A2, Carrion Ivana, Educational systems

2. INTRODUTION
• THIS SUMMARY HAVE THE GOAL OF ANALYZE AND READ ABOUT THE CONTEXT OF A COLLECTION OF
ORGANIZATIONAL THEORIES AND THE STRUCTURE OF EDUCATION

3. INSTITUTIONAL THEORY
• THIS THEORY CAN HELP YOU UNDERSTAND WHY UNIVERSITIES ARE THE WAY THEY ARE, IT EXPLAINS WHY
ORGANIZATIONS ARE SO SIMILAR. “INSTITUTIONS CONSIST OF COGNITIVE, NORMATIVE, AND REGULATIVE
STRUCTURES AND ACTIVITIES THAT PROVIDE STABILITY AND MEANING TO SOCIAL BEHAVIOR.
INSTITUTIONS ARE TRANSPORTED BY VARIOUS CARRIERS—CULTURES, STRUCTURES, AND ROUTINES—
AND THEY OPERATE AT MULTIPLE LEVELS OF JURISDICTION “

4. POPULATION ECOLOGY
• PEOPLE THAT ARE ECOLOGISTS BELIVE THAT THE ENVIOREMENT IT’S IMPORTANT AND DECIDES THE
CHANCES OF SUCCESS OF THE ORGANIZATIONS. PEOPLE THINK THAT BECAUSE ENVIRONMENTS CHANGE
FASTER THAN ORGANIZATIONS, THE PERFORMANCE OF ORGANIZATIONS IS DETERMINED BY THE
ENVIRONMENT.

5. RESOURCE DEPENDENCY THEORY
• THIS PEOPLE ALSO THINK THAT THE ENVIROMENT IS DRIVEN BY ORGANIZATIONS, BUT BECAUSE, PEOPLE
NEED REOURCES FOR THE ORGANIZATION TO WORK, AND THIS REOURCES DEPENDEDS ON THE
ENVIROMENT. ANOTHER THING IN COMUN IS THAT BOTH MODELS BELIEVE THAT OTHER ORGANIZATIONS
PLAY A SIGNIFICANT ROLE IN WHAT AN ORGANIZATION DO.

6. ORGANIZATIONAL STRUCTURE
• THIS MODEL INCLUDES RECURRENT SET OF RELATIONSHIPS BETWEEN ORGANIZATIONAL MEMEBERS.
THIS IS REQUIRED RULES. DISCUSSES ORGANIZATIONAL STRUCTURE IN TERMS OF THREE VARIABLES:
FORMALITY, COMPLEXITY AND CENTRALIZATION.

7. STRUCTURAL CONTINGENCY THEORY
• THIS MODEL BELIVE THAT THERE’S NO SINGLE STRCTURE AND THAT IT’S EFFECTIVE. ORGANIZATIONS
MUST ADAPT THEIR STRUCTURES TO FIT THE CONTINGENCY FACTORS. THIS INCLUDE “TRATEGY, SIZE,
TASK UNCERTAINTY, PARENT ORGANIZATION, PUBLIC ACCOUNTABILITY, CRITICAL ASSETS AND
TECHNOLOGY “(DONALDSON 1996, 206).

8. THE CLASSROOM & ITS CONTINGENCIES
• THE LEARNING OBJECTIVES
• THE COGNITIVE DOMAINS THEY HOPE TO OBTAIN
• THE TECHNOLOGY THEY WILL USE
• THE ASSESSMENT TECHNIQUES
• THIS ARE CONTIGENCIES THAT INSTRUCTORES FACE THEY MUST DETERMINE WHICH CLASSROOM
STRUCTURE WILL FIT WITH THESE CONSIDERATIONS.

9. THE CLASSROOM & ITS STRUCTURE
• THE TRADITIONAL STRUCTURE, OF MINTZBERG’S MACHINE BUREAUCRACY IS THE MOST COMMON
BECAUSE OF ITS HIERARCHICAL NATURE.
• IN THIS MODEL, THE TEACHER IS THE SOLE SOURCE OF KNOWLEDGE AND THAT KNOWLEDGE IS GIVEN TO
THE STUDENTS.

10. CONCLUSIONS
• STUDYING ALL THIS MODELS AND READING WE CAN FULLY UNDERSTAND ABOUT THE ORGANIZATIONAL
STRUCTURE, WHY THEY MAKE THEIR DECISIONS.
• THIS APPROACH CAN BE APPLIED TO COLLEGES AND UNIVERSITIES SO THEY CAN UNDERSTAND THEM AS
AN ORGANIZATION.
• REFERENCES:
• HTTP://CITESEERX.IST.PSU.EDU/VIEWDOC/DOWNLOAD?DOI=10.1.1.468.6669&REP=REP1&TYPE=PDF