybe, the structures in place, 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 faith of organizations. Organizational theorists have studied how organizations are shaped by their environment since the mid-1970s. We will see that many organizational outcomes, such as performance, competitiveness, innovation, and the adoption of specific organizational practices 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: resource dependence theory, network theory, institutional theory, and population ecology.
In this course, we will critically discuss these four theories about how the environment shapes organizations. We will also 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’, students will act as the class discussion leader during one class to discuss the main concepts in that week’s reading, link the assigned reading to research papers on the same topic published more recently, and discussing how the theoretical concepts can be used to better understand an experience of their working life. 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 to better understand how the environment impacts organizations. Ultimately, this course offers an alternative and more diverse 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. 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 this theoretically important?
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 (11 weeks in total). Every WWW is worth 1 point (out of the total score of 100), and you will receive an additional 4 points if you hand in all WWWs
2. Class discussion leader: Each student is assigned to prepare and lead the class during one week of the semester. As a class discussion leader you have a number of tasks
a. Develop questions to help everyone in class understand the assigned readings
b. Find two additional articles on the topic of that week’s class that have been published in top tier journals in the previous five years and explain how they push the field forward from the assigned readings or how they contradict the assigned readings
c. Come up with a case from your own work experience that you can better understand with the theoretical ideas suggested in the assigned readings
You are required to print out your framework for the class discussion on paper to distribute to everyone (including me) in class. You are welcome to discuss your preparations for class discussion leader with me in advance of the class
3. Review of two papers: Each student needs to write a review of two of the papers that we discussed during the class. You cannot write a review for an article for which you are a class discussion leader.
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 (11/15). 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 10, 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.

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.WWW15%
2.Reviews30%
3.Class discussion leader25%
4.Research proposal30%

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 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. All required readings are listed under the relevant weeks.

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
WeekDateContent and topic
12018/09/10~2018/09/16Course introduction
22018/09/17~2018/09/23What is an organization?
32018/09/24~2018/09/30How do networks help organizations survive?
42018/10/01~2018/10/07How do networks make organizations innovative?
52018/10/08~2018/10/14How can organizations build innovative networks?
62018/10/15~2018/10/21How do individuals benefit from their network?
72018/10/22~2018/10/28How do power and resource dependencies affect organizations?
82018/10/29~2018/11/04Do the most competitive firms survive? Institutional theory
92018/11/05~2018/11/11Mid-terms – thinking about your research proposal
102018/11/12~2018/11/18Why do organizations conform to institutions?
112018/11/19~2018/11/25Do all firms conform to institutions?
122018/11/26~2018/12/02Why are there so many similar products on the market?
132018/12/03~2018/12/09Wait a minute … what about market competition? Corporate demography
142018/12/10~2018/12/16Integrative class exercise
152018/12/17~2018/12/23Does higher competitive density lower survival chances?
162018/12/24~2018/12/30Who competes with whom?
172018/12/31~2019/01/06New Year’s Day – no class
182019/01/07~2019/01/13Hand in research proposals

課業討論時間 Office hours

         時段1 Time period 1:
時間 Time:星期三12:00-14:00
地點 Office/Laboratory:4064
時段2 Time period 2:
時間 Time:星期四12:00-14:00
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
1.本課程欲培養之能力與素養 This course enables students to achieve...2.紙筆考試或測驗 Test3.課堂討論︵含個案討論︶ Group discussion (case analysis)4.個人書面報告、作業、作品、實驗 Indivisual paper report/ assignment/ work or experiment5.群組書面報告、作業、作品、實驗 Group paper report/ assignment/ work or experiment6.個人口頭報告 Indivisual oral presentation7.群組口頭報告 Group oral presentation8.課程規劃之校外參訪及實習 Off-campus visit and intership9.證照/檢定 License10.參與課程規劃之校內外活動及競賽 Participate in off-campus/ on-campus activities and competitions11課外閱讀 Outside reading
※系所學生專業能力 Basic disciplines and core capabilities of the department
1.溝通能力(Ability of communication)V VV V     
2.學術與產業結合知識(Industry-academic collaboration)           
3.倫理觀與社會責任實踐(Ethics and social responsibilities)           
4.概念化與問題分析能力(Conceptualization and ability of problem analysis)V VV V     
5.國際觀(global perspective) ?           
※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。V VV V     
2.探究與批判思考能力。V VV 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 VV V     
7.全球視野。           
8.合作與領導能力。V VV 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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