课程大纲与结构
本博士階段課程的教學目的在於使學生熟悉當代組織理論的主要基本概念，相关争议问题與其發展过程。本課程在研究過程中涵蓋了諸多領域：主要涉及社會學，且在經濟學，心理學，人類學以及政治學方面也有所涉猎。課程專注於研究組織閒的發展過程，同時对组织机构须面对的相关經濟，制度，以及文化背景等问题也有所提及。
此课程是对一项廣泛的多層面研究的介绍。由於時間有限，本課程將只對一些重要課題稍作展开，而完全忽略其他相关问题。這樣的課程設計与其说象一本百科全書，不如说它更像一張地圖。同样，由于我們將更關注理論方面的内容，方法论问题將只被作爲背景介紹。案例材料將被用於解釋特定觀點如何产生特定认知，进而解答特定問題。大量的基于定量與定性分析的討論將被安排在講座上，例如：15.347，15.348。
本課程分爲四個部分。第一部分（1—3課）將討論組織與組織理論在歷史上及在當代的重大發展。第二部分（4—7課）集中闡述了在过去十年中占主导地位的一些理论框架，上到結構性的權變理論，下到組織生態學理论。第三部分（8—9課）將研究在當代組織理論中较少涉及的相关组织生命周期的两个问题：科技的应用與職業動力學。第四部分（10—11課）为學生的课堂陈述，阐述他們对學期论文的见解（詳見以下学分評估與學期论文部分）。
評估
課堂參與
注：評估要素參照哥倫比亞大學教授Heather Haveman于2000春季授课的〈組織理論学〉相关課程提綱中的〈課程文化與教學〉單元。
此部分占学分評定的20%：本課程采用研討会形式，因此學生的合作與積極的參與對於創造一個良好的學習環境非常重要。課堂上，學生應針對各課題準備以下問題：
學習是一項集体的活動，每個人都能受益于熱烈又有建設性的討論。
每週的简要读书笔记
注：評估要素參照斯坦福大學教授Walter Powell于2000秋季授课的〈組織理論研討〉相关課程提綱中的〈課程要求〉單元。
此部分占学分評定的40%。根据要求，學生需根據每周的閲讀任务撰寫相关简明读书笔记（但第一篇笔记除外，这篇笔记应主要根据第一周及第二周的阅读任务进行撰写，并于第二周开始前的前一天交上）。笔记長度不超過700字；超過字數限制的笔记將被退回修改。文章可采用各種格式，但必須涵蓋以下内容：
笔记须於每星期課前的星期日中午前以電郵方式交給教授，请在電郵正文及附件部分同时附上笔记内容。
學期论文
此部分占学分評定的40%。學生必須就課程中涉及的至少一個理论框架或論題攒寫一篇論文。文章長度不超過6，000字，包括參考目錄，圖像，表格及備註。超過字數限制的论文將被退回修改。論文形式可采用任何形式，包括：
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根据課堂中讨论过的任一理论框架及課題所做的文字評論
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涵盖兩個或以上理论框架及論題的学术文章；
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研究設計的核心部分（為第二年的論文、论文设计等所準備）；
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有关研究新素材或重新诠释现有数据的一篇实证分析文章。
遵循以下的幾個步驟，将会有助于研究及写作任务的完成：
注：每週的简单读书笔记與學期論文需遵循美國心理學協會出版物守則
美國心理學協會出版，美國心理學協會出版物守則，第4期，華盛頓，美國心理學協會，1994. ISBN: 1557982414
简言之，学分評估模式规定如下：
| 課堂參與 |
20% |
| 每週读书笔记 |
40% |
| 學期論文 |
40% |
Course Objectives and Organization
The goal of this doctoral course is to familiarize students with major conceptual frameworks, debates, and developments in contemporary organization theory. This is an inter-disciplinary domain of inquiry drawing primarily from sociology, and secondarily from economics, psychology, anthropology, and political science. The course focuses on inter-organizational processes, and also addresses the economic, institutional and cultural contexts that organizations must face.
