Ambiguity and Choice in OrganizationsUniversitetsforlaget, 1976 - 408 pages |
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Page 51
... wrong in important ways . We would note four classic ways in which attention is augmented within a fixed budget of time . First , it is possible to buy ( attention . Very few people who can earn significant amounts of money in an hour ...
... wrong in important ways . We would note four classic ways in which attention is augmented within a fixed budget of time . First , it is possible to buy ( attention . Very few people who can earn significant amounts of money in an hour ...
Page 72
... wrong . Human choice behavior is at least as much a process for discovering goals as for acting on them . Although it is true enough that goals and decisions are " conceptually " distinct , that is simply a statement of the theory . It ...
... wrong . Human choice behavior is at least as much a process for discovering goals as for acting on them . Although it is true enough that goals and decisions are " conceptually " distinct , that is simply a statement of the theory . It ...
Page 185
... wrong . Presidents and their chief academic subordinates concede that much of the structure of academic policy is determined in the individual departments - realistically , often in the individual classroom . Formally , academic policy ...
... wrong . Presidents and their chief academic subordinates concede that much of the structure of academic policy is determined in the individual departments - realistically , often in the individual classroom . Formally , academic policy ...
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