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¸ßµÈ¹ÜÀíÀíÕ“20121228 ÍõÕýÀ¤brian

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ƤÄw ˇȺ
ƤÄw ˇȺ

This document discusses barriers to the advancement of organizational science. It argues that the level of paradigm development in a field, characterized by technical certainty and consensus, affects many outcomes. Fields with less consensus experience more dispersion in resources, rewards, and activity. The article examines where organizational studies stands in terms of paradigm development and consensus, and how consensus can be achieved.

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¸ßµÈ¹ÜÀíÀíÕ“ Barriers?to?the?Advance?of?Organization?Science:? g p Paradigm?as?Dependent?Variable Ö¸Œ§ÀÏŽŸ£ºÀîÔªµÂ Ö¸Œ§ÀÏŽŸ ÀîÔªµÂ ŒWÉú ÍõÕýÀ¤ ŒWÉú£ºÍõÕýÀ¤ ŒWÌ–: R78162017
? This?article?is?mainly?talking?about?level?of? paradigm?development©\technical?certainty?and? g y consensus©\characterizing?a?field?of?study?has? numerous?consequences?for?the?social? organization?and?operation?of?that?field. organization and operation of that field
In?this?article?author?talking?about?three?part?to? develop?paradigm?development? ? First part is entails reviewing the evidence First?part?is?entails?reviewing?the?evidence?. ? Second?part?is?consensus?is?a?necessary?. ? Third?part?is?the?factors?that?seem?to?affect?the? development?of?scientific?paradigms?in?general? development of scientific paradigms in general and?organizational?science?more?specifically.
How?to?construct?paradigm?development£¿ ? Highly?developed?paradigms,?in?which?there? was?more?consensus,?should?be?characterized? was more consensus should be characterized by?more?efficient?communication©\less?time? needed?to?be?spent?defining?terms?or? needed to be spent defining terms or explaining?concepts. ? A?high?degree?of?consensus?also?makes? interdependent?activity?more?possible. interdependent activity more possible.
Outcomes?Affected?by?the?Level?of?Paradigm? Development (1) ? Resource?allocations?including?funding?levels?of? departments ? Dispersion?in?funding?across?departments;? dispersion?in?talent dispersion in talent
Outcomes?Affected?by?the?Level?of?Paradigm? Development (2) ? Connection?between?productivity?and?pay ? Connection between wage dispersion and job Connection?between?wage?dispersion?and?job? satisfaction
Outcomes?Affected?by?the?Level?of?Paradigm? Development (3) ? Connection?between?social?ties?and?the? g National?Science?Foundation's?grant? allocations ? Connection between social ties and journal Connection?between?social?ties?and?journal? publications ? Connection?between?social?ties?and?editorial? board?appointments board appointments
Outcomes?Affected?by?the?Level?of?Paradigm? Development (4) ? Governance?of?academic?departments ? Department head turnover or average tenure Department?head?turnover?or?average?tenure
Outcomes?Affected?by?the?Level?of?Paradigm? Development (5) ? Journal?rejection?rates ? Time to publication for research Time?to?publication?for?research ? Power?of?fields?and?departments?and?salary? paid?to?faculty id f l
Outcomes?Affected?by?the?Level?of?Paradigm? Development (6) ? Working?collaboratively?rather?than?alone?on? research ? Cross©\citation?practices?among?fields
