Instructors
Ozan Jaquette
- Pronouns: he/him/his
- Office: Moore Hall, Room 3038
- Email: ozanj@ucla.edu
- Office hours:
- Drop-in office hours are Mondays 3-4pm on zoom
- and by appointment (afternoons)
Course description
Organizations include the schools and colleges we attend, businesses
that create the products we use (and change our lifestyle), the
bureaucracies that regulate daily life, the non-profit organizations
that exert influence on societal policy, etc. For good or for ill,
organizations dramatically affect our lives. As individuals we can
become skillful about navigating organizations. As collective actors, we
can exert influence over what organizations do and even over what entire
fields do.
The goals of this class are to understand theories of organizational
behavior and learn how to apply these theories to practice and to
research.
Organizational theory draws from multiple disciplines (e.g.,
sociology, psychology, economics, political science) and each discipline
approaches organizational behavior from a different perspective and with
a different focus. Most courses on organizational theory draw primarily
from psychology and/or sociology. Organizational theories from
psychology tend to focus on more “micro” interactions between people,
covering topics such as individual decision-making, implicit bias,
motivation, trust, etc.
Organizational theories from sociology tend to have a more “macro”
focus, developing theories to address topics such as: how does the
prescribed curriculum of a degree program change (or not change); how do
donors control the behavior of departments/universities; how do
foundations control the higher education policy agenda and how do other
actors influence what problems/solutions are deemed “legitimate” by
foundations.
This course focuses primarily on organizational theories from
sociology rather than psychology. Why? Because 10 weeks is not enough
time to cover both disciplinary perspectives well. And also because I
was trained as a sociologist!
The course is organized around theories rather than topics. For
example, we don’t spend a week studying “organizational change.” Rather,
several theories we learn throughout the quarter offer different
perspectives on organizational change.
What is theory?
What is “theory”? A lot of ink has been spilled over this question.
Here’s a simple, working definition: A theory is an explanation that can
be applied to more than one situation. You will develop a deep
understanding of several of the core sociological theories of
organizational behavior (e.g., “old” institutionalism, new
institutionalism, resource dependence theory).
Course goals
- Understand the theory
- Gain a deep understanding of the core ideas and concepts from
sociological theories of organizational behavior
- Understand the strengths, limitations, and blind spots of each
theory
- These goals requires that you fully engage with the theory.
- I want your criticisms of the theory to be deep/substantive
criticisms. Deep criticisms only come from deep understanding.
- I also want you to think about what is useful and insightful about
the theory.
- Identify connections and areas of disagreement across theories
- Identify common concepts utilized by different theories
- Where do two theories disagree with one another?
- Theories help you simplify clutter by telling you what to focus on.
How does the “focus” of one theory (i.e., which relationships/factors
are deemed important) differ from the focus of another theory?
- Apply theory to practice
- Practice applying theory to current/previous personal experiences as
a student or at your job
- Practice applying theory to contemporary issues happening at UCLA
and in the broader field of education
- Begin to apply theory to research, including
- Which sort of theories are relevant for a particular research
interest
- Using theory to inform research questions questions you ask
- Using theory deductively (e.g., developing a priori hypotheses) or
inductively (e.g., to inform how you interpret the data)
Course structure
The course will generally focus on a particular theoretical
perspective each week. Class will time will usually begin with
class-wide and small-group discussion/activities led by students. In
most weeks the second-half of class will be devoted to lecture led by
the instructor.
- Lecture. Lecture will focus on core ideas from
reading as well as contextual information to help you understand the
required readings better. The course website
will have lecture slides and – when available – video lectures from
prior years. During class, the instructor will try to tailor lecture to
the questions/comments posed by students prior to class.
- Student-led discussion. Each week there will be a
student led discussion about the readings that will typically last
anywhere from 45 - 75 minutes.
- During this time, students will discuss things like this: try to
understand concepts from the readings; understand the readings as pieces
of scholarship; constructive criticism of the readings; apply the
readings to things that have happened or are happening in the
world.
- A good discussion might go deeply on one or two of the readings,
rather than cover all required readings.
