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)

The organization man.

Post-modernism has brought about changing demands with respect to time in work organisations. Whilst the impact of this has been given some attention at both the organisational and individual level far less has been given to a consideration of the extent to which individual differences might moderate the impact of such changes. In order to proceed with this line of enquiry it is necessary first to be able to measure individual differences related to time. This paper, through an analysis and synthesis of existing measures of individual attitudes/approaches to time, a subsequent qualitative study, and large quantitative survey study (N=683) identifies a five factor structure for time-related individual differences (Time Personality) and reports on the development of five complementary measurement scales : Leisure Time Awareness, Punctuality, Planning, Polychronicity and Impatience. A series of reliability and validity studies indicate that the scales are psychometrically sound. The findings are discussed in the context of the role Time Personality might play in moderating the effects that differing organisational structures and changing work demands might have in organisational settings.

A biographical note

This article examines the dramatic implications of the turn towards neo-liberal education policies for teachers’ professional identities. It begins with an analysis of some of the key features of this policy shift including marketization, metricization and managerialism and the accompanying elevation of performativity. This is followed by a discussion of the implications of this turn for teachers in which a new professionalism of increasing regulation and restrictions upon practice in a policy environment dominated by neo-liberalism act to restrict and confine professional identity formation and development. Drawing upon data collected within English schools the article explores how teachers have responded to this new policy environment in ways that are sensitive to how neo-liberal policy has been re-contextualized and re-translated in different educational settings. This reveals both the power of this New Right inspired permanent revolution of educational change in English schools and the complexities of how it has been variously embraced, accommodated and resisted by teachers. The article concludes with a discussion that explores the meaning of resistance in the context of what are identified as restricted teacher professional identities where affordances for professional practices lying outside of neo-liberal subjectivities have been dramatically reduced.

/pdf/conceptualizing-teacher-professional-identity-in-neoliberal-4p721hkod1.pdf

Conceptualizing Teacher Professional Identity in Neoliberal Times: Resistance, Compliance and Reform.

In recent years, the number of International Schools around the world has increased rapidly largely as a result of growth of new forms of International Schools, which differ markedly from the traditional forms. These new forms: are often operated on a for-profit commercial basis; are usually for children from the local (indigenous), wealthy population; and have been defined as International Schools because they are located in a non-English speaking country and English is the school’s medium of communication. The growth of International Schools of the non-traditional type raises issues about the legitimacy of such schools. These new forms of International School face particular challenges in establishing themselves legitimately as ‘international’. In this article, we develop a framework which is grounded in institutional theory to analyse the institutionalisation of and the consequent legitimacy of International Schools. We use the three pillars of institutionalisation which, by means of carriers, ...

/pdf/what-is-international-about-international-schools-an-fa4wfru2yt.pdf

What is international about International Schools? An institutional legitimacy perspective

In 1975, the fourth Annual Conference of the British Educational Administration Society (BEAS, now BELMAS) had as its theme ‘Autonomy and Accountability in Educational Administration'. In their con...

Persistent Preoccupations: The Rise and Rise of School Autonomy and Accountability In England

This paper asks whether schools and colleges should be regarded as institutions as well as organizations, and if so what are the implications. Different conceptions of ‘institution’ are examined including an attempt to distinguish ‘institution’ from ‘organization’. It is suggested that institutions are committed to a set of values beyond the transmission of knowledge and skills, as well as to breadth in education and the importance of continuity and a degree of stability. Positive and negative connotations of the idea of institution are briefly reviewed. The discussion is placed in a wider context of the debate about the public realm and its boundaries. Institutional theory is drawn on regarding the interplay between schools and colleges and their environments. Finally there is a brief discussion of the conception of ‘civic institution’, and its implications concerning the ownership of publicly-funded schools and colleges.

Are schools and colleges institutions

Choice and Diversity of Schooling Provision: Does the Emperor Have Any Clothes?.

Towards Whole System Improvement.

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Persistent Preoccupations: The Rise and Rise of School Autonomy and Accountability In England

Are schools and colleges institutions

Choice and Diversity of Schooling Provision: Does the Emperor Have Any Clothes?.

Towards Whole System Improvement.