Where?does?organization?studies?stand£¿ ? Burrell?and?Morgan's?prescription?is,?in?fact,?a? strategy?for?achieving?plurality?and?diversity?in? strategy for achieving plurality and diversity in organizational?analysis,?a?guard?against? "dominant?orthodoxies?swamping?promising? "dominant orthodoxies swamping promising heterodoxies?and?stunting?the?growth?of? innovative?theoretical?development?(Reed,? 1985:?184)".?(Marsden,?1993:?99)
Paradigm?development?and?the?advance?of? Paradigm development and the advance of knowledge?£ºpositive?feedback?loops ? Lodahl and?Gordon?(1973b:82)?reported?that? q y gy "quality?was?not?associated?as?strongly?with? levels?of?funding?in?the?social?as?in?the?physical? sciences.?The?result?was?less?reinforcement?of? sciences The result was less reinforcement of existing?quality?patterns."?
How?to?reach?a?consensus?of?knowledge? How to reach a consensus of knowledge development?£¿ ? Convincingly that some degree of consensus is a Convincingly?that?some?degree?of?consensus?is?a? necessary?though?not?a?sufficient?condition?for?the? accumulation?of?knowledge?in?science?or?in?any? accumulation of knowledge in science or in any other?type?of?intellectual?activity ? This lack of agreement leads to difficulties in This?lack?of?agreement?leads?to?difficulties?in? doctoral?training,?including?high?rates?of?attrition,?a? long?period?of?time?needed?to?complete?the? long period of time needed to complete the degree,and problems?in?training?doctoral?students? in?distinguishing?good?from?bad?theory?and? in distinguishing good from bad theory and methods.
Where?does?consensus?come?from£¿ ? An?area?of?inquiry?characterized?by?diffuse? perspectives,?none?of?which?has?the?power?to? perspectives none of which has the power to institutionalize?its?dominance,?is?one?in?which? consensus?is?likely?to?remain?elusive?and?the? consensus is likely to remain elusive and the dispersion?in?resources,?rewards,?and?activity? will?be?great.
In?this?article?author?talking?about?researchers? In this article author talking about researchers emphasized?theories?that?are©\1 (a)?reductionist?(behavior?is?seen?as?the? (a) reductionist (behavior is seen as the aggregate?consequenceof individual?action);? (b)?utilitarian?(behavior?is?presumed?to?result? from?calculated?self©\interest); from calculated self interest);
In?this?article?author?talking?about?researchers? In this article author talking about researchers emphasized?theories?that?are©\2 (c)?functionalist?(history?and?the?passage?of? (c) functionalist (history and the passage of time?tend?to?produce?appropriate?and? efficient?outcomes);? (d)?instrumentalist?(the?allocation?of? (d) instrumentalist (the allocation of resources?and?decision?making?are?seen?as? the?central?foci?of?interest)?
We?know?two?things?about?political?processes: ? (a)?power?is?more?likely?to?be?exercised?when? resources?are?scarce?(e.g.,?Salancik &?Pfeffer,?1974)? g ? (b)?unity?of?perspective?and?the?ability?to?take? collective?action?with?ease?provide?an?important? collective action with ease provide an important source?of?power?(Pfeffer,?1992).

