This is a book about knowledge and how it is organized. The business school has captured ideas about organization, and reduced them to questions of formal structures, documented processes, logistics and operations. This book shows how the concept can be understood more generously by illuminating the fundamental importance of culture to our understanding of organization. Using the idea of a cabinet of curiosities, the author shows how we can learn a lot about authority from choirs of angels, (...) about secrecy from shipping containers, or work from art galleries. In disorganizing categories, forcing unusual conjunctions, the work opens itself to organization studies and studies of organizing, as well as cultural sociology, human geography, and social theory. Bringing together arguments developed over the last two decades, this book brings together and updates work that will provide a unique and valuable reference for students and scholars of management and organization around the world. (shrink)

Real change and real results for your school This book provides the practical tools and implementation guide to become a school that delivers. It fills the gap between intention and delivery. Every process in the book has been tested and refined across six countries. The book shares how to: blend research and practice to deliver results that matter in schools. develop a strong culture of leadership, trust and alignment. address the frustrations currently felt by teachers in a positive, (...) productive way. When a school community delivers together for their children, they feel the true joy of education. (shrink)

The Aesthetic Dimensions of Educational Administration and Leadership provides an aesthetic critique of educational administration and leadership. It demonstrates the importance of aesthetics on all aspects of the administrative and leadership world: the ways ideas and ideals are created, how their expression is conveyed, the impact they have on interpersonal relationships and the organizational environment that carries and reinforces them, and the moral boundaries or limits that can be established or exceeded. The book is divided into three sections. · Section (...) I examines various philosophical traditions in aesthetics as they inform administrative life, focussing on major modern traditions arising from Kant, romanticism and Nietzsche, Collingwood, the pragmatic school, and critical theory. · Section II explores four aesthetic sources for administrative critique - architecture, literature, film, and movement - as they serve both to understand the social construction of administration and leadership and provide a critique of values, roles, power and authority. · Section III examines more topical and applied problems of charisma, heroism, and authority in practice, concluding with a discussion of the aesthetic analysis of politics and power within the context of contemporary educational administration and leadership theory. While presenting a significant departure from conventional studies in the field, the international contributors reflect a continuity of thought on the creation, use and abuse of administrative and leadership authority from the writings of Plato through to contemporary theory. This book should appeal to school administrators and leaders and those aspiring to these roles. (shrink)

Presents the insights and attitudes elicited from 491 K-12 administrators designated as outstanding by those in leadership positions.

How do schools change? What do we know about the change process? Does the individual school have the capacity to change - and under what conditions? This book, based on research carried out at the Oslo-based international school improvement programme, IMTEC, poses, debates and answers all these questions. It promotes the Institutional Development Programme (IDP) - tested for over 15 years in several countries - which is a revolutionary change strategy for schools. Dalin examines thoroughly how it can (...) be adapted in creative ways, with insight, to the particular needs of the school context. (shrink)

Like any social science, management and organization sits astride two literary and epistemic disciplines; the empirical and the conceptual. I argue that emphasizing the former to the detriment of the latter, as is often the case in management and organization research, creates a conceptual blindness that compromises progress in the field. I show how adopting a more philosophically attuned methodology buttresses the conceptual tools of management and organization research via deduction, induction, normative grounding, and (...) overcoming the illusion of unanimity. (shrink)

South Africa has an education crisis, despite the fact that the government spends the biggest slice of its budget on education, more than any other African country. And yet the crisis persists. Jansen and Blank looked at South African schools that work, in spite of adverse conditions -- schools in poor communities, schools with overcrowded classrooms, schools in both rural and urban environments -- and have drawn out the practical strategies that make them successful. 19 short films (included on DVD) (...) let you visit these schools and understand in the words of their principals, teachers and learners what makes them succeed. Then take look at the 10 key strategies identified and see how to implement them in other schools to effect transformation. As we have come to expect from Jansen, there are no complicated theories, not difficult to implement solutions -- just lots of common sense! (shrink)

