Syllabus

Title
0885 Elective - Leading Complex Organizations
Instructors
Univ.Prof. Dr. Barbara Schachermayer-Sporn
Contact details
barbara.sporn@wu.ac.at
Type
PI
Weekly hours
2
Language of instruction
Englisch
Registration
09/01/17 to 09/15/17
Registration via LPIS
Notes to the course
Subject(s) Master Programs
Current Issues in International Organizational Behavior
Global Leadership
Elective - Advanced Strategic Management
Elective - Advanced Organizational Design
International Strategy and Organization
Dates
Day Date Time Room
Monday 10/09/17 10:00 AM - 12:00 PM D5.1.004
Wednesday 10/11/17 09:00 AM - 01:00 PM D5.1.004
Wednesday 10/18/17 09:00 AM - 01:00 PM D5.1.004
Wednesday 10/25/17 09:00 AM - 01:00 PM D5.1.004
Wednesday 11/29/17 09:00 AM - 01:00 PM D5.1.004
Wednesday 12/06/17 09:00 AM - 01:00 PM D5.1.004
Wednesday 12/13/17 09:00 AM - 01:00 PM D5.1.004
Wednesday 12/20/17 09:00 AM - 11:00 AM D5.1.004

On this page:

to top
Contents

In this course, students will learn and reflect about the management of complex organizations that are part of today’s world of work (e.g., educational institutions, social services, and health care, project and expert organizations). Universities will serve as the prime example of complex organizations and students will learn to apply and transfer theories and concepts of leadership from the business world to higher education institutions. Universities are excellent examples given their complexity (e.g., many stakeholders, vulnerability to legal regulations, multiple goals, expert organization, unclear technology) to demonstrate the different challenges when it comes to developing an efficient and effective organization and strategy. More than a decade of work experience of the instructor as a Vice-Rector at WU Vienna University of Economics and Business will be added to the course experience.

Drawing on a variety of higher education and business literature, we will examine major areas: institutional environment & markets, organization & governance, leadership, strategy, change, and performance management. Class sessions will be complemented by guest lectures from college and universities leaders.

Students are asked to work interactively in this course. Student presentations, prepared questions, a paper, and discussions in groups are the major learning formats. Personal experiences as students in different universities can serve as a starting point for individual and group reflection.

In this respect, students will gain insights in the complex nature of university organization, e.g., stakeholders in decision-making, administrative and academic structures, influence of external constituencies, environmental demands. The discussion will focus on differences between the profit and the profit-sector. After completing the course, students should be able to understand and analyze complex organizations and to assess the suitability of different leadership approaches. This will enable them to apply their learning in different organizational settings of the profit and nonprofit world.

to top
Learning outcomes
  • Understanding key aspects of leadership in complex organizational settings
  • Applying insights from the nonprofit (higher education) literature to profit organizations
  • Dealing with complex problems by applying theory to case institutions
to top
Teaching/learning method(s)

The course consist of one introductory meeting, seven regular units, and one closing unit. For the introductory meeting each participating student should bring a summary of the reading by Peter Drucker (see below) in order to discuss the topic of the course.

Unit 2-7 are dedicated to discussing certain topics in more detail. Each session will have the following format:

  • General outline of the topic
  • Student group presentations of readings
  • Case discussion and questions

The last session 8 will be devoted to presentations of a synthesis of the paper due for the course (see below) and the readings. Each student will introduce two topics, their interrelatedness, and a synthesis as implications for research and practice.

      to top
      Assessment

        In addition to presenting and discussing research and practice on leadership of complex organizations, the course aims to develop your skills in writing, critical reading and thinking. To these ends, assessment (i.e., grades) will be based upon completion of the following assignments:

        1. Class Participation (40%)

        A general requirement of the course is the completion of all assigned readings for each class session. For this, you are asked for active participation in class discussion. You should prepare comments and questions for each class. Students will also present in class in which they introduce the topic and one reading to the class and guide the discussion. The aim is to refine your skills in doing and presenting a critical analysis.

