Course Overview
The course explores the foundations of organizational theorizing, philosophizing, and practice.
One of the key texts for the course is an anthology of ‘classic' organizational writings by Shafritz
et al. that will help frame and contextualize our more or less Hatch's postmodern approach to
understanding organization theory. The text by Hatch explores organization theory from
modernist, symbolic, and postmodern perspectives. The symbolic and postmodern perspectives
are theoretical perspectives acting on and responding to modernist practices that have become
increasingly institutionalized over the past 200 years. These relationships and the theories and
practices that arise from this confluence of perspectives will be the core focus of the course.
Other voices will explore various aspects of this basic framework. Shirky's book is a current
analysis of how social tools are changing the very basis for organizing. How organizations adapt
to these changes remains to be seen.
The work by Etienne Wenger on Communities of Practice is an attempt to develop a model of
the organization or community that reflects the symbolic interactionist perspective as it tries to
map behavior and practice with meaning and identity. Building off modernist perspectives this
work explores, through an ethnography of a claims processing unit in a large insurance company,
the intersection of the structures and rules of existing institutions with the always alive and
changing nature of people working, thinking, and making meaning.
Other readings will be provided that touch on and extend the discussion of the postmodern
perspective. Underlying all of these perspectives is an orientation toward holism, the biological
basis of mental processes, and a social constructionist perspective toward knowledge and
identity. Be prepared for discussion, dialogue, and engagement.
The purpose of this core DPLS course is to help chart both a practical and theoretical mapping of
organizational thinking as it relates to the personal and global dimensions of leadership. This
relationship is continuous and philosophically rigorous in that the interdisciplinary approaches
binding our physical, social/linguistic, and transcendent levels of inquiry.
Course Structure
This course is composed of reading, writing, discussion, lecture, and group activities. We will
acquaint ourselves in small working groups during the first meeting that will remain intact
throughout the course. These groups will serve multiple functions. Among them are:Content & process support - group participants will have an opportunity to discuss readings,
writing, and presentation assignments.
Writing and editing - Please review the DPLS course paper rubric (see Blackboard under
Assignments) and use as the context for this joint editing process. It is recognized that underlying
good writing is both clarity of thought and an adequate grasp of concepts and frameworks. These
forums used in conjunction with my own critique of student work will assist in the development
of sound scholarship. This will be a particularly important part of your essay assignment.
Please use 1 inch margins, 12 point Times-New-Roman font in APA-6 format for all your papers
and essays. Please visit DPLS website to obtain course paper template, writing instructions, and
on how to write scholarly paper?:
http://www.gonzaga.edu/Academics/Colleges-and-Schools/School-of-ProfessionalStudies/Degrees-Programs/PhD-Studies/Current-Students/CSW_Section/Templates.asp
You have the option to e-mail your course papers to the DPLS Center for Scholarly Writing
(CSW), cswhelp@gmail.com for editing before you submit your papers.
Pre-class and capstone papers are to be emailed to me, fu@gonzaga.edu on or before the
assigned due dates.
Peer-review Process - Please post your essays on the Blackboard's Discussion area for peer
review. This process mimics a peer-review journal process. Prior to posting on the Blackboard
completed essays, each person's essay can be read and edited by their peers in a structured
editing activity. After posting, the peer-review process begins. Page limit will be observed
(essays exceeding the limit will be considered as being rejected from entering the review
process). Each person's essay will be reviewed for content, writing style, and format by his or her
peer group. The essay and the peer reviews will be further critiqued by the whole class.
Project and classroom activity work - One of our first activities will be for groups to develop an
agreement about group process and individual responsibilities. Other group activities will be
developed.
Most 4-hour meetings will open with an overview of the readings. Small group discussions of
course notes and readings will then follow. We will generally take a 20-30 minute break.
Following the break we will work on projects, conduct full group debriefs, continue discussion,
or review readings.
