2. ORGANIZATIONAL THEORY AND
THE EDUCATIONAL ORGANIZATION
Institutional theory tries to explain why some
colleges and universities are the way in which
they are also the institutional model of
organizations does two things: it explains the
different types of legitimacy that an
organization can achieve and explains why
organizations can be so Similary.
3. POPULATION ECOLOGY
Population ecologists believe that the environment determines
the chances of success or failure for organizations. Baum (1996)
classifies these determinism processes into three sets:
demographic processes, ecological processes, and environmental
processes. This model makes the environments determine how
organizations are created and what they do, and organizations
also go through a cycle:
Varition
Competitio
n
Retentio
n
Selectio
n
4. RESOURCE DEPENDENCY THEORY
The theory of resource dependence focuses on aspects of environmentally
oriented organizations.
They cannot generate all their necessary resources and must depend on their
environment to obtain resources.
The resource dependency model maintains that organizations go through a cycle
of selection and retention.
This model believes that organizations must rely heavily on other organizations
to obtain resources that they do not do themselves.
Organizations
without resources
dependent
From other
organizations
that do have that
resource
5. A NEW MODEL FOR CLASSROOM
STRUCTURES
The three organizational paradigms explore the interactivity
between organizations and their environment.
They pay less attention to the internal demands of the organization.
The theory of structural contingency focuses on how organizations
determine what organizational structure to take.
Institutional theory, population ecology and resource dependence
explain aspects of university behavior and decision making.
The five Mintzberg structures will serve as the basis for the five
classroom structures, which will then be examined for their ability to
face various contingencies.
6. ORGANIZATIONAL
STRUCTURE
Includes authority and
information
relationships.
The decision-making
patterns of that
organization.
Include behaviors as
required by the rules.
Formality can be
measured by the
rules written in
an organization.
Centralization
refers to the
distribution of
power within
organizations.
Complexity can be
measured by the
"division of labor, job
titles, multiple divisions
and hierarchical levels.
Hall analyzes the organizational structure in terms of three variables:
7. STRUCTURAL CONTINGENCY THEORY
He maintains that there is no single and effective structure for all
organizations.
Organizations must adapt their structures to adapt to contingency
factors and the environment as they affect the organization.
Contingency factors may include: strategy, size, task uncertainty,
parent organization, public responsibility, critical assets and
technology
SARFIT :The key element of structural contingency theory is that
organizations must adjust their structure to contingency factors to
maintain and improve performance.
8. B
THE CLASSROOM & ITS
CONTINGENCIES
The learning
objectives
The technol- ogy
they will use
The cognitive
domains they
hope to obtain
The assessment
techniques
9. THE CLASSROOM & ITS STRUCTURE
Classroom
Structure
Traditional
Structure
Star Structure Circular Flat
Structure
Flat Structure Complex
Structure
Classroom
Design
Teacher Learner Real world Research Learner+
Cognitive
Level
Knowledge Synthesis ans
Evaluation
Comprehension Aplication and
Evaluation
All levels
Learning
Objective
Understand
vocabulary
and simple
processes
Integrate
information
from multiple
sources
Observe,gain
knowledge first-
hand
Find
information and
judge its quality
Appreciate the
effort needed to
integrate
materials and
convert data
and
information
into knowledge
10. EXPLAIN THE ORGANIZATIONAL
PRESENTED IN THIS UNIT.
The organization in this unit has been positive, since as a student I have
noticed the organization when sending a document with which we can do
the different activities, in addition to increasing our knowledge.
Example:
The forum is an example of organization, since it helps us to be in contact
with our teachers of each subject thereby facilitating relations between the
teacher and the student.
Teachers
Students
Bibliografía:Powers, J. (11 de 2019). Organizational Theories and the Educational Organization. Obtenido de
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.468.6669&rep=rep1&type=pdf.