        Hence, the assessment for this part includes:

        • Preparing questions for each session (20%)
        • Presentation of a paper in class and leading discussion (20%)

        2. Paper (50%)

        A research paper has to cover and extend one of the 6 topics of the course in greater detail. Length is limited to maximum 15 pages including all materials. At the end of the course – last session – you have to present a synthesis of the paper and the readings including your new understanding of the material.

        The paper is due on December 18. Coaching for the paper can be arranged with the course instructor during office hours.

        3. Reflection and assessment paper (10%)

        A written self-assessment of your role as learner and contributor to the class, including the extent to which you engaged in completing the above assignments. Additionally, this statement should include an evaluation of the role of content, form and instructor in completing the tasks. The assessment (not more than 3 pages) is due together with the research paper on December 18.

        to top
        Other

        to top
        Additional (blank) field

        Readings

        All articles are available through WU’s library journal database or on google scholar under the author’s name. Additionally, course materials are available for copying at the IHM Secretariat.

        The questions for each session (Units 2-7) should help to guide you through the topics of this course.

        For further questions, please contact Professor Sporn via email at sporn@wu.ac.at or during office hours.

        to top
        Unit details
        Unit Date Contents
        1 09.10.2017

        Unit 2-7 are devoted to in-depth learning of the material. All sessions are divided into three parts, i.e., an introduction by the instructor, a student/group presentation and discussion, a case application using different formats.

        For general reading please refer to the general text book for the course:

        • Peter McCaffery, The Higher Education Manager’s Handbook, Routledge 2010

        Block 1

        Introduction to the course

        Content

        • Introduction of instructor and students
        • Course content and organization
        • Explain assignments and assessment
        • Requirements and office hours
        • Group formation
        • Questions

        Presentation to warm up

        1. Drucker, P. F. (1989). What business can learn from nonprofits. Harvard business review, 67(4), 88-93.

        2. Baldridge, V., Alternative Models of Governance in Higher Education.
        2 11.10.2017

        Context, Environment, Markets

        Guiding Questions:

        • How do markets influence complex organizations?

        Content

        Presentation 9-10

        Knowing your environment and influence on university organization

        Presentation and Discussion by Students (10-11.30)

        Readings

        1. DiMaggio, P., & Powell, W. W. (1983). The iron cage revisited: Collective rationality and institutional isomorphism in organizational fields. American Sociological Review, 48(2), 147-160.
        2. Delmas, Magali A., and Michael W. Toffel. "Organizational responses to environmental demands: Opening the black box." Strategic Management Journal 29.10 (2008): 1027-1055.
        3. Bleiklie, I., Enders, J., & Lepori, B. (2015). Organizations as penetrated hierarchies: Environmental pressures and control in professional organizations. Organization Studies, 36(7), 873-896.

        Break (11.30-11-45)

        Case Discussion: RSM Rotterdam School of Management

        • Case intro 11.45-12
        • Group Discussion 12-12.30
        • General discussion 12.30-1
        3 18.10.2017

        Organization & Governance

        Guiding Questions:

        • What are the characteristics of complex organizations like universities?

        Content

        Presentation 9-10

        Knowing your institution: organization and decision making in universities

        Presentation and Discussion by Students (10-11.30)

        Readings

        1. Weick, K. E. (1976). Educational organizations as loosely coupled systems. Administrative science quarterly, 1-19.
        2. Musselin, C. (2007). Are universities specific organisations. Towards a multiversity, 63-84.
        3. Delbecq, A. L., Bryson, J. M., & Van de Ven, A. H. (2013). University governance: Lessons from an innovative design for collaboration. Journal of Management Inquiry, 22(4), 382-392.