- Especially in the first half of the quarter, the instructor will be
mostly quiet during these discussions, unless students have a particular
question for me. This is so students engage with one another rather than
with the instructor. However, at times, the instructor will nudge
discussion in a particular direction.
- Other. What we do in time that remains will vary
from week to week. In latter half of the course we will focus on
learning to apply organizational theory to research questions of your
choosing.
Course website and
communication
Course website
All course-related material can be found on the course website.
Pre-recorded lecture videos, lecture slides, and readings will be posted
on the class website under the associated section. Weekly course topics
can also be found on the class website.
Communication
We will use GitHub for course
announcements and for questions/discussion about course material. GitHub is the industry standard platform
used by programmers to collaborate on projects. Each week students will
be required to post one question or comment about the reading using
GitHub issues as well as respond to one question/comment posted by one
of your classmates. Information about course communication can be found
in the Communication
section of the course website.
If you have a personal question or issue, email the instructor
directly ozanj@ucla.edu. Additionally, the
instructor is available office hours or by appointment if there is
anything you would like to discuss in private.
Classroom
environment
We all have a responsibility to ensure that every member of the class
feels valued and safe. Be mindful that our words and body language
affects others in ways we might not fully understand. We have a
responsibility to express our ideas in a way that doesn’t make
disparaging generalizations and doesn’t make people feel excluded. As an
instructor, I am responsible for setting an example through my own
conduct.
Learning organizational theory can be hard, especially when reading
dense articles from sociology or org theory journals. I struggled with
much of the material when I was first introduced to it. Usually, I still
struggle! It is important for all of us to help create an environment
where students feel safe asking questions about what ideas/concepts they
struggled with. This is how we learn.
Towards an
anti-racist, anti-heteronormative learning experience
The “canon” of organizational theory has been dominated by old/dead
heterosexual white men. Given that org theory is concerned with how
people navigate and change organizations, the canon is unaware that
assumptions about agency/power that they take as given, are actually
only given to white men. Furthermore, the practical advice that extends
from these theories is often good advice for heterosexual white men but
bad advice for everyone else! However, over the last 5-10 years,
organizational theory is moving in a more critical direction, especially
since publication of Victor Ray’s A
Theory of Racialized Organizations
Course readings
Course topics and all required/optional readings for each week will
be listed on the course
website.
This course is reading intensive. There will generally four – often
dense – required readings per week. Typically, this will amount to about
90 - 100 pages of required reading each week.
Required books (any edition fine)
- Pfeffer, Jeffre, & Salancik, Gerald R. (1978). The external
control of organizations: A resource dependence perspective. New
York: Harper & Row.
- Chun, Wendy H.K. (2021). Discriminating data: Correlation,
neighborhoods, and the new politics of recognition. The MIT
Press.
Optional books
- Birnbaum, R. (1991). How colleges work: The cybernetics of
academic organization and leadership. San Francisco:
Jossey-Bass.
- Scott, W. R., & Davis, G. F. (2006). Organizations and
organizing: Rational, natural, and open systems perspectives. Upper
Saddle River, New Jersey: Pearson, Prentice Hall.
- Brint, S. G., & Karabel, J. (1989). The diverted dream:
community colleges and the promise of educational opportunity in
America, 1900-1985. New York: Oxford University Press.
Assignments and
grading
Weekly question/comment on Github (15%)
- Each week students are required to:
- post one question or reflection about the reading
- reply to one question/comment posted by a classmate
- I’ll go over how to post on github on first day of class, including
expectations for adding “labels” and other stuff.
- Examples of stuff to post about
- If something is seems confusing in the readings, many of your
classmates feel the same way! so asking a question helps your
classmates.
- You might also want to comment on something that was initially
confusing to you but you figured out, or your thoughts about how the
readings apply to something going on in the world.
- I will try to incorporate these questions/comments into lecture and
class activities
- To receive credit, both your question/reflection and your
reply must be posted by 11:59pm the night before class.
In-Class participation and attendance (10%)
- Because this course is a seminar, class discussion, participation,
and attendance are vitally important.
- Read all required readings prior to class and be prepared to ask
questions about areas of confusion.
- Be engaged in class discussion. This includes participating, as well
as listening to and helping your classmates.
- Show up to class on time (me too!). Class starts promptly at 9AM. If
you show up after 9AM, you are late.
