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COURSE WEB SITE is accessed by clicking here http://mutans.astate.edu/dcline or http://www.clt.astate.edu/dcline. The 2nd address is a mirror site in case the first one goes down, but may not be an exact duplicate if I forget to synchronize the sites. In any case, they offer extensive resources and contact information. If you email me, it is a good ideas to post me at both addressess: dcline@cox-internet.com or dhc@astate.edu .
 

PURPOSE OF THE COURSE:

This course is a critical examination of the theoretical assertions and empirical knowledge claims regarding the behavior of persons in complex work organizations with particular emphasis on the implications of recent developments in administrative theory for leadership practice and organizational effectiveness.

A. Course Goals: students will acquire the ability to think reflectively about the literature of organization studies as applied to personal and group behavior in the professional work environment. Themes and issues introduced in this course recur throughout the doctoral sequence.

B. Specific Instructional Objectives: This course is intended to provide the student with:

1. An appreciation of the role of theory in leadership practice and formal inquiry

2. An understanding of, and value for, collaborative work group processes

3. The ability to think reflectively about one's own personal values and professional behavior in relation to leadership practice

4. The ability to critically evaluate educational reform proposals against the backdrop of theory and the empirical knowledge base

5. Opportunities to take risks with the knowledge that change and innovation always involve risk

6. An extensive knowledge base in organization studies

A. Primary Text :

Morgan, G. (1997). Images of organization. Thousand Oaks, CA: Sage Publications. Second Edition.

Scott, Richard W. (2003). Organizations: Rational, Natural, and Open Systems (Fifth Edition). Upper Saddle River, NJ: Prentice Hall.

Note on readings from the texts. Read the chapters in both texts sequentially. Do not wait for prompts from me or an appearance in the schedule.

    Astuto, T.A., Clark D.L., Read, A-M., McGree, K. & Fernandez, L. K. (1994). Roots of Reform: Challenging the assumptions that control change in education. Bloomington, IN: Phi Delta Kappa Educational Foundation.

    Greenfield, T. & Ribbins, P. (1993). Greenfield on educational administration: Toward a humane science. New York: Routledge.

    Hodgskinson, C. (1991). Educational leadership: The moral Art. Albany, NY: SUNY Press.

    Hodgskinson, C. (1996). Administrative philosophy: Values and motivations in administrative life. Pergamon.

    Hoy, W.K. and Miskel, C. G. (2000). Educational Administration: Theory, Research and Practice. New York, NY: McGraw-Hill: Fifth Edition

The Jossey-Bass reader on educational leadership, (Introduction by Michael Fullan), (2000). San Francisco: Jossey-Bass.

   ‡‡‡ Meleville, H.  (1986). Billy Budd. Sailor and Other Stories. New York: Bantam Books,  Bartleby, pp. 95- 130.‡ ‡ The is a handout and may be used as a case study.

    Owens, R. (1998). Organizational behavior in education (6th edl). Boston: Alyn & Bacon.

    Pfeffer, J. (1997). New directions for organzation theory: Problems and prospects. New York: Oxford Univeristy Press.

    Shamir, B. (1990). Calculations, values, and identities: The sources of collectivitsic work motivation. Human Relations. 43 (4) 312-332.

COURSE CONTENT:

A. Group process; some perspectives
B. Organizational classicism
C. Human relations movement
D. Administrative science of organizations
E. Non-orthodox views of organizations
F. Elements of bureaucracy, applications of bureaucracy
G. Metaphors of organization: Organizations as:

Machines
Organisms
Brains
Cultures
Political Systems
Psychic Prisons
Transformation & flux
Instruments of domination

H. Control in the workplace, power & authority
I. Leadership, traditional frameworks, alternative frameworks
J. Motivation; developmental, behavioral, sociological
K. Collective work motivation (Boas Shamir)
L. Organizational Culture & Climate
M. Decision Making
N. Leadership as a moral art
O. Ethics and values in leadership
P. Change & innovation
Q. Women's issues and minorities in organization and leadership
R. Politics and conflict in organizations
S. Models of leadership
O. Other....