        Break (11.30-11-45)

        Case Discussion: WU Vienna University of Economics and Business

        • Case intro 11.45-12
        • Group Discussion 12-12.30
        • General discussion 12.30-1
        4 25.10.2017

        Strategy

        Guiding Questions

        • How does Strategy formation in a university setting work?

        Content

        Presentation 9-10

        Strategy in Complex Organizations

        Presentation and Discussion by Students (10-11.30)

        Readings

        1. Holstein, J., Starkey, K., & Wright, M. (2016). Strategy and narrative in higher education. Strategic Organization, 1476127016674877.
        2. van Vught, F., & Huisman, J. (2014). Institutional profiles: Some strategic tools. Tuning Journal for Higher Education, 1(1), 21-36.
        3. Hardy, C., Langley, A., Mintzberg, H., & Rose, J. (1983). Strategy formation in the university setting. The Review of Higher Education, 6(4), 407-433.

        Break (11.30-11-45)

        Case Discussion: Copenhagen Business School

        • Case intro 11.45-12
        • Group Discussion 12-12.30
        • General discussion 12.30-1
        5 29.11.2017

        Block 2

        Leadership

        Guiding Questions

        • What are the challenges of leading complex organizations?
        • Which stakeholders are key in effective leadership?

        Content

        Presentation 9-10

        Leading your institution: complexity, environment, diversity

        Presentation and Discussion by Students (10-11.30)

        Readings

        1. Blaschke, S., Frost, J., & Hattke, F. (2014). Towards a micro foundation of leadership, governance, and management in universities. Higher education, 68(5), 711-732.
        2. Leih, S., & Teece, D. (2016). Campus leadership and the entrepreneurial university: A dynamic capabilities perspective. The Academy of Management Perspectives, 30(2), 182-210.
        3. Middlehurst, Robin. "Changing internal governance: A discussion of leadership roles and management structures in UK universities." Higher Education Quarterly 58.4 (2004): 258-279.

        Break (11.30-11-45)

        Case Discussion 11.45-1

        University of Hamburg

        Presentation by the Vice-President Professor Jetta Frost
        6 06.12.2017

        Change

        Guiding Questions

        • Which factors influence change in complex organizations?

        Content

        Presentation 9-10

        Leading change in institutions

        Presentation and Discussion by Students (10-11.30)

        Readings

        1. Gumport, P. J. (2000). Academic restructuring: Organizational change and institutional imperatives. Higher education, 39(1), 67-91.
        2. Kezar, A. (2014). Higher education change and social networks: A review of research. The Journal of Higher Education, 85(1), 91-125.
        3. Gioia, D. A., & Thomas, J. B. (1996). Identity, image, and issue interpretation: Sensemaking during strateg

        Break (11.30-11-45)

        Case Discussion: The University of California, Berkeley

        • Case intro 11.45-12
        • Group Discussion 12-12.30
        • General discussion 12.30-1
        7 13.12.2017

        Performance Management

        Guiding Questions

        • What is the best way to manage performance in complex organizations?

        Content

        Presentation 9-10

        Managing performance in higher education

        Presentation and Discussion by Students (10-11.30)

        Readings

        1. Dill, D. D., & Beerkens, M. (2013). Designing the framework conditions for assuring academic standards: lessons learned about professional, market, and government regulation of academic quality. Higher Education, 65(3), 341-357.
        2. McCormack, J., Propper, C., & Smith, S. (2014). Herding cats? Management and university performance. The Economic Journal, 124(578).
        3. Speckbacher, Gerhard. "The economics of performance management in nonprofit organizations." Nonprofit management and leadership 13.3 (2003): 267-281.

        Break (11.30-11-45)

        Case Discussion: McGill University

        https://www.mcgill.ca/hr/training/performance-dialogue

        • Case intro 11.45-12
        • Group Discussion 12-12.30
        • General discussion 12.30-1
        8 20.12.2017

        Synthesis, Reflection & Assessment

        Students present their learnings and assessment of the course
        9
        Last edited: 2017-10-06



        Back