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After completing the course, students will:
A: have acquired knowledge and understanding about theories supporting the diagnosis and design of organisations. In the context of this course, this means that students are able to:
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explain what the theories of Thompson, Mintzberg (configurational approaches), and de Sitter entail;
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relate these theories to each other or to other (old or new) theories on organisational design.
B: be able to apply these theories to diagnose organisations and make (re)design suggestions.
C: be able to reflect on the suitability of design theories for the diagnosis and design of organisations.
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The course consists of two parts. Part I concerns an introduction to, and a reflection on, conceptual models that support organisational diagnosis and design. Part II is an application of these models to challenges with respect to organisational diagnosis and design that are currently relevant in the society we live in.
In Part I, students are introduced to three conceptual models that can support the diagnosis and design of organisations. More in particular, this part of the course discusses the models developed by Thompson, Mintzberg (configurational approaches), and De Sitter. In so doing, students also learn to critically reflect on conceptual models claiming to support organisational diagnosis and design that may be developed in the future.
In Part II, the conceptual models of Part I of the course are applied to relevant and current design challenges. In this part of the course, students will also be challenged to reflect on the potential limitations of the conceptual models introduced in Part 1 and discuss ideas to mitigate these limitations.
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| Written exam + assignments.
When students do not complete the course in one year because their exam is insufficient, partial results from the assignments that are graded sufficient, will remain valid. Students only need to retake the exam. |
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