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In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 20, Heft 1, S. 11-22
ISSN: 1552-6658
Organizational culture courses are popular yet are taught in a variety of ways. This article explores six basic considerations (three philosophical and three pedagogical) that shape organizational culture instruction.
In: Administrative science quarterly: ASQ ; dedicated to advancing the understanding of administration through empirical investigation and theoretical analysis, Band 41, Heft 3, S. 532
ISSN: 0001-8392
In: Quarterly journal of ideology: QJI ; a critique of the conventional wisdom, Band 18, Heft 3-4, S. 31-48
ISSN: 0738-9752
In: International journal of public administration, Band 17, Heft 3-4, S. 659-674
ISSN: 1532-4265
In: Journal of managerial psychology, Band 5, Heft 4, S. 19-26
ISSN: 1758-7778
As organisational culture has become recognised as a significant
phenomenon for understanding both managerial and organisational dynamics
and development, two requirements have risen. On the one hand, we need a
conceptual framework for comprehending culture and, on the other hand,
we need methodologies for making culture visible. This article offers
both – initially describing what is becoming a major conceptual
framework for culture work, and then outlining a workshop methodology
for making culture visible. An extended case illustrates both the
framework and one form of culture‐surfacing methodology.
In: Administrative science quarterly: ASQ ; dedicated to advancing the understanding of administration through empirical investigation and theoretical analysis, Band 33, Heft 4, S. 651
ISSN: 0001-8392
In: Administrative science quarterly: ASQ ; dedicated to advancing the understanding of administration through empirical investigation and theoretical analysis, Band 26, Heft 4, S. 646-649
ISSN: 0001-8392
In: Exchange: The Organizational Behavior Teaching Journal, Band 5, Heft 4, S. 5-5
In: Exchange: The Organizational Behavior Teaching Journal, Band 5, Heft 4, S. 52-54
In: Exchange: The Organizational Behavior Teaching Journal, Band 5, Heft 2, S. 21-24
In: Public administration review: PAR, Band 35, Heft 5, S. 472
ISSN: 1540-6210
In: American behavioral scientist: ABS, Band 9, Heft 6, S. 11-14
ISSN: 1552-3381
Mr. Lundberg, a Lecturer in Organization Theory and Behavior at Cornell University's Graduate School of Business and Public Administration, delineates the problems of roles in the conversion of scientific resources to pragmatic use in the social sciences.
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 29, Heft 2, S. 268-283
ISSN: 1552-6658
Teaching notes, sometimes called an instructor's manual, are routinely required to accompany written teaching cases that are submitted to case journals and case writing conferences. Although the content and organization of these notes have become fairly standardized, the literature on the case method contains relatively little discussion concerning the merits and limitations of case notes. It seems widely assumed by case writers that case notes are both essential and positively useful. This article is a modified transcript of an interactive presentation debating the merits of case notes that typically accompany teaching cases.
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 17, Heft 3, S. 377-385
ISSN: 1552-6658
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 16, Heft 3, S. 371-373
ISSN: 1552-6658