東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Metaphor in organizational theory te...

Lusteg, Kathryn Jorgens.

FindBook

Google Book

Amazon

博客來

Metaphor in organizational theory textbooks used in graduate programs of educational, business, and public administration in New York State.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Metaphor in organizational theory textbooks used in graduate programs of educational, business, and public administration in New York State./
作者:	Lusteg, Kathryn Jorgens.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1993,
面頁冊數:	243 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2411.
Contained By:	Dissertation Abstracts International54-07A.
標題:	Educational administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9333911

Metaphor in organizational theory textbooks used in graduate programs of educational, business, and public administration in New York State.
Lusteg, Kathryn Jorgens.

Metaphor in organizational theory textbooks used in graduate programs of educational, business, and public administration in New York State. - Ann Arbor : ProQuest Dissertations & Theses, 1993 - 243 p.

Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2411.

Thesis (Ph.D.)--New York University, 1993.

The underlying conceptual assumption of this study was that metaphor shapes our perceptual reality, i.e., our values, beliefs, and assumptions about behavior and that organizational culture is based on those same values, beliefs, and assumptions about behavior. Thus it is logical to assume that metaphors influence administrative behavior patterns and, consequently, the organizational culture, which originates from the perceptual reality of its members. In addition, there is a common organizational culture within graduate schools of educational, business, and public administration, which creates a perceptual reality for graduate students, which later influences their professional behavior within their chosen professions.Subjects--Topical Terms:

2122799
Educational administration.

Metaphor in organizational theory textbooks used in graduate programs of educational, business, and public administration in New York State.
LDR:03213nmm a2200325 4500 001 2126828
005 20171129072653.5
008 180830s1993 ||||||||||||||||| ||eng d
035 $a (MiAaPQ)AAI9333911
035 $a AAI9333911
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lusteg, Kathryn Jorgens. $3 3288938
245 1 0 $a Metaphor in organizational theory textbooks used in graduate programs of educational, business, and public administration in New York State.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1993
300 $a 243 p.
500 $a Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2411.
500 $a Chairman: J. Theodore Repa.
502 $a Thesis (Ph.D.)--New York University, 1993.
520 $a The underlying conceptual assumption of this study was that metaphor shapes our perceptual reality, i.e., our values, beliefs, and assumptions about behavior and that organizational culture is based on those same values, beliefs, and assumptions about behavior. Thus it is logical to assume that metaphors influence administrative behavior patterns and, consequently, the organizational culture, which originates from the perceptual reality of its members. In addition, there is a common organizational culture within graduate schools of educational, business, and public administration, which creates a perceptual reality for graduate students, which later influences their professional behavior within their chosen professions.
520 $a This research was an analysis of the 13 dominant semantic metaphor categories found in textbooks used in required theory courses in the nine graduate schools in New York State that offer all three programs of graduate degrees in educational, business, and public administration. Two panels of experts, cluster analysis, and nonparametric Spearman rank-order correlations were employed.
520 $a No single predominant semantic metaphor was identified across all textbooks. The six highest ranking primary dominant semantic categories of political, scientific, militaristic, interpersonal, technological, and financial, contained approximately 77 percent (n = 4130) of all the metaphors (N = 5332). Analysis by area of discourse (leadership, decision-making, and communication) and by discipline (education, business, and public administration), in general, showed the same rankings for the metaphors in this study. Only the interpersonal dominant metaphor was consistently included in the top six dominant metaphors as the only social-human metaphor. All findings were statistically significant at the.001 level.
520 $a The findings suggest that, across all three disciplines, whether analyzed by total number of metaphors, by area of discourse, or by discipline, the cluster of dominant metaphors in these textbooks represent the traditional views of classical organizational theory, or rational systems theory as propounded by such early theorists as Taylor, Fayol, Weber, and Simon.
590 $a School code: 0146.
650 4 $a Educational administration. $3 2122799
650 4 $a Language. $3 643551
650 4 $a Language arts. $3 532624
690 $a 0514
690 $a 0679
690 $a 0279
710 2 $a New York University. $3 515735
773 0 $t Dissertation Abstracts International $g 54-07A.
790 $a 0146
791 $a Ph.D.
792 $a 1993
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9333911