As a topic, organization design is poorly understood. While it is featured in most management books as a chapter dedicated to organizational structures, it is unclear whether organization design is a one-off event or an ongoing process. Thus, it has traditionally been understood to be the same as an organizational configuration, with neat lines of communication and distribution of responsibilities following pre-set typologies. Yet what can be said to constitute organizational structure in this first half of the (...) 21st century? The extraordinary growth of digital communications, the decreasing relevance of hierarchical bureaucracies, and the general demise of command-and-control have all but decimated the traditional notion of organizational structure. Organization design needs a theoretical revamping. Using a mix of design and social science theories and concepts, Rodrigo Magalhães outlines a new human-centric interpretation of design, design principles, and design culture. He puts forward a paradigm where the organization, for purposes of its design, is considered to be a social actor in a permanent state of transformation, with significant repercussions for social and economic life. He also proposes a model of 'leaderful organization design', distinguished as practice-based, guided by values of democratic participation, and driven by design logics which places meaning-making and meaning-taking at the center of organizational life and can be adopted and adapted to suit different environments. (shrink)

Doing Educational Administration is the final part in a three volume series by Evers and Lakomski presenting their perspective on educational administration. The first volume, Knowing Educational Administration , established the importance of epistemological issues in the international field of educational administration and suggested a new, post-positivist approach to research. The theoretical approach presented in the first volume was further examined in Exploring Educational Administration, where the authors' theories were considered in an applied context. In this, the third and final (...) volume, the authors conclude their presentation of their post-positivist theory by demonstrating how their account of knowledge and cognition shapes the content and structure of administrative practice. Built around a set of basic issues in the practice of educational administration where the role of condition is of primary importance, Evers and Lakomski produce a comprehensive and persuasive applied theory of administrative practice. (shrink)

The teaching profession -- The purpose of schools -- Trends in education -- Philosophical foundations of education -- International influences on the foundations of education -- Historical foundations of American education -- Legal and ethical issues in education -- Social issues in education -- The administration and governance of schools -- School funding -- Teachers in the schools -- The school curriculum -- Effective instructional strategies -- Managing the classroom environment -- Schools and their environment -- Education in (...) other countries. (shrink)

Managing Complexity in Healthcare introduces the ComEntEth (Complex Entropic Ethical) model as an integrated bio-medical and philosophical approach to understanding how people get things done in healthcare. Drawing on the complexity sciences, studies of entropy in living organisms, and the ethics of Emmanuel Levinas, healthcare is theorised as energetic relational exchanges between people as entropic and ethical entities that unfold around a central attractor: Reduction in elevated entropy or suffering in patients. Living entities are engaged in a continuous struggle against (...) the tendency to produce entropy. From the cellular to the collective of human endeavours, the tendency of complex systems is to disorder and decay. Yet in the micro-activity of healthcare enterprise, people resist this tendency by expending energy to create order and sustain life. Making sense of how this miraculous work is made possible is the foundation of this book. Through practical examples - from analysis of practitioner burnout, rural and remote healthcare, the functioning of emergency departments, to government, social and institutional responses to the COVID-19 pandemic -this new integral philosophy provides practitioners, managers, policy designers, and scholars an effective way to understand the dynamics of daily processes and practices that link the micro of everyday interactions with the macro-trends of healthcare. (shrink)

Part 1. Some problems of organization theory and the potential of process organization theory -- Why assumptions in organization theory do not work for explaining organizing in a world on the move -- Assumptions for organizing in a world on the move -- Part 2. Toward a process theory of organization -- Temporality and process -- Organization, meaning structures, and time -- Articulatory models and agency -- Part 3. Process theory and selected aspects of (...) class='Hi'>organization management -- Process theory, organizational continuity, and change -- Managing and leading in time -- Organizational culture, identity, and institutions -- Some thoughts on studying process -- A plea for mystery. (shrink)

This groundbreaking work was the first to propose an inquiry into the forms, dynamics, and constructs of educational policy. This fine book remains the only treatment of educational policy incorporating an account of the differences between various kinds of educational goods. Professor Green explored the nature of policy and prospects for the future, and it is a rare treat that we can now (more than fifteen years later) revisit the text to discover his uncanny accuracy.

We need to reflect upon the historical origins of organizing that extend far further than people usually think. This reflection must be critical and open to alternative histories and explanations. Origins of Organizing does just that. This book offers fascinating insights not only for those interested in organization and management history or critically oriented management and organizational studies, but for anyone engaged with organization theory or management practice, seeking for a deeper understanding of what organizing (...) is all about. This is because the book is compiled and written in a reflexive manner that does not offer one truth but a number of perspectives that help to enrich our understanding of organizing and its various origins.'"-- Eero Vaara, Aalto University School of Business, Finland. (shrink)

