Theory to Guide Organizational Training in Schools*

We do not believe that the T-group is a vital tool for refurbishing organizational life. We present theoretical reasons for believing that organizational training to improve organizational functioning must help participants to function more effectively as components of working bodies carrying out specific tasks in a particular job-setting. We present a sequence of three steps useful in interventions, drawing upon actual examples of interventions in schools.     

Commitment of Juveniles to Training Schools

The study analyzes commitment rates to training schools, average length of stay and the facility utilization in the various states over the period 1979–1990. Based on a regression analysis of the data, we found that only the bed ratio, which is the number of beds per 100,000 eligible population, and average length of stay in training schools are significant in explaining the changes of commitment rate over the years. The paper focuses on the meaning of the variation between states on the commitment rate, the average length of stay and facility utilization might have in terms of correctional policy. There is also a discussion of our findings that the only significant variables in explaining commitment rate change were institutional variables that influence correctional policy.     

Information Technology Availability in Schools of Social Work

Abstract

The introduction of information technology into social work education is essential and inevitable. Little, however, is known about the current use of computers in schools of social work. This study is the first to focus on the variety and availability of hardware and software; the extent to which computer-related courses are integrated into the curriculum; and the types of computers, uses, and users in schools of social work. The sample consists of non-US schools drawn from the membership of the International Association of Schools of Social Work (IASSW) and US schools drawn from the membership of the Council on Social Work Education (CSWE). The study tested three hypotheses: A. Schools in the United States use computers significantly more and for more advanced purposes than do schools in other countries; B. Schools that offer graduate degrees will be better equipped with computers and use them more extensively; and C. The larger the school, the greater the number of computers and the higher the sophistication of computer use. The findings supported these hypotheses and portend a trend for standardization of hardware and software in schools of social work. Based on the findings, the article recommends curriculum and policy modifications that should be considered by schools of social work.     

Using Activity Theory as an Analytic Lens for Examining Technology Professional Development in Schools

In this study, I examined a professional development program for integrating technology into school. The primary purpose of this study was to answer the following question: How did the participation of teachers in a year-long professional development program affect the transformation of newly introduced artifacts into cultural tools in the teachers' activity setting? To address this question, I examined the effects of the professional development program on participant teachers, nonparticipant teachers, and others in the school districts. I went about this by using activity theory (Engeström,1987) as an analytic lens to gain a historical understanding of the developments initiated as a result of interactions that took place between the participant teachers and the professional development.     

The Utilization of Technology in Graduate Schools of Social Work

SUMMARY

Fifteen faculty from graduate schools of social work and staff from three social work organizations were interviewed by telephone for this qualitative study to describe utilization of technology. Schools were engaged in technology activities that ranged from basic to special technology projects. For the most part there was unevenness in the use of technology within each school and between schools. A number of themes emerged. Eleven recommendations are given to help schools to become leaders in the field of social work and technology.     

Networks as Resources, Organizational Logic, and Change Mechanism: The Case of Private Business Schools in Post-Socialism

The paper differentiates between three conceptualizations of organizational networks: as resources, as organizational logic, and as a change mechanism. We integrate and apply these conceptualizations in one of the first comprehensive studies of private business schools in post-socialism. Using case studies, content analysis of websites, and an open-ended survey of administrators, we show how East-West networks helped in establishing a new type of organization at the end of socialism, how schools use networking as a core organizational principle to enhance efficacy and legitimacy, and how their activities help build capitalism from the bottom up by transmitting market-based knowledge to post-socialist economic actors.

Tailoring Organizational Characteristics for Empowerment

ABSTRACT

Empowerment is an important value orientation and intervention approach in social work and other disciplines. Viewed from an ecological perspective, a good fit between organizational characteristics and the life circumstances of individuals should provide empowerment benefits. By studying interaction effects of material resources and organizational characteristics on empowerment, this research sought to extend understanding of empowerment dynamics in community organizations. Using hierarchical regression analyses to investigate socio-economic status (SES) in a moderator model, findings of the study demonstrated that, among a diverse group of participants in two different faith-based community organizations, perceptions of organizational characteristics were more strongly related to empowerment for participants of lower SES. A substantive implication of the study is that community practitioners should attend to the fit between specific organizational processes and economic circumstances of community based organization participants. Strategies weighted toward attention to relationships among members linked to availability of and participation in a variety of organizational roles may be more salient for empowerment of the disadvantaged. Our findings are consistent with an ecological orientation to empowerment, and they add further support to the importance of ecological specificity in empowerment theory.     

Leadership Style in Relation to Organizational Change and Organizational Creativity: Perceptions from Nonprofit Organizational Members

As the environment within which organizations act continues to change and becomes increasingly competitive, maintaining an organizational climate that supports change and encourages creativity is a key objective for organizational leaders. This article examines the relationship between leadership style (transformational, transactional, laissez‐faire) and members' perceptions of the psychological climate for organizational change readiness and psychological climate for organizational creativity. Results indicate that transformational leaders have a direct positive relationship with psychological climate for organizational change readiness and organizational creativity, while laissez‐faire leaders have a negative relationship.     

高职高专电视技术课程教学改革探讨

根据高职高专电视技术课程教学要求与家电维修职业资格(中级)鉴定要求,分析了电视技术课程教学在应用电子专业的重要性,探讨了与家电维修职业资格(中级)鉴定要求相对接的教学方法,并提出了鉴定内容与课程教学内容在教学中的具体对接方法。     

《化学实验技术实训》课程教学模式探讨

传统《化学实验技术实训》课程的教学模式和教学方法已经不能适应高职教育发展的要求,不能进一步提高学生的实验技能、创新能力、自学能力,需进一步加大高职教育课程改革的力度。文章对《化学实验技术实训》课程的任务驱动、过程考核改革进行了探索与尝试,取得了良好的效某,提高了学生的综合能力。     

The Formative Context of Organizational Hierarchies and Discourse: Implications for Organizational Change and Gender Relations

Society as artifact, meaning society as a thing that is made and imagined, is a central aspect of Roberto Unger's constructive social theory. This article develops Unger's social theory, specifically his notions of organizational hierarchy, discourse, and organizational change, and applies it to an understanding of gender relations at work. Constructive social theory is defined with a focus on the instrumental concept of formative context. A critical perspective of Unger's constructive social theory is also presented to illustrate its strengths, challenges and limitations. Drawing on literature from a variety of sources and perspectives, organizational hierarchy, organizational discourse, organizational change and gender relations are viewed through a formative context lens. The concept is then applied as a framework for organizational change through change in organizational discourse, specifically language. Change in organizational discourse through language is utilized as a means of improving gender relations: in particular, the advancement of women in organizations.     

Unveiling Research Trends for Organizational Reputation in the Nonprofit Sector

VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations - Public scrutiny and the need for funds in a more competitive environment are pressuring nonprofits to be more consciously...     

How Objects Believe for Us: Applications in Organizational Analysis

This paper analyzes the concept of belief in contemporary organizations. Most studies tend to envisage belief as something internal to the thinking and feeling person. We argue, however, that belief does not only reside ‘inside’ the individual subject but also in an external economy of objects and rituals. What we call the ‘objectivity of belief’ highlights how various things such as commodities, artefacts, machines and even other people may believe in our place. We develop these ideas by drawing on a rich tradition of social theory that includes Marx and ?i?ek, and apply it to the study of objects, belief and power in contemporary organizations.