A. Course Requirements: Students must have an email address. Educational leaders without basic computer literacy are obsolete. THE FIRST task is to register for the course through Blackboard. Click on the link to get there. If you do not have an account, create one. Then proceed to the course catalog and enter keywords from the title of this course in the seach dialogue. When you find it, there should be an enrollment button. Go from there. The link is http://blackboard.clt.astate.edu/?bbatt=Y

Greater clarification will occur in the natural context of class discussion.

(A) Two essays, due as scheduled, taken from any of the course content areas, or logical combination thereof. These can be either Think Pieces (i.e., conceptual, theoretical, critical) or application pieces (application of theory to practice, contextual examination of a live setting in relation to theory or research) or, but more rarely, both. There is no set length, the ancient academic tradition holds; "when it's done, it's done." However, 15 pages begins to wear on the instructor. Students should share a copy with classmates and be prepared to orally review their work in class. NO plastic folders or binders; staples will do nicely. Retain a personal copy. Click here for the scoring rubric for essays.

20% each  (40%)

(B) Seminar Presentation. This is a seminar feature in which students take responsibility for in-depth study of a topic or problem (such as organizational change) and present their learnings and analysis to the rest of the class. This can be a collaborative or an individual project. But, students are the instructors of colleagues. The use of multi-media technology is strongly encouraged. The classroom is set up to accommodate multimedia, including internet, CDROM, VHS, Corel Presentations and Powerpoint. Click here for the scoring rubric for seminars.

20 %

(C) Personal, written reflections, about one page per week; these are the beginnings of a personal portfolio, but they have the important function of engaging you in thinking critically about your self, your demeanor, the workplace, readings in the course, your assumptions about people and how the world works (or should work). Dr. Cox will be asking for these periodically. When he does, provide me with a copy. Dr. Cox requires these also on a weekly basis.  He doesn't want you to recite stories about what's going on at work. I don't either. However, organization theory should not be dialogued in a vacuum but applied or reflected on in relation to the real world and your response to it whenever possible. So when you encounter a theory or viewpoint in the readings, you should have some reaction to it in terms of the considerations in the first sentence of this paragraph. That would be appropriate material for reflections.

Reflections Defined: "reflections demonstrate a consistent effort to dialogue with self about the implications of personal thinking and behavior for progress toward goal accomplishment, the nature and quality of professional working relationships, and the need to modify personal thinking or behavior or plans of action; reflections also examine the involvement of others for relevant implications and an effort is made to internalize the semester's academic and intellectual experiences for new insights into leadership practice."

20 %

(D) Discussion Leadership/Participation/Readings I am interested in your active engagement with the material and with members of the group. This is in part demonstrated by contibutions to discussions that carry evidence of having read relevant material.

20 %

Throughout the semester, it may be helpful for you to consult a set of essential questions about leadership and orgaization studies. That is, as you read, prepare a presentation, write reflections or papers, or pause to think about what you do on a daily basis, what critical questions could be used to achieve greater insight into various leadership problems and challenges? A usggested list can be found here.

B. Evaluation Procedures:

Criteria for grade

--quality of written and oral expression; mechanics, clarity, organization, facility with the English language, development of thoughts and ideas, relevance to the course content.

-- student presentations have specific requirements which are also the evaluation criteria based on allocation of points

-- preparedness: key indicators are evidence you have done the reading throughout the course, you have

-- essays must be typed, double spaced, and error free. Word processing skills are essential.

-- use the industry standard, the Publication Manual (2001), 5th edition, American Psychological Association. Style requirements for internet references can be found on my page of links at diversions

Recommendation. Cheap handbooks on composition are typically available at the ASU bookstore or at Walden's, Indian Mall. One classic that has been used in the past is Strunk and White, The Elements of Style.