Paul A. Vatter, Lawrence E. Fouraker Professor of Business Administration, Harvard University, writing of Global Disasters: Inquiries into Management Ethics, ‘In my view one of the most important things that can be done to improve ethics in management is, through cases, to sensitize managers to ethical issues in situations in which they did not perceive themselves as being involved. His well-documented and detailed cases stimulate great interest. His diagnosis of the process through which ethical behavior could have prevented (...) each disaster is provocative and sensitising.’ -/- A. L. Minkes, Fellow, Royal Society of Arts, Emeritus Professor of Business Organization, University of Birmingham, in writing of Global Disasters: Inquiries into Management Ethics, ‘Dr. Allinson has very substantially enlarged the whole nature of the discussion of crisis, disaster and safety. The powerful and highly apposite phrase that he has coined, ‘The Buck Stops Here and It Stops Everywhere Else As Well’, illustrates the significant contribution of his philosophical analyses to a wide range of applied managerial problems in organizations. -/- S. Prakash Sethi, Director, Center for Management Development and Organization Research, Baruch College, City University of New York, writing of Global Disasters: Inquiries into Management Ethics, ‘Global Disasters is a thought-provoking book and provides excellent insights into how management systems can be built that would prevent hitherto “unpreventable” disasters. Professor Allinson makes a convincing argument and an intriguing suggestion that, notwithstanding commonly held beliefs, most industrial crises are preventable through sound management structures and decision-making processes only when they are rooted in ethical values and beliefs on the part of top management.’ This book, by a professor of philosophy at Soka University of America, former professor of philosophy at The Chinese University of Hong Kong and former Visiting Fellow of Business Ethics at the University of Oxford argues that major disasters can be prevented. He shows how corporate management must accept its moral responsibility to create a corporate ethos that recognizes the basic principle that people matter most. (shrink)

An affirmative post-structural philosophy of organization inspired by Arnold Gehlen's philosophical anthropology, Michel Foucault's history of medicine and Gille Deleuze's early philosophical works. This book offers a deep and detailed analysis of the problems faced and their solutions.

For academics and students, Education Management in Managerialist Times offers a critical guide to existing educational management texts and makes a strong case for redefining educational management along more socially and politically informed lines. The book also offers practitioners alternative management strategies intended to contest, rather than support, managerialism, while being realistic about the context within which those who lead and manage schools currently have to work.

Being able to effectively respond in the event a crisis is relevant to an organization''s survival. Whether or not an organization is prepared for a potential crisis depends upon senior officials, and other personnel operating within the company. Corporations with established crisis management teams are able to communicate and effectively respond in the event of a crisis. The purpose of this paper is to suggest effective crisis management depends upon several team-related factors that may influence an (...) organization''s response and its ethical responsibility. First, the term crisis is defined, followed by an overview of the differences between crisis communication and crisis management. Second, a review of relevant literature regarding teams and effectiveness is examined. Third, several propositions regarding team effectiveness and crisis management are provided. Finally, ethical concerns in regards to the crisis team and the corporation are reviewed. (shrink)

In Cosmopolitan Business Ethics: Towards a Global Philosophy of Management, Jacob Dahl Rendtorff maps the concept of global business ethics, related to sustainability and corporate governance, via an examination of the major theories of business ethics and the philosophy of management. The book is based on the philosophy of Immanuel Kant and the European tradition, which is applied as the foundation for the analysis of the contemporary European and Anglo-American debate on business ethics in order to formulate an (...) up-to-date theory of global business ethics. The book will compare the different schools of business ethics, corporate citizenship and the philosophy of management and will address the modern-day issues of sustainability, business and human rights, corporate social responsibility, stakeholder management and corporate governance, offering insights on how to deal with these international challenges of global economics, the development and protection of human rights and the environment. This book proposes a decision-making model for Cosmopolitan business ethics as the foundation of management and leadership in dealing with the complexities of globalization. The case-studies will address the efforts of businesses to work with global and cosmopolitan business ethics at the levels of maintaining corporate integrity. Both the theoretical argument and case-studies presented in the book are supplemented with interviews with notable business ethicists, philosophers of management, business managers and public policy-makers. (shrink)

The purpose of this edited book is to provide new insight into the understanding of ethics as they relate to organization practice and managerial behavior in todays economy. It provides an overview and critique of ethics as it relates to key contemporary challenges and issues for organizations these include globalization, sustainability, consumerism, neo-liberalism, corporate collapses, leadership and corporate regulation. The book is organized around the core question: What are the ethics of organizing in todays institutional environment and what does (...) this mean for the practice of management and the organization of business? In responding to this question, the contributors examine ethics as it is deeply embedded in the everyday practice of management. Interdisciplinary contributions from sociology, philosophy, management, organization studies, and public administration provide unique perspectives, while case studies and examples drawn from practice illustrate the challenges and dilemmas faced in practice. Each chapter has a brief overview and introduction written by the editors which summarize the main points of each chapter in terms of their contributions to the overall aims of the book as well as drawing connections between the different chapters. (shrink)