Student-led discussion (5%)
- Each week, one or two students will help lead discussion about the
readings. The instructor will create a sign-up sheet for this.
- By Monday at 3pm, the student(s) leading discussion are required to
pose three discussion questions to the instructor. The instructor will
provide feedback. After instructor provides feedback, post the
discussion questions on github.
- Thoughts on coming up with discussion questions:
- Hey, just do the best you can!
- Think of a question that gets us to probe deeply into one of the
readings, and that can be something you really like or dislike about the
reading!
- Try to ask a question that applies the theory or a reading to
something happening in the world.
- You are welcome to borrow from your classmates github posts as the
inspiration for your question, including just copying a question from a
classmate (just say this came from your classmate)
Mid-quarter essay (20%)
- An essay of 3-4 pages double-space (excluding references) that
answers a question posed by the instructor that requires you to explain
theory and apply it to an issue.
- The purpose of this assignment is to help you prepare for the
take-home final in two ways:
- Gain familiarity with the sort of essay questions I will ask you to
answer for the take-home final
- Become familiar with my expectations for writing quality (e.g.,
organization of ideas, prose, etc.)
Take-home final exam (50%)
- The take-home final will be distributed after class on week 10 and
it will be due one week later
- The biggest part of the take-home final will be answering one of two
essay questions
- (one of which will ask you to think about how to apply
organizational theory to a research question you are interested in)
- The take-home final will assess the following sorts of things:
- Demonstrate understanding of core concepts about the theories we
learn
- Describe important limitations/blind spots of theories we learn
- Comparing similarities and differences across theories
- Ability to apply different theories to develop insights about a
particular issue in higher education
- Apply theory to research
- We will devote class time in the second half of the quarter
(including substantial class time in week 10) to preparing for the
take-home final.
Grading policy
Attendance
- If you cannot attend class in person because of extenuating
circumstances, please contact me before class and try to attend class
via zoom
- Camera angles may be not worthy of an Oscar!
- Each unexcused absence results in a loss of 2% from your overall
grade for the course. Two or more unexcused absence will result in a
failing grade for the course. An excused absence is a professional
opportunity or religious holy day that you discuss with me beforehand or
a medical or family emergency. Excused absences will not result in a
loss of attendance points. However, you will be responsible for all
material covered in that class.
- Please show up to class on time (instructor too!).
Guidelines for written work
- Use APA style. Written assignments should have 1 inch margins,
double spacing, size 11 or 12 font.
- Late assignments will lose 10% for the first day late and an
additional 10% for each week late. Assignments that are late due to
medical or family emergencies will not receive a deduction in points.
Contact me as soon as possible. If the reason is legitimate, I will be
understanding and accommodating.
Grading scale
|
Letter Grade
|
Percentage
|
|
A
|
93+%
|
|
A-
|
90<93%
|
|
B+
|
87<90%
|
|
B
|
83<87%
|
|
B-
|
80<83%
|
|
C+
|
77<80%
|
|
C
|
73<77%
|
|
C-
|
70<73%
|
Course policies
Academic
accomodations
Center for Accessible Education
Students needing academic accommodations based on a disability should
contact the Center for Accessible Education (CAE). When possible,
students should contact the CAE within the first two weeks of the term
as reasonable notice is needed to coordinate accommodations. For more
information visit https://www.cae.ucla.edu/.
Located in A255 Murphy Hall: (310) 825-1501, TDD (310) 206-6083; http://www.cae.ucla.edu/
Academic
integrity
UCLA policy
- UCLA is a community of scholars. In this community, all members
including faculty, staff and students alike are responsible for
maintaining standards of academic honesty. As a student and member of
the University community, you are here to get an education and are,
therefore, expected to demonstrate integrity in your academic endeavors.
You are evaluated on your own merits. Cheating, plagiarism,
collaborative work, multiple submissions without the permission of the
professor, or other kinds of academic dishonesty are considered
unacceptable behavior and will result in formal disciplinary
proceedings.
