Measuring Normlessness in the Workplace: a Study of Organizational Anomie in the Academic Setting
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Organizational Form, Structure, and Religious Organizations C
Religion and Organization Theory Organizational form, structure, and religious organizations C. R. Hinings Mia Raynard Article information: To cite this document: C. R. Hinings Mia Raynard . "Organizational form, structure, and religious organizations" In Religion and Organization Theory. Published online: 13 Oct 2014; 159-186. Permanent link to this document: http://dx.doi.org/10.1108/S0733-558X20140000041013 Downloaded on: 21 May 2015, At: 10:53 (PT) References: this document contains references to 0 other documents. To copy this document: [email protected] The fulltext of this document has been downloaded 77 times since NaN* Users who downloaded this article also downloaded: Paul Tracey, Nelson Phillips, Michael Lounsbury, (2014),"Taking religion seriously in the study of organizations", Research in the Sociology of Organizations, Vol. 41 pp. 3-21 Rich DeJordy, Brad Almond, Richard Nielsen, W. E. Douglas Creed, (2014),"Serving two masters: Transformative resolutions to institutional contradictions", Research in the Sociology of Organizations, Vol. 41 pp. 301-337 Gary R. Weaver, Jason M. Stansbury, (2014),"Religion in organizations: Cognition and behavior", Research in the Sociology of Organizations, Vol. 41 pp. 65-110 Access to this document was granted through an Emerald subscription provided by 365103 [] For Authors If you would like to write for this, or any other Emerald publication, then please Downloaded by University of Alberta at Edmonton At 10:53 21 May 2015 (PT) use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.com Emerald is a global publisher linking research and practice to the benefit of society. -
Elusive Development by Marshall Wolfe
Elusive Development by Marshall Wolfe . »JLL»/ United Nations United Nations Research Institute Economic Commission for for Social Development Latin America Printed by S'*! Hungary, 1981 Statistical Publishing House Contents Acknowledgments ........................................... P reface ............................................................... in CHAPTER ONE: Why Elusive Development? 1 CHAPTER TWO: The Quest for a Unified Approach 11 Background of the unified approach project of UNRISD and ECLA — Methodology and institutional constraints - Differing approaches that emerged and their underlying supposition — The changing international market for propositions on development during and since the unified approach project - The place of the unified approach project in the inter national rethinking of development - Lessons for the future and needs for international research. CHAPTER THREE: Development Images, Agents and Choices............................. 55 Images of development - Concepts, values and criteria for styles of develop ment — A digression on the practical - Choices aiming at an acceptable and viable style of development. CHAPTER FOUR: Approaches to Development: Who is Approaching what? 75 Development under question: The feasibility of national choice between alternative styles — The setting within which developmental choices present themselves — Policy approaches to the challenge of “unified”, “original”, or “human-oriented” styles of development. CHAPTER FIVE: Social and Political Structures and Development Policy -
1 Mini-Literature Review Student Identity Development Theory
Mini-Literature review Student Identity Development Theory INTRODUCTION Student development theory is an area of study that tries to identify, describe, explain and predict human behaviors as student’s transition from adolescence to adulthood. Over the past few decades, the study of student development has paid particular focus on identity development of college students. As colleges welcome a more complex and diverse student population, the study (and practice) of college student identity development now considers a more holistic approach. It is a theoretical orientation where political, historical and cultural contexts place socially constructed factors on identity development. Drawing on both foundational scholarship and current research, the purpose of this review is to present the more holistic perspective of identity development currently followed by scholars and researchers in the field to inform a more inclusive learning environment within higher education. One of the more widely used and referenced books on identity development for college students is the 1998 book, Student Development in College. Now in its 2nd edition, the book was one of the first to combine development theories into a series of categories ranging from psychosocial theories, cognitive and moral theories to typological and person-environmental theories. Each theory addressed in the book seeks to answer the following developmental questions (Knefelkamp, Widick, & Parker, 1978 in Evans, Forney, Guido, Renn, and Patton, 2010 p. 24): 1. What interpersonal and intrapersonal changes occur while the student is in college? 2. What factors lead to this development? 3. What aspect of the college environment encourage or retard growth? 4. What development outcomes should we strive to achieve in college? FOUNDATIONAL THEORIES ON STUDENT DEVELOPMENT One of the foundational theories addressed in Student Development in College is Chickering’s Theory of Identity Development. -
