How we Think

What makes organizations so similar? We contend that the engine of rationalization and bureaucratization has moved from the competitive marketplace to the state and the professions. Once a set of organizations emerges as a field, a paradox arises: rational actors make their organizations increasingly similar as they try to change them. We describe three isomorphic processes-coercive, mimetic, and normative—leading to this outcome. We then specify hypotheses about the impact of resource centralization and dependency, goal ambiguity and technical uncertainty, and professionalization and structuration on isomorphic change. Finally, we suggest implications for theories of organizations and social change.

The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields (Chinese Translation)

In case you might be trying to understand how to have Becoming a Critically Reflective Teacher eBooks, you must go thorough research on well-liked search engines with the keywords and phrases download Edward Buchanan PDF eBooks in order for you personally to only get PDF formatted books to download which are safer and virus-free you'll discover an array of websites catering for your requirements. The majority of these internet sites possess a large collection of PDF eBooks which it is possible to use to your advantage.

Becoming a Critically Reflective Teacher

Social identity theory and the organization

Series Editor's Introduction Preface Acknowledgments 1. The Idea of Agent-Based Modeling 1.1 Agent-Based Modeling 1.2 Some Examples 1.3 The Features of Agent-Based Modeling 1.4 Other Related Modeling Approaches 2. Agents, Environments, and Timescales 2.1 Agents 2.2 Environments 2.3 Randomness 2.4 Time 3. Using Agent-Based Models in Social Science Research 3.1 An Example of Developing an Agent-Based Model 3.2 Verification: Getting Rid of the Bugs 3.3 Validation 3.4 Techniques for Validation 3.5 Summary 4. Designing and Developing Agent-Based Models 4.1 Modeling Toolkits, Libraries, Languages, Frameworks, and Environments 4.2 Using NetLogo to Build Models 4.3 Building the Collectivities Model Step by Step 4.4 Planning an Agent-Based Model Project 4.5 Reporting Agent-Based Model Research 4.6 Summary 5. Advances in Agent-Based Modeling 5.1 Geographical Information Systems 5.2 Learning 5.3 Simulating Language Resources Glossary References Index About the Author

What are agent-based models?

The purpose of this essay is to critically examine course structure and the role it may play in improving teaching presence in an asynchronous online learning environment. The examination is grounded in experiential learning; adult learning principles; case-based and problem-based learning methods; and peer reviews. The discussion is concluded with a proposed course structure and a learning intervention model that might be used to enhance and strengthen teaching presence for instructors engaged in asynchronous online education.

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Being There: Establishing Instructor Presence in an Online Learning Environment.

This study used executive coaching and simulation to enhance interprofessional teamwork by promoting collaboration and leadership capacity in health professional students attending undergraduate programs. A mixed methods approach to program evaluation was used. A statistically significant (p<0.05) increase was noted pre- and post-program on the Team Assessment Inventory. Qualitative analysis of reflective essays and focus group interviews revealed that students participated as a career-building opportunity and because they wanted to gain a better appreciation for the roles and contributions of other health care providers. The themes that emerged related to aspects of the process students found helpful, lessons learned about professional roles, and the meaning of leadership in the context of interprofessional teams. Students also provided recommendations for future studies. Findings suggest that integrating executive coaching and simulation in interprofessional education may have the potential to create meaningful experiences for health professional students. While more empirical research is needed to investigate this potential, in terms of how executive coaching and simulation may increase professional collaborative care and improve the quality of health care delivery, the initial insights seem promising.

Integrating executive coaching and simulation to promote interprofessional education of health care students.

Purpose – Very little is known about how contingent workers' identification with an organization evolves over time. This study seeks to contribute to the literature by investigating how the emergence and strength of organizational identification is affected by four variables: duration of primacy; duration of recency; frequency of interaction with other members of the organization; and frequency of information received about the organization.Design/methodology/approach – Using a cognitive model of organizational identification grounded in memory, agent‐based modeling and NetLogo language were employed to form a model in which two groups of 567 contingent workers joined 1,134 different organizations and worked for 365 days. Correlation and multiple linear regression were used to analyze the data.Findings – Evolution of organizational identification for a contingent worker depends on how much the individual interacts with other members of the organization and how much information about the organization that ...

Computer simulation exploring organizational identification for contingent workers

Drawing on social identity theory, we suggest a cognitive model of organizational identification grounded in memory. We argue that organizational identification takes place in working memory and that this process may be subject to influences such as frequency of interaction with other members of the organization; frequency of information received about the information; the primacy effect; and the recency effect. We encourage scholars to investigate organizational identification over time.

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How Time Brings Together “I” and “We”: A Theory of Identification Through Memory

This simulation study explores how the integration of interprofessional components into health care curriculum may impact professional stereotyping and collaborative behavior in care delivery teams comprised of a physician, a registered nurse, a physician’s assistant, a physical therapist, and a radiation therapist. As part of the agent-based modeling simulation, 500 students completed a curriculum with no IPE component and another 500 completed the same curriculum in which 25% of the courses being offered had IPE components embedded. The 500 students completing the non-IPE curriculum were asked to randomly form 100 health care delivery teams consisting of a member from each of the five professions examined in the study (i.e., MD, RN, PA, PT, and RT). The same was asked of the 500 students completing the IPE curriculum. The 100 teams in each group (constituting a total of 200 teams) were then asked to treat a patient over the course of a week. Findings indicate that the tendency for stereotyping was significantly lower (p<.001) for students attending curriculum containing IPE components, as compared to students attending curriculum without an IPE component. The individual and team mean scores for collaborative behavior – as represented by the number of links formed between team members throughout the seven-day period, during which the teams provided care to their patients - were significantly higher (p<.001).

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Ozgur Ekmekci

Papers

Being There: Establishing Instructor Presence in an Online Learning Environment.

Integrating executive coaching and simulation to promote interprofessional education of health care students.

Computer simulation exploring organizational identification for contingent workers

How Time Brings Together “I” and “We”: A Theory of Identification Through Memory

Promoting Collaboration in Health Care Teams through Interprofessional Education: A Simulation Case Study.