I will share my interpretations to stimulate discussion and/or communicate concepts and ideas to
frame dialogue when we meet. I also hope to inspire students to interpret and analyze the
readings from their own perspectives.
The intentions & aims for the course:
1. To develop an understanding of self-leadership as a bridge to practical strategies for
living, leading, and working in organizations.
2. To absorb and reflect on the possibilities of current innovations in social tools - peer to
peer networking and a general decline in the cost of organizing (transaction costs).3. To develop a working knowledge of the history & concepts of organization theory as it
relates to leadership studies.
4. To understand both conceptually and historically the role of modernist theories of
organizations & groups.
5. To understand both conceptually, personally, and historically the role of symbolic,
interactionist, and social theories of organizations & groups.
6. To survey, discuss, and develop an understanding of postmodern interpretations of
organization theory as well as issues of power and diversity in organizations.
7. To connect a leadership theory of transformation to organization theory and the
possibility of transformative change in both private and public organizations and
institutions.
Expectations, Assignments, & Grading
1. Please read all assignments and my course notes posted on Blackboard. These notes are
meant to be an initial factor in the reading triangulation strategy that involves the
author(s) work, your interpretation of that work, my interpretation, and finally our
collective interpretation. This process is much more effective when all participants
commit to doing the reading. Some group activities will be structured around these notes.
2. Participants will be expected to attend all sessions. If you miss a meeting please inform
me via email or phone prior to the missed meeting. Missing more than two meetings will
result in an incomplete and require either taking the course again or auditing it at some
future time. (Participation - 10% of grade)
3. Participants will be expected to complete a pre-course writing assignment on Shirky's
book Here Comes Everybody. Specific guidelines are on Blackboard under Course
Assignments (10% of grade)
4. Participants will write two 3-page essays (excluding cover page and reference page) on
selected chapters from the text: Classics of Organization Theory (see Blackboard under
Course Assignments) (20% of grade).
5. Participants will present in teams of 2 or 3 persons in an 1-hour presentation synthesizing
and/or facilitating a discussion on the selected book chapters from: Classics of
organization theory, comparing them to leadership in current context. The instructions
will be posted on Blackboard at the first meeting. (10% of grade)
6. Write a capstone paper synthesizing the readings and discussions central to Organization
Theory. This will be a 10-page paper (excluding title page, abstract, table of content, and
references). You can exercise wide latitude and judgment in writing the paper but it must
be grounded in one or more of the three broad perspectives of the course (Modernist,
Symbolic, and Postmodern). Your paper should include references citing course materials
but also should include references and sources not found in the assigned course materials.
See Blackboard under Course Assignments for more details. (50% of grade).
Expectations and Assessment
Assessment of doctoral work in leadership studies is challenging. Interdisciplinary work dealing
with complex and sometimes contested theories and concepts requires (from my perspective) a
tolerance for uncertainty, ambiguity, and contingency. I am also struck by the need for a high
degree of self-directed behavior on the part of doctoral students and candidates. I would like my
teaching style, assessment policy, and rubrics to support and facilitate self-direction.However, behind my questions about assessment and uncertainty in evaluating anyone in an
absolute manner there does reside (in my view) a set of skills that serve to hold and shape work
with language in a complex world. I believe we need a grammar, syntax, and semantics of
clarity, coherence, depth, and breadth. My assumption at the beginning of the term is that all of
the students taking this course possess the requisite skills, talents, and propensities needed to be
clear, cogent, and complete. I admit that the standards I refer to are objectively stated and
subjectively enacted. My assessment will be based on the quality and content of expressed
thought as exhibited in both written assignments and presentations and participation.
Grading Criteria for Written Work (adapted from the DPLS Academic papers
rubric)
Content Criteria
The content of papers should reflect the level and style of content in readings and discussions.
There is an expectation that doctoral students will reach outside of their comfort zone in terms of
appropriation of ideas, concepts, and frameworks. The substance of papers and other writings
Course Overview
The course explores the foundations of organizational theorizing, philosophizing, and practice.
