Ambiguity and Choice in OrganizationsUniversitetsforlaget, 1976 - 408 pages |
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Page 56
... consider those constraints . 4.1 Incomplete Learning Cycles Our general focus is on experiential learning within organizations . We ask how individuals and organizations make sense of their experience and modify behavior in terms of ...
... consider those constraints . 4.1 Incomplete Learning Cycles Our general focus is on experiential learning within organizations . We ask how individuals and organizations make sense of their experience and modify behavior in terms of ...
Page 114
... consider as dean , whom he might consider only if someone made a strong case for the candidate , and whom he would not accept under any circumstances . Again we find that few candidates would have a chance to be accepted if voting took ...
... consider as dean , whom he might consider only if someone made a strong case for the candidate , and whom he would not accept under any circumstances . Again we find that few candidates would have a chance to be accepted if voting took ...
Page 264
... consider the recommendations of the ESC . The process was aided by the fact that the Chairman of the Assembly had ... consider the issues of university governance , including the creation of a new dean to have general responsibility for ...
... consider the recommendations of the ESC . The process was aided by the fact that the Chairman of the Assembly had ... consider the issues of university governance , including the creation of a new dean to have general responsibility for ...
Contents
People Problems Solutions and the Ambiguity | 24 |
Attention and the Ambiguity of Selfinterest | 38 |
Introduction | 54 |
Copyright | |
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3rd grade teacher academic accepted action active administrative allocation alternative ambiguity architecture arena assembly attention attitudes August 27 behavior beliefs candidates chairman choice opportunities choice situations College concerns conflict consider criteria deadline dean decision process decision-making demands desegregation discussion District educational effects energy expect faculty members formal participation full professors garbage garbage can model goals hierarchical house meeting ideology implementation important individual interpretation involved issues junior faculty leaders leadership less major ment non-leaders non-tenured faculty norms Norway Norwegian November 25 observed October 29 Olsen Oppland organization organizational choices outcomes parents perceived percent political position possible problems and solutions procedures professional proposal question rational relatively relevant reorganization response result school committee search committee self-ratings social structure teacher group Telemark tenured theory tion Tromsø Trondheim University of Bergen University of Oslo variables Vice-Chancellor vote