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RISS 인기검색어
- 검색키워드
- 저자 : Leiba, Trevor George (검색결과 1 건)
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Organizational sensemaking: Its application to a university's course scheduling process
Leiba, Trevor George Howard University 2001 해외박사(DDOD)
The major purpose of this study was to gain an understanding on how administrators make sense of the course scheduling process at Howard University (HU). The theory of organizational sensemaking (Weick, 1995) was used. Sensemaking includes seven distinguishing characteristics: identity, retrospect, enactment, social, ongoing, cues, and plausibility. The study also aimed to get feedback from administrators regarding the efficiency of the course scheduling process. Moreover, it attempted to get feedback from undergraduate students on the efficiency of the Fall 2000 course reservation. This qualitative case study used focus group and individual interviews to elicit data from administrators who are involved in the course scheduling process at HU. Administrative participants included those from Enrollment Management (EM) and the academic departments of the College of Arts and Sciences (AS), the School of Business (SB), and the School of Communications (SC). Of the 19 administrative participants, eight were from AS, five were from SC, two were from SB, and four were from EM. Focus groups were used to gather information from the undergraduate students. Of the 37 student participants, 13 were from SB, 12 were from AS, and 12 were from SC. Administrative participants had a negative identity of the overall process. They spoke with great retrospect on the process. Participants described the enactment process in putting together the course schedule. Although the process is a highly social one, many from the academic departments said the lines of communication with EM are poor. The process is ongoing. There were many cues of discontinuities identified. It did not appear that plausible decisions were being made in the overall process. The process was operating under high ambiguity and uncertainty. Administrative participants' mean rating of the efficiency of the overall process was 3.58 (below average and average). The students' mean rating of the Fall 2000 course reservation was 3.92 (just short of average). <italic>Recommendations</italic>. A taskforce should examine the course scheduling process for issues such as planning and execution, facilities and rooms, teaching, technology, staffing in EM, overrides, etc.; based on taskforce's recommendations, EM should take the lead in organizing the course scheduling process; there should be two registration periods in the summer for incoming students; and students need to participate in General Mandatory Registration and not wait for Late Registration. Further research needs to be done on course scheduling and course reservation at HU.
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