This class
- Given that much of the grade for this course depends on the
take-home final, take steps to avoid accidental plagiarism. Make sure
you cite your sources and use quotation marks when you are explicitly
copying text from another author. It can be easy to accidentally
plagiarize when you are summarizing the work of another scholar. So when
you are taking notes on a paper, make sure to put everything in your own
words or put copied text in quotation marks.
Campus resources
Counseling and
Psychological Services (CAPS)
As a student you may experience a range of issues that can cause
barriers to learning, such as strained relationships, increased anxiety,
alcohol/drug problems, depression, difficulty concentrating and/or lack
of motivation. These mental health concerns or stressful events may lead
to diminished academic performance or reduce a student’s ability to
participate in daily activities. UC offers services to assist you with
addressing these and other concerns you may be experiencing. If you or
someone you know are suffering from any of the aforementioned
conditions, consider utilizing the confidential mental health services
available on campus.
Students in distress may speak directly with a counselor 24/7 at
(310) 825-0768, or may call 911; located in Wooden Center West; https://www.caps.ucla.edu
- CAPS is open and has transitioned to Telehealth services ONLY
- Open Mon – Thurs: 8am-6pm and Fri: 8am-5pm
- As always, 24/7 crisis support is always available by phone at (310)
825-0768
Discrimination
UCLA is committed to maintaining a campus community that provides the
stronget possible support for the intellectual and personal growth of
all its members- students, faculty, and staff. Acts intended to create a
hostile climate are unacceptable.
LGBTQ resource
center
The LGBTQ resource center provides a range of education and advocacy
services supporting intersectional identity development. It fosters
unity; wellness; and an open, safe, inclusive environment for lesbian,
gay, bisexual, intersex, transgender, queer, asexual, questioning, and
same-gender-loving students, their families, and the entire campus
community. Find it in the Student Activities Center, or via email
lgbt@lgbt.ucla.edu.
International
students
The Dashew Center provides a range of programs to promote
cross-cultural learning, language improvement, and cultural adjustment.
Their programs include trips in the LA area, performances, and on-campus
events and workshops.
UCLA Undocumented
Student Program
This program provides a safe space for undergraduate and graduate
undocument students. USP supports the UndocuBruin community through
personalized services and resources, programs, and workshops.
Student legal
services
UCLA Student Legal Services provides a range of legal support to all
registered and enrolled UCLA students. Some of their services
include:
- Landlord/Tenant Relations (Including challenges during COVID)
- Accident and Injury Problems
- Domestic Violence and Harassment
- Divorces and Other Family Law Matter
Due to COVID, Student legal Services is closed to walk-ins.
Students with
Dependents
UCLA Students with Dependents provides support to UCLA studens who
are parents, guardians, and caregivers. Some of their services
include:
- Information, referrals, and support to navigate UCLA (childcare,
family housing, financial aid)
- Access to information about resources within the larger
community
- On-site application and verification for CalFresh (food stamps)
& MediCal and assistance with Cal Works/GAIN
- A quiet study space
- Family friendly graduation celebration in June
For more information visit their website: https://www.swd.ucla.edu/
Campus maps
Lactation Rooms
Gender Inclusive restrooms
Campus accessibility
Title IX
Resources
Title IX prohibits gender discrimination, including sexual
harassment, domestic and dating violence, sexual assault, and stalking.
If you have experienced sexual harassment or sexual violence, there are
a variety of resources to assist you.
CONFIDENTIAL RESOURCES:You can receive
confidential support and advocacy at the CARE Advocacy Office for Sexual
and Gender-Based Violence, A233 Murphy Hall,
CAREadvocate@careprogram.ucla.edu, (310) 206-2465. Counseling and
Psychological Services (CAPS) also provides confidential counseling to
all students and can be reached 24/7 at (310) 825-0768.
NON-CONFIDENTIAL RESOURCES: You can also report
sexual violence or sexual harassment directly to the University’s Title
IX Coordinator, 2255 Murphy Hall, titleix@conet.ucla.edu, (310)
206-3417. Reports to law enforcement can be made to UCPD at (310)
825-1491. These offices may be required to pursue an official
investigation.
Faculty and TAs are required under the UC Policy on Sexual
Violence and Sexual Harassment to inform the Title IX Coordinator should
they become aware that you or any other student has experienced sexual
violence or sexual harassment.