Organizational Evaluation and Authority

The authors describe four kinds of authority rights (legitimate attempts to control others) and analyze organizational authority systems in terms of the process by which participants’ performances are evaluated. They present theoretical ideas including a prediction that certain incompatible authority systems can block participants' ability to attain satisfactory evaluations. That problem, in turn, causes instability of the organizational system

Task Conceptions and Work Arrangements

The authors present a theoretical analysis of relations between technology and formal organizational structures. After critically evaluating other approaches, they propose a finer-grained analysis to examine relations between particular technologies (rather than technology in general) and particular work arrangements (rather than the structure of the whole organization). They discuss some methodological consequences that would follow from such a change, including developing different measurement techniques

Deweyan tools for inquiry and the epistemological context of critical pedagogy

This article develops the notion of resistance as articulated in the literature of critical pedagogy as being both culturally sponsored and cognitively manifested. To do so, the authors draw upon John Dewey\u27s conception of tools for inquiry. Dewey provides a way to conceptualize student resistance not as a form of willful disputation, but instead as a function of socialization into cultural models of thought that actively truncate inquiry. In other words, resistance can be construed as the cognitive and emotive dimensions of the ongoing failure of institutions to provide ideas that help individuals both recognize social problems and imagine possible solutions. Focusing on Dewey\u27s epistemological framework, specifically tools for inquiry, provides a way to grasp this problem. It also affords some innovative solutions; for instance, it helps conceive of possible links between the regular curriculum and the study of specific social justice issues, a relationship that is often under-examined. The aims of critical pedagogy depend upon students developing dexterity with the conceptual tools they use to make meaning of the evidence they confront; these are background skills that the regular curriculum can be made to serve even outside social justice-focused curricula. Furthermore, the article concludes that because such inquiry involves the exploration and potential revision of students\u27 world-ordering beliefs, developing flexibility in how one thinks may be better achieved within academic subjects and topics that are not so intimately connected to students\u27 current social lives, especially where students may be directly implicated

A Primer Of Social Statistics

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A Primer of Social Statistics

v, 243 hal.: 23 cm; Inde