One of the key texts for the course is an anthology of ‘classic' organizational writings by Shafritz
et al. that will help frame and contextualize our more or less Hatch's postmodern approach to
understanding organization theory. The text by Hatch explores organization theory from
modernist, symbolic, and postmodern perspectives. The symbolic and postmodern perspectives
are theoretical perspectives acting on and responding to modernist practices that have become
increasingly institutionalized over the past 200 years. These relationships and the theories and
practices that arise from this confluence of perspectives will be the core focus of the course.
Other voices will explore various aspects of this basic framework. Shirky's book is a current
analysis of how social tools are changing the very basis for organizing. How organizations adapt
to these changes remains to be seen.
The work by Etienne Wenger on Communities of Practice is an attempt to develop a model of
the organization or community that reflects the symbolic interactionist perspective as it tries to
map behavior and practice with meaning and identity. Building off modernist perspectives this
work explores, through an ethnography of a claims processing unit in a large insurance company,
the intersection of the structures and rules of existing institutions with the always alive and
changing nature of people working, thinking, and making meaning.
Other readings will be provided that touch on and extend the discussion of the postmodern
perspective. Underlying all of these perspectives is an orientation toward holism, the biological
basis of mental processes, and a social constructionist perspective toward knowledge and
identity. Be prepared for discussion, dialogue, and engagement.
The purpose of this core DPLS course is to help chart both a practical and theoretical mapping of
organizational thinking as it relates to the personal and global dimensions of leadership. This
relationship is continuous and philosophically rigorous in that the interdisciplinary approaches
binding our physical, social/linguistic, and transcendent levels of inquiry.
Course Structure
This course is composed of reading, writing, discussion, lecture, and group activities. We will
acquaint ourselves in small working groups during the first meeting that will remain intact
throughout the course. These groups will serve multiple functions. Among them are:Content & process support - group participants will have an opportunity to discuss readings,
writing, and presentation assignments.
Writing and editing - Please review the DPLS course paper rubric (see Blackboard under
Assignments) and use as the context for this joint editing process. It is recognized that underlying
good writing is both clarity of thought and an adequate grasp of concepts and frameworks. These
forums used in conjunction with my own critique of student work will assist in the development
of sound scholarship. This will be a particularly important part of your essay assignment.
Please use 1 inch margins, 12 point Times-New-Roman font in APA-6 format for all your papers
and essays. Please visit DPLS website to obtain course paper template, writing instructions, and
on how to write scholarly paper?:
http://www.gonzaga.edu/Academics/Colleges-and-Schools/School-of-ProfessionalStudies/Degrees-Programs/PhD-Studies/Current-Students/CSW_Section/Templates.asp
You have the option to e-mail your course papers to the DPLS Center for Scholarly Writing
(CSW), cswhelp@gmail.com for editing before you submit your papers.
Pre-class and capstone papers are to be emailed to me, fu@gonzaga.edu on or before the
assigned due dates.
Peer-review Process - Please post your essays on the Blackboard's Discussion area for peer
review. This process mimics a peer-review journal process. Prior to posting on the Blackboard
completed essays, each person's essay can be read and edited by their peers in a structured
editing activity. After posting, the peer-review process begins. Page limit will be observed
(essays exceeding the limit will be considered as being rejected from entering the review
process). Each person's essay will be reviewed for content, writing style, and format by his or her
peer group. The essay and the peer reviews will be further critiqued by the whole class.
Project and classroom activity work - One of our first activities will be for groups to develop an
agreement about group process and individual responsibilities. Other group activities will be
developed.
Most 4-hour meetings will open with an overview of the readings. Small group discussions of
course notes and readings will then follow. We will generally take a 20-30 minute break.
Following the break we will work on projects, conduct full group debriefs, continue discussion,
or review readings.
