2015/2016 BA-BISHO1002U Organizational Analysis
English Title | |
Organizational Analysis |
Course information |
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Language | English |
Course ECTS | 7.5 ECTS |
Type | Mandatory |
Level | Bachelor |
Duration | One Quarter |
Start time of the course | Autumn, Second Quarter |
Timetable | Course schedule will be posted at calendar.cbs.dk |
Study board |
Study Board for BSc in International Shipping and
Trade
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Course coordinator | |
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Main academic disciplines | |
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Last updated on 14-08-2015 |
Learning objectives | |||||||||||||||||||||||
To achieve the grade 12, students
should meet the following learning objectives with no or only minor
mistakes or errors: At the end of the course, the students should
be able to:
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Examination | |||||||||||||||||||||||
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Course content and structure | |||||||||||||||||||||||
Organizing goes on everywhere around us. Every act, every word, every gesture, every plan, every gadget, everything goes into some form of organizing activity. Organizing involves all levels of activity, as well. However, One thing that we know about organizing is that it rarely works out exactly as planned. Sometimes it works out completely different from the intentions of the planners. This is not necessarily a bad thing, as failures may harbour new possibilities. When things do not work out as expected, it may be because some things have been overlooked, and organizers may learn from it and do things better the next time around. Therefore the dynamics of organizing can be quite complex, because it involves several different factors.
This course has three main objectives. Firstly, we will familiarize you with basic concepts of organization, such as design, communication, leadership, learning and innovation; and the way they have been understood historically in organisation studies. Secondly, we will introduce you to a processual view of organizing to understand and analyse the phenomenon of organization in a fast moving and constantly changing world. Lastly, we asks you to critically engage with these concepts in groups while analysing cases from the shipping industry and presenting them in class. Constituting 90% of world trade and representing some of the largest companies worldwide, shipping provides us with complex and interesting cases to discuss important aspects of organizing, how things are done through organizing, how things may or may not turn out as planned and what is done to make things
The course gives you an overview of influential concepts of organizational theory, such as
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Teaching methods | |||||||||||||||||||||||
The journey through the
organizational landscape will have tree reflective stops or
elements. Based on a range of teaching methods and course
materials, the concepts from the course will be introduced in
class. As you exit the class room and enter your maritime context,
you will apply these concepts in practice. After your practical
application of the theories we will meet in class again and discuss
what you found and learned. In this way there is a threefold
division of the learning process: 1) classical organizational
theory teaching, 2) practical application in maritime context and
3) discussion of learning output of the theory in practice
exercise. This oral theory in practice exercise is performed in
groups formed in the first session. The philosophy behind this
design is that different kinds of learning appears in the classroom
through presentation of different theories and in the field through
application in practice and that the best results occur when these
contexts and modes of learning are combined.
Guest speakers from maritime companies and visits to maritime contexts will allow us to obtain insight into how classical organizational management theories work in the maritime world: what are their weaknesses and what are their strengths - and how can you work with organizational issues in a maritime world on sea. |
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Student workload | |||||||||||||||||||||||
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Expected literature | |||||||||||||||||||||||
Anteby, Michel, Elena Corsi and Emilie Billaud (2012) Automating the Paris Subway. Harvard Business Case no. 9-413-061. Please buy through one of these links: www.thecasecentre.org/educators/products/view?id=112299 http://hbsp.harvard.edu/product/cases
Argyris, C., & Schön, D. (1978) Organizational learning: A theory of action perspective, Reading, Mass: Addison Wesley.
Bass, Bernard (1990) From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics 18(3), pp.19-31
Boje, David. M. (1991) The storytelling organization: A study of story performance in an office-supply firm. Administrative Science Quarterly 36(1):106–126.
Callon, M., (1998), 'An essay on framing and overflowing: economic externalities revisited by sociology', in Callon, M., (Ed.), The Laws of the Markets, Blackwell, Oxford, pp. 244-269. (pdf)
Carlile, Paul R. (2002). A pragmatic view of knowledge and boundaries: Boundary objects in new product development. Organization Science, Vol. 13, No.4, pp. 442-455.
Corvellec, Hervé & Annette Risberg (2007) Sensegiving as mise-en-sens -The case of wind power development. Scandinavian Journal of Management, vol. 23, nr. 3, pp. 306-326
Fourcade, M (2010): Price and Prejudice: On Economics and the Enchantment (and Disenchantment) of Nature, in: Beckert/Aspers, The Worth Of Goods: Valuation and Pricing in the Economy. Oxford University Press, 2010. P. 50-58
George, Rose (2013): Deep Sea and Foreign Going. Inside Shipping, the Invisible Industry that Brings you 90% of Everything, Portobello
Glassman, Michael and Min Ju Kang (2010 Pragmatism, connectionism and the internet: A mind’s perfect storm. Computers in Human Behaviour 26(6):1412-1418.
Hanninen, H. I., and J. S. Laurila. “Risk Regulation in the Baltic Sea Ferry Traffic: The Successive Failures of Bow Visor Technology.” Science, Technology & Human Values 33, no. 6 (February 13, 2008)
Hernes, T., and E. J. Irgens. “Keeping Things Mindfully on Track: Organizational Learning under Continuity.” Management Learning 44, no. 3 (July 1, 2013): 253–66. doi:10.1177/1350507612445258.
Hernes, Tor (2008) Organization as process – theory for a tangled world. London: Routledge. (ch. 8) (pdf)
Hernes, Tor, Birgitte Schäffner, Edda Hendrup (2014) Sensing the momentum: A process view of change in an MNC. Journal of Change Management 15(2):117-141
Hutter, Bridget M., ed. Anticipating Risks and Organising Risk Regulation. Cambridge ; New York: Cambridge University Press, 2010. Chapter 1
Katona, Z/ Sarvary, M (2014): Berkely-Haas Case Series, Maersk Line: B2B Social Media – „It’s communication, not marketing“, University o California Berkeley, Vol. 56, No.3, Spring 2014
Levinson, Marc (2008): The Box: How the Shipping Container Made the World Smaller and the World Economy Bigger, Princeton University Press
Lundberg, Craig (2004) Is there really nothing so practical as a good theory?Business Horizons 47(5):7-14).
Nonaka I. (1988) Toward Middle-Up-Down Management: Accelerating Information Creation. Sloan Management Review, Spring Vol. 29 (3): 9-18. (pdf.)
Orr, Julian (1998) Images of work. Science, Technology, & Human Values 43(4):439-455
Perrow, C (1981): Normal accidents at three Mile Island, in: Society, Vol. 18(5), p 17-26
Pye, Annie (2005) Leadership and organizing: Sensemaking in action. Leadership 1(1):31-50.
Roberto, Michael A. and Gina M. Carioggia (2003) Mount Everest 1996. Harvard Business School Case.
Tannenbaum, Robert and Warren H. Schmidt (1973) How to choose a leadership pattern. Harvard Business Review May-June 1973. Pp 3-12. (accessible online through CBS library)
Søderberg, A-M (2006) Narrative interviewing and narrative analyses in a study of a Cross-border Merger. Management International Review, 46:4:397-416
Movies A Highjacking, 2012, Thomas Lindholm 12 Angry Men, 1957, Sidney Lumet |