Durkheim and Organizational Culture
IRLE IRLE WORKING PAPER #108-04 June 2004 Durkheim and Organizational Culture James R. Lincoln and Didier Guillot Cite as: James R. Lincoln and Didier Guillot. (2004). “Durkheim and Organizational Culture.” IRLE Working Paper No. 108-04. http://irle.berkeley.edu/workingpapers/108-04.pdf irle.berkeley.edu/workingpapers Durkheim and Organizational Culture James R. Lincoln Walter A. Haas School of Business University of California Berkeley, CA 94720 Didier Guillot INSEAD Singapore June , 2004 Prepared for inclusion in Marek Kocsynski, Randy Hodson, and Paul Edwards (editors): Social Theory at Work . Oxford, UK: Oxford University Press. Durkheim and Organizational Culture “The degree of consensus over, and intensity of, cognitive orientations and regulative cultural codes among the members of a population is an inv erse function of the degree of structural differentiation among actors in this population and a positive, multiplicative function of their (a) rate of interpersonal interaction, (b) level of emotional arousal, and (c) rate of ritual performance. ” Durkheim’ s theory of culture as rendered axiomatically by Jonathan Turner (1990) Introduction This paper examines the significance of Emile Durkheim’s thought for organization theory , particular attention being given to the concept of organizational culture. We ar e not the first to take the project on —a number of scholars have usefully addressed the extent and relevance of this giant of Western social science for the study of organization and work. Even so, there is no denying that Durkheim’s name appears with vast ly less frequency in the literature on these topics than is true of Marx and W eber, sociology’ s other founding fathers . -
A Study in the Longevity and Adaptability of Organizational Structure Within the Catholic Church Autumn Hubbard Grand Valley State University
SPNHA Review Volume 12 | Issue 1 Article 5 2016 Built on a Rock: A Study in the Longevity and Adaptability of Organizational Structure within the Catholic Church Autumn Hubbard Grand Valley State University Follow this and additional works at: http://scholarworks.gvsu.edu/spnhareview Recommended Citation Hubbard, Autumn (2016) "Built on a Rock: A Study in the Longevity and Adaptability of Organizational Structure within the Catholic Church," SPNHA Review: Vol. 12: Iss. 1, Article 5. Available at: http://scholarworks.gvsu.edu/spnhareview/vol12/iss1/5 Copyright © 2016 by the authors. SPNHA Review is reproduced electronically by ScholarWorks@GVSU. http://scholarworks.gvsu.edu/ spnhareview?utm_source=scholarworks.gvsu.edu%2Fspnhareview%2Fvol12%2Fiss1%2F5&utm_medium=PDF&utm_campaign=PDFCoverPages Hubbard/Built on a Rock: Longevity and Adaptability BUILT ON A ROCK: A STUDY IN THE LONGEVITY AND ADAPTABILITY OF ORGANIZATIONAL STRUCTURE WITHIN THE CATHOLIC CHURCH AUTUMN HUBBARD Grand Valley State University Abstract The Catholic Church represents one of the longest- lasting, most expansive organizations in history. Examining five organizational theories, this paper explores how organizational elements have enabled the Church to endure and adapt over time, culture and external pressures. The Church’s system of promoting leadership internally, granting external legitimacy, and maintaining tension with society are central to their adaptability and longevity as an organization. As an example of organizational endurance and adaptability, the Catholic Church serves as a model for secular organizations interested in membership retention, change management and international expansion. Keywords: organizational theory, Catholic Church, membership retention “And upon this rock I will build my church; and the gates of Hades will not overpower it.” -Matthew 16:18, NIV With these words, the longest-lasting organization this world has known was established. -
Political Development Theory in the Sociological and Political Analyses of the New States
POLITICAL DEVELOPMENT THEORY IN THE SOCIOLOGICAL AND POLITICAL ANALYSES OF THE NEW STATES by ROBERT HARRY JACKSON B.A., University of British Columbia, 1964 A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in the Department of Political Science We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA September, I966 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission.for extensive copying of this thesis for scholarly purposes may be granted by the Head of my Department or by his representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of Polit_i_g^j;_s_gience The University of British Columbia Vancouver 8, Canada Date September, 2, 1966 ii ABSTRACT The emergence since World War II of many new states in Asia and Africa has stimulated a renewed interest of sociology and political science in the non-western social and political process and an enhanced concern with the problem of political development in these areas. The source of contemporary concepts of political development can be located in the ideas of the social philosophers of the nineteenth century. Maine, Toennies, Durkheim, and Weber were the first social observers to deal with the phenomena of social and political development in a rigorously analytical manner and their analyses provided contemporary political development theorists with seminal ideas that led to the identification of the major properties of the developed political condition. -