-- demonstration of satisfactory mastery of concepts and material, ability to apply concepts and material to thinking critically about the structural and administrative domains of organizations and organizing, particularly as applied to educational or non educational public institutions.

Grades: A = 90 - 100%; B = 80 - 89%; C = less than 80%

C. Instructional Methodology: Early theoretical foundation is established by lecture and discussion of assigned readings. The format is primarily seminar with students conducting background research on specific topical areas of theory, taking responsibility for presenting their findings and leading reflective discussions. The instructor provides a set of essential questions that guide inquiry and group deliberations, as well as supplemental readings that serve as material for discussion or case studies..

D. Attendance Policy: attendance is expected; engagement & participation required
 

CONCEPTUAL FRAMEWORK: The doctoral faculty has determined that the focus of the program should be on producing graduates with leadership abilities viewed in terms of a four-part model for understanding leadership in the workplace, which is also the framework for planning instruction

A. Organizations: effective leaders understand that organizational effectiveness is the simultaneous product of the structural and process dimensions of the workplace, shaped by the people in it; this course deals extensively with organizational structures and processes and the impact of the combinations on thought and action

B. Change: as organizations face new challenges or become too stable and complacent, change becomes necessary or inevitable and it is essential that leaders be able to understand and manage the change process, which is rarely a rational chain of events; EDAD 8043 deals extensively with theories and practice of organizational change and the process of innovation

C. Leadership: leadership is seen as a combination of role identity, ability, skills, knowledge, disposition, values and assumptions about people, purposes and the work at hand. While students examine many theories or conceptions of leadership in EDAD 8043, they have ample opportunity to experience leadership in a broader, more flexible group context rather than simply as an attribute of an individual

D. Self: while effective leaders possess knowledge, skills, and technical expertise, and a preparation program can facilitate the development of these characteristics in students, they are insufficient until personalized and integrated through thoughtful reflection on one's own needs, values,  assumptions and behaviors in relation to the needs, values, assumptions and behaviors of others in the workplace to whom the leader is responsible. Through group work, written reflections and self evaluation of performance, students are encouraged to reflect on course content and process in terms of the fit of ideas with the idea of self as a leader

SPECIAL CONSIDERATION/FEATURES OF COURSE:

A. The course, together with doctoral seminar in Leadership Practice I, is the advance organizer for the entire doctoral program with the four themes (above) that run throughout the remainder of the program.

REFERENCES:

This is not a reading list, it's just a menu of good stuff. Does not include prior entries but does include assorted classics and seminal works not to be overlooked, but is by no means exhaustive.

     Argyris, C. (1958). Personality vs. organization. (Fugitive paper.)

    Astuto, T.A. & Clark, D.L. (1985). Strength of organizational coupling in the instructionally effective school. Urban Education, 19(4), pp. 331-356.

    Astuto, T.A. & Clark, D.L. (1986, December). A proposed taxonomy of organizational coupling, Organizational Theory Dialogue, pp. 1-4.

    Callahan, R.E. (1962). Education and the cult of efficiency. Chicago: University of Chicago Press, pp. 1941. [001

    Cline, D.H. & Rock, S.L. (1992). Organization analysis and social maladjustment: Third invited reaction to the Maag and Howell paper. Remedial and Special Education. 3, 1 63-66.

    Cline, D. (1994). Leadership and Reform as Applied to Students who are different or difficult to Teach. Training monograph prepared for the Minnesota Department of Public Instruction and the Institute for Adolescents with Behavioral Disorders.

    Clark, D.L. (1984). Organizing to maximize human potential. (prepared as a subsection of the report of the Merit Pay Task Force of the Association for Supervision and Curriculum Development.)

    Clark, D.L. (1985). Emerging paradigms in organizational theory and research. In Y. Lincoln (ed.), Organization theory and inquiry: The paradigm revolution. Beverly Hills, CA: Sage Publications, pp.43-78.

