Ambiguity and Choice in OrganizationsUniversitetsforlaget, 1976 - 408 pages |
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Page 136
... took any active part and left the committee before the most important events took place . On the other hand , the dean is included because he took part in most meetings . 12 We originally used three categories : Low knowledge : Not read ...
... took any active part and left the committee before the most important events took place . On the other hand , the dean is included because he took part in most meetings . 12 We originally used three categories : Low knowledge : Not read ...
Page 321
... took an active part in its work . It consisted of four full professors , one junior faculty and the secretary who ... took place so rapidly that all problems were " solved " on the department level . In the Department of Physics junior ...
... took an active part in its work . It consisted of four full professors , one junior faculty and the secretary who ... took place so rapidly that all problems were " solved " on the department level . In the Department of Physics junior ...
Page 328
... took place in departments in the humanities and the social sciences . Here students and sometimes junior faculty activism seemed to threaten the values of efficiency ( and thus attracting the university administration ) . The general ...
... took place in departments in the humanities and the social sciences . Here students and sometimes junior faculty activism seemed to threaten the values of efficiency ( and thus attracting the university administration ) . The general ...
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