Concepts of Inequality Development Issues No
Development Strategy and Policy Analysis Unit w Development Policy and Analysis Division Department of Economic and Social Affairs Concepts of Inequality Development Issues No. 1 21 October 2015 Inequality—the state of not being equal, especially in status, rights, and opportunities1—is a concept very much at the heart Summary of social justice theories. However, it is prone to confusion in public debate as it tends to mean different things to different The understanding of inequality has evolved from the people. Some distinctions are common though. Many authors traditional outcome-oriented view, whereby income is distinguish “economic inequality”, mostly meaning “income used as a proxy for well-being. The opportunity-oriented inequality”, “monetary inequality” or, more broadly, inequality perspective acknowledges that circumstances of birth are in “living conditions”. Others further distinguish a rights-based, essential to life outcomes and that equality of opportunity legalistic approach to inequality—inequality of rights and asso- requires a fair starting point for all. ciated obligations (e.g. when people are not equal before the law, or when people have unequal political power). Concerning economic inequality, much of the discussion has on poverty reduction. Pro-poor growth approaches made their boiled down to two views. One is chiefly concerned with the debut and growth and equity (through income redistribution) inequality of outcomes in the material dimensions of well-being were seen as separate policy instruments, each capable of address- and that may be the result of circumstances beyond one’s control ing poverty. The central concern was in raising the incomes of (ethnicity, family background, gender, and so on) as well as talent poor households. -
Development, Post-, Anti-, and Populist: a Critical Review
Environment and Planning A 2000, volume 32, pages 1033 ^ 1050 DOI:10.1068/a3251 Development, post-, anti-, and populist: a critical review Piers Blaikie School of Development Studies, University of East Anglia, Norwich, England; e-mail: [email protected] Received 2 April 1999; in revised form 9 September 1999 Abstract. The notion and practice of development have been severely critiqued from both modernist and postmodernist perspectives, yet the global development industry flourishes. The latter have afforded important insights, but also suffer from unexamined ideological agendas, a disinclination to undertake detailed research into development processes and policy, a preoccupation with texts and representations by the development industry, and from perpetuating an indulgent and agenda-less academic cul-de-sac. Instead, the postmodern critique of development could lead to a more politically astute and practical reconstruction of certain aspects of `development', particularly in the neopopulist mode of developmentalism. Three powerful development paradigms are identified, and the ways in which they are constructed, promoted, and adapted are discussed in the light of conflicting modernist and postmodern accounts. Postmodern engagement with development There has been a profound sense of disappointment and reappraisal in the global development project since the 1960s, yet the project continues. This has come about after a long history of modernist critiques, which have judged the results of develop- ment in their own terms (it failed to deliver what it promised), as well as the more recent postmodern turn which social science has taken, which has sought to portray development as a metanarrative ripe for deconstruction, and to interrogate its intellec- tual and epistemological foundations, but, I argue, has led development debate into some confusing and exposed terrains. -
Sociology and Organization Studies
978–0–19–953532–100-Adler-Prelims OUP352-Paul-Adler (Typeset by SPi, Delhi) i of xx September 30, 2008 13:55 the oxford handbook of SOCIOLOGY AND ORGANIZATION STUDIES classical foundations 978–0–19–953532–100-Adler-Prelims OUP352-Paul-Adler (Typeset by SPi, Delhi) ii of xx September 30, 2008 13:55 978–0–19–953532–100-Adler-Prelims OUP352-Paul-Adler (Typeset by SPi, Delhi) iii of xx September 30, 2008 13:55 the oxford handbook of ....................................................................................................................... SOCIOLOGY AND ORGANIZATION STUDIES classical foundations ....................................................................................................................... Edited by PAUL S. ADLER 1 978–0–19–953532–100-Adler-Prelims OUP352-Paul-Adler (Typeset by SPi, Delhi) iv of xx September 30, 2008 13:55 3 Great Clarendon Street, Oxford ox2 6dp Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries Published in the United States by Oxford University Press Inc., New York © Oxford University Press, 2009 Themoralrightsoftheauthorhavebeenasserted Database right Oxford University Press (maker) First published 2009 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organization. -
Participatory Research: an Annotated Bibliography Center for International Education
