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Authors: Yuan Jin, Lei Li and Donghong Li

Committee of C.P.C., Beijing 100091, China E-mail: li_lei@ccps.gov.cn Yuan Jin School of Economics and Management, Tsinghua University, Beijing 100084, China E-mail: jiny.10@sem.tsinghua.edu.cn RESEARCH ARTICLE Donghong Li, Lei Li, Yuan Jin Organizational Change in Difficult Times: A Case Study on the Top

In: Frontiers of Business Research in China
Author: Yuan Li

Much of conventional organizational thinking and practice has been dominated by a belief in stability, with change deemed a disruptive and temporary aberration in the larger scheme of things. This mindset ignores the dynamic, living complexity of organizational life and very likely leads to static management approaches which hinder and sometimes even destroy an organization’s effectiveness by restricting its ability to adapt to turbulent and chaotic events. The Chinese notion of shi is embedded in the ancient Chinese appreciation of reality, which saw change and transformation as an endless flow and an essential feature of the universe; shi is implied by the process of change and can be made to act in one’s favor. As a strategy, shi offers us salutary lessons in modern organizational research and practice: rather than merely trying to control every chain of management and avoid chaos and uncertainty by relying on planning and modeling, organizations should also maintain a tentative and alert sensibility concerning the inherent potential of the changing situation, and should be carried along by it as it evolves.

In: Frontiers of Philosophy in China
Author: Thomas Krobath

organizational change ( Sorge & Witteloostuijn, 2004 ). The paper will start by highlighting a few critical remarks in relation to some basic assumptions about change management. According to organizational ethics, organizational change is a responsible change and will always need organizational reflection as

In: Organization and Newness
In: Educational Change in South Africa

are characterized by “loose coupling” between administrative and academic divisions (DiMaggio and Powell 1991 ). The mismatch of organizational culture and the rapid emergence of norms may have resulted in a negative reaction to organizational change implemented in a “top-down” manner, creating

In: Comparative Sociology
Author: Frania Hall

This paper is based on primary research conducted with 22 senior publishing industry managers in the UK as a preliminary survey for a PhD. It seeks to establish a base on which to develop further research around the changes taking place in the organizational and collaborative behaviour of an industry facing digital challenges. The survey asked the 22 managing directors and operations and digital directors how they view current conditions in the industry in light of digital change. It allows subjects to speak for themselves in order to learn (a) how far-reaching they feel change is, (b) where that change is having most effect in their day-to-day business, (c) whether they themselves are making organizational changes, and (d) how far collaboration forms part of this change. The collaboration aspect of the survey unpicks in more detail how far collaborations are (a) increasing in frequency, (b) are changing in vision (i.e. more exploratory or not), and (c) involve different organizational behaviour. The research reveals many areas of clear consensus around key issues of technical competence, new patterns in consumption, entrepreneurship, and silo structures. There is an understanding that the ability to respond quickly and to innovate continuously is essential. On collaborations, most people concurred that they were entering more partnerships than in the past and that these were often more experimental in approach and involved sharing risk; ultimately, this points to a clearer strategy emerging in companies to develop structures, skills, and techniques to facilitate new styles of collaboration, which in turn may lead to new ways of innovating in a flexible, failure-tolerant way.

In: Logos
In: Organization and Newness
Redefining What Falls Between the Cracks for School Reform
Author: Frances Whalan
How to achieve school reform and organisational change has been a subject of much inquiry and interest by educators, education systems and academics. This volume advances both conceptual and methodological knowledge in understanding the cultural changes required at the school level to develop teachers’ collective responsibility for student learning.
The concept of teachers’ collective responsibility is both intriguing and elusive as it traverses both sociological and psychological aspects of teaching. Five major but interconnected discourses: professional community; professional development; relational trust; accountability; and efficacy map the terrain of this complex phenomenon.
Results reported in this volume provide clear evidence that collective responsibility is positively correlated the coherence between professional learning programs and the school’s learning goals, teachers’ commitment to enact those shared goals and teacher-to-teacher trust. In addition, teachers’ collective struggle to address pressing issues for teaching and learning, and pedagogical leadership, when embedded in the organisational capacity of a school, form a complex and dynamic set of factors influencing the development of collective responsibility.
Drawing together these important findings surfaces a need to rethink how schools, education systems and academics pay attention to what falls between the cracks for school reform. This book addresses aspects of school culture that guide the choices in the development of teachers’ collective responsibility. Professional development, collective struggle, professional community, relational trust and pedagogical leadership as elements of school culture and organisational reform are modelled as a continuum of micro-political conditions interacting at the school level. This model offers new insights into the complexity of collective responsibility as a multi-dimensional phenomenon and is a useful guide to organisational change for school and system leaders and academics whose research interests are focused on the how of organisational change.

creates change in its domestic and global context. Lessons are drawn from this case study to inform contemporary approaches to organizational change, leadership, management and governance. Universities—Leadership, Management and Governance Universities as Sociological Institutions Universities

In: International Journal of Chinese Education
In: Evaluating Learning Environments