This is an introduction to a vast and multifaceted domain of inquiry. Due to time limitations, this course will touch lightly on many important topics, and neglect others entirely; its design resembles more a map than an encyclopedia. Also, given the focus on theoretical matters, methodological issues will move to the background. Empirical material will be used to illustrate how knowledge is produced from a particular standpoint and trying to answer particular questions, leaving the bulk of the discussion on quantitative and qualitative procedures to seminars such as 15.347, 15.348, and the like.
The course is structured in four parts. The first one (classes 1-3) looks at some broad historical and contemporary developments in both organizations and organization theory. The second part (classes 4-7) concentrates on the conceptual frameworks dominant during the last decades, from structural contingency theory to organizational ecology. The third section (classes 8 and 9) examines two issues of organizational life that have been relatively under-explored in contemporary organizational theory: the use of technology and the dynamics of professional work. The fourth part (classes 10 and 11) will be devoted to students' presentations of their ideas for their term paper projects (see Evaluation, Term paper below).
Evaluation
Class Participation
Note: This element of the evaluation draws from the section on “Course Culture and Pedagogy” in the syllabus of the class “Organization Theory” taught by Professor Heather Haveman at Columbia University in Spring 2000.
20% of the grade. This course is organized as a seminar; thus your co-operation and willingness to participate actively are critical for creating the best learning environment. Come to class prepared to answer the following questions regarding each of the readings:
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What is the basic argument, and what are its strengths and weaknesses?
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If you disagree with the argument, what would it take to convince you?
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Under what circumstances and for what kinds of organizations is the argument meant to apply?
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What changes would be necessary to extend the argument to other empirical domains?
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What are the similarities and differences between this argument and others put forward by readings in the same and in previous weeks? and
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What, if any, alternative explanations could account for the empirical material?
Learning is a collective enterprise, so everybody will benefit from an engaged, intense, and constructive conversation.
Brief Weekly Memos
Note: This element of the evaluation draws from the section on “Course Requirements” in the syllabus of the class “Seminar in Organization Theory” taught by Professor Walter Powell at Stanford University in Fall 2000.
40% of the grade. You will be asked to write concise memos relating to the reading for each week (except for the first memo, due one day before week 2, which should discuss readings for weeks 1 and 2). Maximum length of the memos is 700 words; memos exceeding this word limit will be returned for revision. Different formats could be used, but it is useful to include items such as:
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Ideas and arguments found stimulating,
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Questions, concerns and disagreements with the main claims of each text, and
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Connections, similarities and differences among the various texts.
Memos will be due by noon on the Sunday prior to each class. Send them to me via email as both part of the body of the message and as an attachment.
Term Paper
40% of the grade. You will be asked to write a paper discussing at least one of the frameworks or issues addressed during the course. The maximum length of the paper is 6,000 words, including references, figures, tables and notes. Papers exceeding this word limit will be returned for revision. The paper can take any number of formats, including:
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A literature review of any of the frameworks or issues discussed in the course,
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A theoretical piece linking two or more of the frameworks and issues,
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The conceptual part of a research design (for the second-year paper, dissertation proposal, etc.), and
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An empirical piece examining new material or re-interpreting already collected data.
To help you in the research and writing for this assignment, it will be structured in the following steps:
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Before lecture 6: Meet with me to discuss possible topics.
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Lecture 9: A 2-page outline of the paper is due (send it via email to me as both part of the body of the message and as an attachment).
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One week after lecture 11: The final paper is due at noon (leave a hard copy in my mailbox, and send me an electronic copy via email attachment).
Note: The weekly memos and the term paper should be prepared in accordance with the Publication Manual of the American Psychological Association:
American Psychological Association Staff. Publication Manual of the American Psychological Association. 4th ed. Washington, DC: American Psychological Association, 1994. ISBN: 1557982414.
In a nutshell, evaluation for the course would be as follows:
| Class Participation |
20% |
| Weekly Memos |
40% |
| Term Paper |
40% |