University of Massachusetts Amherst ScholarWorks@UMass Amherst Participatory Research & Practice Center for International Education 1991 Participatory Research: An Annotated Bibliography Center for International Education Peter Park David Kinsey Follow this and additional works at: https://scholarworks.umass.edu/ cie_participatoryresearchpractice Part of the Educational Assessment, Evaluation, and Research Commons Center for International Education; Park, Peter; and Kinsey, David, "Participatory Research: An Annotated Bibliography" (1991). Participatory Research & Practice. 5. Retrieved from https://scholarworks.umass.edu/cie_participatoryresearchpractice/5 This Article is brought to you for free and open access by the Center for International Education at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Participatory Research & Practice by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. Participatory Research: An Annotated Bibliography By Center for Community Education & Action & t"------~-- C enter for International Education 1991 Cover and inside graphics by Mansour Fakih Participatory Research: An Annotated Bibliography Compiled and Edited by Center for Community Education and Action, Inc. Northampton, MA Center for International Education University of Massachusetts Amherst, MA 1991 This bibliography has been printed with the assistance of the University Store's Textbook Annex at the University of Massachusetts, Amherst. Copyright 1991 by the Center for Community Education & Action, Inc., Northampton, MA and the Center for International Education, Amherst, MA. Acknowledgements This bibliography is an attempt to bring together references on participatory research for the purpose of sharing them with interested practitioners and scholars. It began as a project of the Center for Community Education and Action, Inc. (CCEA) to annotate and disseminate its resource materials. -
Student Development Theory
Student Development Theory Carolyn Farley Michael Walker Why is Student Development Theory Important? Justifies our profession and legitimatizes relevance of Student Affairs Professionals Helps us understand our audience; talk their language Helps us “meet students where they are” Teaches us how students rationalize, behave and develop as human beings Helps us understand opportunities and limits 2 SDT also… Helps us: understand where students are within a human development continuum (where they were and where they are going developmentally); understand how to address the “whole person” complement academics with co-curriculars; account for the development and needs of special populations Provides “description, explanation, prediction, and control” (DiCaprio, 1974, in Forney, Evans & Guido-DiBrito, 1998). Characteristics of Millennials Through their research, Howe and Strauss (2000) found that seven key characteristics define today’s 18-22 year old college students (as well as 23-25 year old graduate students). These traits include: Special - many from smaller families with fewer siblings to compete with, so received greater attention and increased security from mom and dad (known as “helicopter parents” due to their constant hovering around their children). Sheltered - more than previous generations, parents kept them closer to home with a focus on safety and connection to family, but also involved with many organized activities and sports. Confident - increased parental involvement and coaching/external adult involvement gave them lots of support and self-confidence. Student Affairs: Creating Experiences for Life Millennial Characteristics cont. Team-oriented - grew up among most diverse American population ever, and learned to be civil and less “me-oriented” than previous generations. -
Theories of Organized Criminal Behavior
LYMAMC02_0131730363.qxd 12/17/08 3:19 PM Page 59 2 THEORIES OF ORGANIZED CRIMINAL BEHAVIOR This chapter will enable you to: • Understand the fundamentals behind • Learn about social disorganization rational choice theory theories of crime • See how deterrence theory affects • Explain the enterprise theory crime and personal decisions to of organized crime commit crime • Learn how organized crime can be • Learn about theories of crime explained by organizational theory INTRODUCTION In 1993, Medellin cartel founder Pablo Escobar was gunned down by police on the rooftop of his hideout in Medellin, Colombia. At the time of his death, Escobar was thought to be worth an estimated $2 billion, which he purportedly earned during more than a decade of illicit cocaine trafficking. His wealth afforded him a luxurious mansion, expensive cars, and worldwide recognition as a cunning, calculating, and ruthless criminal mastermind. The rise of Escobar to power is like that of many other violent criminals before him. Indeed, as history has shown, major organized crime figures such as Meyer Lansky and Lucky Luciano, the El Rukinses, Jeff Fort, and Abimael Guzmán, leader of Peru’s notorious Shining Path, were all aggressive criminals who built large criminal enterprises during their lives. The existence of these criminals and many others like them poses many unanswered questions about the cause and development of criminal behavior. Why are some criminals but not others involved with organized crime? Is organ- ized crime a planned criminal phenomenon or a side effect of some other social problem, such as poverty or lack of education? As we seek answers to these questions, we are somewhat frustrated by the fact that little information is available to adequately explain the reasons for participating in organized crime.