Ambiguity and Choice in OrganizationsScandinavian University Press, 1979 - 408 pages |
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Page 108
... fact , and thereafter use these constructs as if they were facts as a point of departure for new actions or non - actions . The process of organizational learning showed a general tendency to presume more post fact certainty in events ...
... fact , and thereafter use these constructs as if they were facts as a point of departure for new actions or non - actions . The process of organizational learning showed a general tendency to presume more post fact certainty in events ...
Page 136
... fact a residual one , formally had the dean as director , but did not in fact operate as a program . 8 The committee consisted of one full professor from outside the school , and the following insiders ; three full professors , one ...
... fact a residual one , formally had the dean as director , but did not in fact operate as a program . 8 The committee consisted of one full professor from outside the school , and the following insiders ; three full professors , one ...
Page 200
... fact , he cannot . If the president underestimates his power , he will think he cannot do something that , in fact , he can . Generally , the former errors are more conspicuous , both to the president and to his audiences , than are the ...
... fact , he cannot . If the president underestimates his power , he will think he cannot do something that , in fact , he can . Generally , the former errors are more conspicuous , both to the president and to his audiences , than are the ...
Contents
Acknowledgments | 7 |
People Problems Solutions and the Ambiguity | 24 |
Attention and the Ambiguity of Selfinterest | 38 |
Copyright | |
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academic accepted action active administrative allocation alternative ambiguity arena assembly attention attitudes behavior beliefs candidates chairman choice opportunities choice situations concerns conflict consider criteria deadline dean decision process decision-making demands desegregation discussion District educational effects enrollment expect faculty members full professors garbage garbage can model goals Hedmark house meeting ideology illegitimacy implementation important individual interest interpretation involved issues junior faculty leaders leadership less level of aspiration major ment non-leaders non-tenured faculty norms Norway observed October 29 Olsen Oppland organization organizational choice outcomes parents perceived percent political position possible presidents problems and solutions procedures professional proposal question rational relatively relevant reorganization response result school committee search committee self-ratings social structure teacher group Telemark tenure theory tion Tromsø Trondheim University of Bergen University of Oslo values variables Vest-Agder Vestfold Vice-Chancellor vote