Philosophical importance of the problems of the theory and practice of management is due to their role for society and each individual. Philosophy analyzes axiological, epistemic and methodological foundations of human activity in management processes. It forms a system of generalizing statements about the subject matter and methods of management, the place of management among other sciences and in the overall system of scientific knowledge, its cognitive and social role in the modern world. Management theory (...) has been formed on the basis of knowledge which is both empirical and derived from achievements ofother specific sciences. We can also talk about a certain isomorphism between the methodological foundations of management theory and modern science. Management theory today includes the systemic approach, recognition of indeterminacy as an inherent attribute of managerial decisions, orientation towards studying the processes of communication, self-organization and adaptation to external environment. Management systems always include the person whose behavior is determined by values, needs, world outlook, will, and other personal characteristics. Management as a social phenomenon should be studiedwithin the context of national culture, traditions and mentality. (shrink)

The importance of professional and/or practical ethics cannot be overstated in most occupations, especially in light of our contemporary, interconnected world. Within formal education, the management paradigm is shifting as a result of a continuing refocus on the moral and ethical dimensions of working and leading in schools. Although professional norms and personal qualities of the educator can be powerful in directing and informing work-related judgment and behavior, this book puts forth and expands upon the viability of a professional (...) ethic for education and educational administration and leadership in particular. The expansion of such an ethic for education has been underway, but in its current state could be viewed as underdeveloped or commonly misunderstood as obvious and simplistic. In this book, such an ethic for educational administration is presented, developed, and interrogated. This critical reader makes a strong argument for the legitimacy of a professional ethic for the field of education by drawing together a diverse collection of literature that explores, critically examines, and further develops a practical ethical paradigm for the field. (shrink)

The Art of War application to education is about solving problems to improve student and school success. The Art of War describes the significance of a leader and his knowledge and prudent application of the strategies. At the core of theses strategies is the non-negotiable moral purpose of the leader to be reinforced by other fine qualities as wisdom, commitment, discipline, and courage.

This article explores the influence that an organisation's corporate values have on employees' behaviour and values both within and outside the work environment. In particular, it focuses on the impact of these values on the personal buying behaviour of employees. The empirical research was undertaken within a case study organisation that produces wine in Spain and involved interviews with senior management, an analysis of company documentation, as well as group discussions with employees supported by an employee survey. The article (...) argues that an organisation's corporate values influence not only its employees' behaviour within the work environment, but also impacts on their global values system outside of the work environment. In particular, this was evident within the employees' buying behaviour practices in relation to supplier loyalty and environmental concern. This has implications for business ethics as an organisation's value system may go beyond the purely business context. Organisations need to be aware of their impact on employees' behaviour outside of the work environment; this is particularly the case for multinational companies working across many cultures. (shrink)

Stakeholder management devices (SMDs) are the mechanisms through which organizations respond to stakeholder concerns. Given that SMDs serve as organizational control systems for employees and managers, this research investigates the internal rather than the external effects of a firm's SMDs. Unlike most previous research, I examined the effects of these formal structures, processes, and procedures in the aggregate, rather than focusing attention on a single type of device. The study investigates the effects of a firm's stakeholder management devices, (...) in the aggregate, on three factors that influence individual behavior in organizations: expectations, attitudes, and perceived organizational climates. Respondents were managers in 112 for-profit businesses located throughout the United States. Results suggest that a firm's stakeholder management devices affect the perceived moral climates in the firm, and affect managers' expectations about the consequences of good corporate social performance, but do not affect organization members' attitudes about corporate social responsibility. (shrink)

Previous studies investigating reports of corporate or individual wrongdoing have failed to examine the effects of an organization's structure upon the decision to blow the whistle. This paper suggests that an organization's structure may perform a significant role in the decision to report versus not report an observed wrongdoing. Five organizational structures (that is, centralized, matrix, horizontal, hybrid, and divisional) were examined in regards to their effectiveness in encouraging or discouraging observers of unethical conduct channels for reporting such (...) behavior. Discussion and implications are provided. (shrink)