    Clark, D.L. (1987). Thinking about leaders and followers: Restructuring the role of principals and teachers.  Paper prepared for conference presentation: Restructuring Schools for Quality Education, Trinity University, San Antonio, TX.

    Clark. D.L. & Astuto, T.A. (1988). Paradoxical choice options in organizations. In D. E. Griffiths, R.T. Stout, & P. B. Forsyth (eds. ), Leaders for America's Schools. Oak Park, IL: Moore Publishing Co., Inc., pp. 112-130.

    Clegg, S., Hardy, C. & Nord, W. (Eds.) (1996). Handbook of organization studies. Thousand Oaks, CA: Sage.

    Cohen, M., March, J. & Olsen. I. (1972). A garbage can model of organizational choice. Administrative Science Quarterly, 17(1), 125.

    Cohen, M. & March, I. (1974). Leadership in an organized anarchy. In J.V. Baldgidge & T.E. Deal (eds.), The dynamics of organizational change in education, Berkley, CA: McCutchin Publishing, pp. 333-368.

    Deal, T.E. & Kennedy, A.A. (1983). Culture: A new look through old lenses. Paper presented at Graduate Student Seminar of the American Educational Research Association.

    Estler, S.E. (1988). Decision Making. In N. J. Boyen (ed.), Handbook of research on educational administration. New York: Longman, pp. 305-319.

    Ferguson, K.E. (1984). The feminist case against bureaucracy. Philadelphia: Temple University Press, pp. 61-79.

    Foster, W. (1986). Parodoxes and promises: new approaches to educational administration (critical reflections on the history of administrative theory). Buffalo, NY: Prometheus Books, pp.35-51.

    Hoy, W.K. & Miskel, C.G. (1991). Educational Administration: theory research and practice. New York: Random House. Fourth Edition.

    Marshall, C., Mitchell, D. & Wirt, F. (1986). Influence, power and policy making. Peabody Journal of Education. 62, 61-89.

    Melville, H. (1986). Billy Budd. Sailor and Other Stories. New York: Bantam Books, pp. 95- 130. [041]

    Mitroff, I. I. (1987). Business not as usual. San Francisco: Jossey Bass Publishers, pp. 72-94. [

    Olsen, J. (1976). Reorganization as a garbage can. In J.V. Baldgridge & T.E. Deal (eds.) The dynamics of organizational change in education, Berkley, CA: McCutchin Publishing, pp 253, 277.

    Pfeffer, J. (1977). The ambiguity of leadership. In M.W. McCall & M.M. Lombardo (eds.), Leadership: Where else can we go? Durham, NC: Duke University Press, pp. 13-34.

    Pfeffer, J. (1992). Managing with power: Politics and influence in organizations. Boston, MA: Harvard Business School Press.

    Rosener, J. (1991). Ways Women Lead. Harvard Business Review, November/December, pp. 119- 125.

    Schein, E. (1992). Organizational culture and leadership (2nd ed.) . San Francisco, CA: Jossey-Bass.

    Sheehan, S. (1987, November 15). Temporary Insanity. Washington Post Magazine, pp. 28-33.

    Taylor, F.W. (1912). Scientific management. In J.M. Shafritz & A.C. Hyde (eds.) (1978), Classics of public administration. Oak Park, IL: Moore Publishing, pp. 17-20.

    Vecchio, R. (Ed.) (1997). Leadership: Understanding the dynamics of power and influence in organizations. Notre Dame, IN: University of Notre Dame Press.

    Weick, K.E. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21, pp. 1 - 18

    Weick, K.E. (1979). The social psychology of organizing, 2nd ed.New York: Random House, pp 1-13, 146-169, 233-264.

    Weick, K.E. (1985). Sources of order in underorganized systems: Themes in recent organizational theory. In Y. Lincoln (ed.). Organizational theory and inquiry: The paradigm revolution. Beverly Hills, CA: Sage Publications, pp. 10~136.

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