I will share my interpretations to stimulate discussion and/or communicate concepts and ideas to
frame dialogue when we meet. I also hope to inspire students to interpret and analyze the
readings from their own perspectives.
The intentions & aims for the course:
1. To develop an understanding of self-leadership as a bridge to practical strategies for
living, leading, and working in organizations.
2. To absorb and reflect on the possibilities of current innovations in social tools - peer to
peer networking and a general decline in the cost of organizing (transaction costs).3. To develop a working knowledge of the history & concepts of organization theory as it
relates to leadership studies.
4. To understand both conceptually and historically the role of modernist theories of
organizations & groups.
5. To understand both conceptually, personally, and historically the role of symbolic,
interactionist, and social theories of organizations & groups.
6. To survey, discuss, and develop an understanding of postmodern interpretations of
organization theory as well as issues of power and diversity in organizations.
7. To connect a leadership theory of transformation to organization theory and the
possibility of transformative change in both private and public organizations and
institutions.
Expectations, Assignments, & Grading
1. Please read all assignments and my course notes posted on Blackboard. These notes are
meant to be an initial factor in the reading triangulation strategy that involves the
author(s) work, your interpretation of that work, my interpretation, and finally our
collective interpretation. This process is much more effective when all participants
commit to doing the reading. Some group activities will be structured around these notes.
2. Participants will be expected to attend all sessions. If you miss a meeting please inform
me via email or phone prior to the missed meeting. Missing more than two meetings will
result in an incomplete and require either taking the course again or auditing it at some
future time. (Participation - 10% of grade)
3. Participants will be expected to complete a pre-course writing assignment on Shirky's
book Here Comes Everybody. Specific guidelines are on Blackboard under Course
Assignments (10% of grade)
4. Participants will write two 3-page essays (excluding cover page and reference page) on
selected chapters from the text: Classics of Organization Theory (see Blackboard under
Course Assignments) (20% of grade).
5. Participants will present in teams of 2 or 3 persons in an 1-hour presentation synthesizing
and/or facilitating a discussion on the selected book chapters from: Classics of
organization theory, comparing them to leadership in current context. The instructions
will be posted on Blackboard at the first meeting. (10% of grade)
6. Write a capstone paper synthesizing the readings and discussions central to Organization
Theory. This will be a 10-page paper (excluding title page, abstract, table of content, and
references). You can exercise wide latitude and judgment in writing the paper but it must
be grounded in one or more of the three broad perspectives of the course (Modernist,
Symbolic, and Postmodern). Your paper should include references citing course materials
but also should include references and sources not found in the assigned course materials.
See Blackboard under Course Assignments for more details. (50% of grade).
Expectations and Assessment
Assessment of doctoral work in leadership studies is challenging. Interdisciplinary work dealing
with complex and sometimes contested theories and concepts requires (from my perspective) a
tolerance for uncertainty, ambiguity, and contingency. I am also struck by the need for a high
degree of self-directed behavior on the part of doctoral students and candidates. I would like my
teaching style, assessment policy, and rubrics to support and facilitate self-direction.However, behind my questions about assessment and uncertainty in evaluating anyone in an
absolute manner there does reside (in my view) a set of skills that serve to hold and shape work
with language in a complex world. I believe we need a grammar, syntax, and semantics of
clarity, coherence, depth, and breadth. My assumption at the beginning of the term is that all of
the students taking this course possess the requisite skills, talents, and propensities needed to be
clear, cogent, and complete. I admit that the standards I refer to are objectively stated and
subjectively enacted. My assessment will be based on the quality and content of expressed
thought as exhibited in both written assignments and presentations and participation.
Grading Criteria for Written Work (adapted from the DPLS Academic papers
rubric)
Content Criteria
The content of papers should reflect the level and style of content in readings and discussions.
There is an expectation that doctoral students will reach outside of their comfort zone in terms of
appropriation of ideas, concepts, and frameworks. The substance of papers and other writings
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