The Organizational Saga in Higher Education

Clark, Burton R.

doi:10.2307/2393952

Cited by 563 publications

(271 citation statements)

References 14 publications

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“…Yet, in the long-haul, we would argue, it does not necessarily address a fundamental aspect of all organizations, i.e. the need that local participants have of being ascribed a distinct role and identity (Kondra and Hurst 2009;Ouchi and Wilkins 1985), and, in the process, of feeling that they are somewhat "special" when compared to their academic peers based elsewhere (see Clark 1972;Clark 1992;Huisman et al 2002;Pinheiro 2012b). In other words, the entrepreneurial university model seems, at best, to provide a partial solution to the dilemmas associated with the interplay between mimetic isomorphism (DiMaggio and Powell 1983) or the need "to be like the others", and polymorphic behavior (Fleming and Lee 2009), substantiated around the natural urge for differentiation and a shared sense of distinct organizational identity (see also Fumasoli et al 2012).…”

Section: Unity Of Purpose Versus Multiple Identities and Accountsmentioning

confidence: 99%

Humboldt Meets Schumpeter? Interpreting the ‘Entrepreneurial Turn’ in European Higher Education

Pinheiro

2016

Higher Education Dynamics

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Universities are increasingly pressurized to respond to external imperatives and demands, while, at the same time, being expected to enhance both their efficiency and accountability. This is leading to the local adoption of key, structural and cultural features associated with the model or global script of the entrepreneurial university. This chapter undertakes a critical analysis of the premises associated with the latter model, and provides new insights on the sustainability of the "entrepreneurial turn in higher education" against the backdrop of the challenges facing European universities.

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Section: Unity Of Purpose Versus Multiple Identities and Accountsmentioning

confidence: 99%

Humboldt Meets Schumpeter? Interpreting the ‘Entrepreneurial Turn’ in European Higher Education

Pinheiro

2016

Higher Education Dynamics

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“…Starting from research on stories and myth as a given phenomenon that shape the culture of an organization, e.g. (Clark 1972), storytelling within organization increasingly gained attention as a method to change organizational as well as individual capabilities, e.g. (McWhinney and Batista 1988).…”

Section: Applications Of Storytelling In Knowledge Managementmentioning

confidence: 99%

Utilizing Verbally Told Stories for Informal Knowledge Management

2011

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In knowledge management, the act of telling stories is utilized to capture and convey knowledge. Spoken language is the basis for telling stories. Collaborative audio-based storytelling uses the act of verbally telling stories in groups. In this paper, we explore how to utilize verbally told stories for informal knowledge management. To identify the requirements for an information system that supports collaborative audio-based storytelling, we review the body of knowledge in relation to storytelling and knowledge management. After reviewing the state of the art, we present the CASTing information system. CASTing (Collaborative Audio-based StoryTelling) addresses the identified requirements and supports a process for collaborative audiobased storytelling. CASTing consists of a client application which supports nomadic work as well as a web portal which aims at building a storytelling community. We present CASTing along our process for collecting, structuring, linking and using verbally told stories. We conclude with a report on first experiences as well as an outlook on future directions.

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“…Schein says, "The 'strength' or 'amount' of culture can be defined in terms of (1) the homogeneity and stability of group membership and (2) the length and intensity of shared experiences of the group. If a stable group has had a long, varied, intense Chaffee and Tierney (1988) Clark (1970, 1972) Dill (1982 Hartley (2003) Masland (1985) Sporn ( ) Tierney (1988 Competing values research Adkinson (2005) Cameron and Ettington (1988) Cameron andFreeman (1991) Fjortoft andSmart (1994) Smart (2003) Smart and St. John (1996) Smart et al (1997) Smart and Hamm (1993a, 1993b) Zammuto and Krakower (1991 Faculty differentiation Becher (1989) Clark (1963a) Clark (1987 Goulder (1957) Lodahl and Gordon (1972) Snow (1959) Toma (1997 Administrative versus faculty subcultures Etzioni (1964) Feldman (1987 Lunsford (1968) Swenk (1999) Cohen and March (1974) Silver (2003) Weick (1983) Studies using multiple perspectives Harman (1989) Eisenberg et al (1998 history (i.e. if it has had to cope with many difficult survival problems and has succeeded), it will have strong and highly differentiated culture" (1984, p. 7).…”

Section: Summary Of Empirical Findingsmentioning

confidence: 99%

“…Within the organization, culture is the result of an organization's unique history (Clark, 1970(Clark, , 1972, its leadership (Schein, 1992), and critical events (Pettigrew, 1979). When culture at the organization-level is the dominant influence on behavior (as opposed to a profession, discipline, or functional unit) it is considered a "strong" culture, formed through an intense history (Clark, 1970).…”

Section: Organizational Culturementioning

confidence: 99%

“…Within the organization, culture is the result of an organization's unique history (Clark, 1970(Clark, , 1972, its leadership (Schein, 1983(Schein, , 1984(Schein, , 1985(Schein, , 1990(Schein, , 1992, and critical events (Pettigrew, 1979). Culture is also shaped by subcultures (Van Maanen & Barley, 1984, including at the broadest level the subcultures of faculty and administration.…”

Section: Introductionmentioning

confidence: 99%

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