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¸ßµÈ¹ÜÀíÀíÕ“20121228 ÍõÕýÀ¤brian

  • 1. ¸ßµÈ¹ÜÀíÀíÕ“ Barriers?to?the?Advance?of?Organization?Science:? g p Paradigm?as?Dependent?Variable Ö¸Œ§ÀÏŽŸ£ºÀîÔªµÂ Ö¸Œ§ÀÏŽŸ ÀîÔªµÂ ŒWÉú ÍõÕýÀ¤ ŒWÉú£ºÍõÕýÀ¤ ŒWÌ–: R78162017
  • 2. ? This?article?is?mainly?talking?about?level?of? paradigm?development©\technical?certainty?and? g y consensus©\characterizing?a?field?of?study?has? numerous?consequences?for?the?social? organization?and?operation?of?that?field. organization and operation of that field
  • 3. In?this?article?author?talking?about?three?part?to? develop?paradigm?development? ? First part is entails reviewing the evidence First?part?is?entails?reviewing?the?evidence?. ? Second?part?is?consensus?is?a?necessary?. ? Third?part?is?the?factors?that?seem?to?affect?the? development?of?scientific?paradigms?in?general? development of scientific paradigms in general and?organizational?science?more?specifically.
  • 4. How?to?construct?paradigm?development£¿ ? Highly?developed?paradigms,?in?which?there? was?more?consensus,?should?be?characterized? was more consensus should be characterized by?more?efficient?communication©\less?time? needed?to?be?spent?defining?terms?or? needed to be spent defining terms or explaining?concepts. ? A?high?degree?of?consensus?also?makes? interdependent?activity?more?possible. interdependent activity more possible.
  • 5. Outcomes?Affected?by?the?Level?of?Paradigm? Development (1) ? Resource?allocations?including?funding?levels?of? departments ? Dispersion?in?funding?across?departments;? dispersion?in?talent dispersion in talent
  • 6. Outcomes?Affected?by?the?Level?of?Paradigm? Development (2) ? Connection?between?productivity?and?pay ? Connection between wage dispersion and job Connection?between?wage?dispersion?and?job? satisfaction
  • 7. Outcomes?Affected?by?the?Level?of?Paradigm? Development (3) ? Connection?between?social?ties?and?the? g National?Science?Foundation's?grant? allocations ? Connection between social ties and journal Connection?between?social?ties?and?journal? publications ? Connection?between?social?ties?and?editorial? board?appointments board appointments
  • 8. Outcomes?Affected?by?the?Level?of?Paradigm? Development (4) ? Governance?of?academic?departments ? Department head turnover or average tenure Department?head?turnover?or?average?tenure
  • 9. Outcomes?Affected?by?the?Level?of?Paradigm? Development (5) ? Journal?rejection?rates ? Time to publication for research Time?to?publication?for?research ? Power?of?fields?and?departments?and?salary? paid?to?faculty id f l
  • 10. Outcomes?Affected?by?the?Level?of?Paradigm? Development (6) ? Working?collaboratively?rather?than?alone?on? research ? Cross©\citation?practices?among?fields
  • 11. Where?does?organization?studies?stand£¿ ? Burrell?and?Morgan's?prescription?is,?in?fact,?a? strategy?for?achieving?plurality?and?diversity?in? strategy for achieving plurality and diversity in organizational?analysis,?a?guard?against? "dominant?orthodoxies?swamping?promising? "dominant orthodoxies swamping promising heterodoxies?and?stunting?the?growth?of? innovative?theoretical?development?(Reed,? 1985:?184)".?(Marsden,?1993:?99)
  • 12. Paradigm?development?and?the?advance?of? Paradigm development and the advance of knowledge?£ºpositive?feedback?loops ? Lodahl and?Gordon?(1973b:82)?reported?that? q y gy "quality?was?not?associated?as?strongly?with? levels?of?funding?in?the?social?as?in?the?physical? sciences.?The?result?was?less?reinforcement?of? sciences The result was less reinforcement of existing?quality?patterns."?
  • 13. How?to?reach?a?consensus?of?knowledge? How to reach a consensus of knowledge development?£¿ ? Convincingly that some degree of consensus is a Convincingly?that?some?degree?of?consensus?is?a? necessary?though?not?a?sufficient?condition?for?the? accumulation?of?knowledge?in?science?or?in?any? accumulation of knowledge in science or in any other?type?of?intellectual?activity ? This lack of agreement leads to difficulties in This?lack?of?agreement?leads?to?difficulties?in? doctoral?training,?including?high?rates?of?attrition,?a? long?period?of?time?needed?to?complete?the? long period of time needed to complete the degree,and problems?in?training?doctoral?students? in?distinguishing?good?from?bad?theory?and? in distinguishing good from bad theory and methods.
  • 14. Where?does?consensus?come?from£¿ ? An?area?of?inquiry?characterized?by?diffuse? perspectives,?none?of?which?has?the?power?to? perspectives none of which has the power to institutionalize?its?dominance,?is?one?in?which? consensus?is?likely?to?remain?elusive?and?the? consensus is likely to remain elusive and the dispersion?in?resources,?rewards,?and?activity? will?be?great.
  • 15. In?this?article?author?talking?about?researchers? In this article author talking about researchers emphasized?theories?that?are©\1 (a)?reductionist?(behavior?is?seen?as?the? (a) reductionist (behavior is seen as the aggregate?consequenceof individual?action);? (b)?utilitarian?(behavior?is?presumed?to?result? from?calculated?self©\interest); from calculated self interest);
  • 16. In?this?article?author?talking?about?researchers? In this article author talking about researchers emphasized?theories?that?are©\2 (c)?functionalist?(history?and?the?passage?of? (c) functionalist (history and the passage of time?tend?to?produce?appropriate?and? efficient?outcomes);? (d)?instrumentalist?(the?allocation?of? (d) instrumentalist (the allocation of resources?and?decision?making?are?seen?as? the?central?foci?of?interest)?
  • 17. We?know?two?things?about?political?processes: ? (a)?power?is?more?likely?to?be?exercised?when? resources?are?scarce?(e.g.,?Salancik &?Pfeffer,?1974)? g ? (b)?unity?of?perspective?and?the?ability?to?take? collective?action?with?ease?provide?an?important? collective action with ease provide an important source?of?power?(Pfeffer,?1992).