Organizational Theory and Education — Fall 2026
Admin & Policy Studies in Education: contemporary organization theories and their implications for education and the management of learning environments — and how organizational research, strategy, and organizational learning can be applied in practice.
"A leader is best when people barely know he (she) exists, when his (her) work is done, his (her) aim fulfilled, the people will say: We did it ourselves." Lao Tzu, Chinese Taoist Philosopher (600 BC – 531 BC)
This graduate-level course explores organizational theories and their application to educational settings. Students will critically examine theoretical frameworks, organizational behaviour, leadership dynamics, and systemic approaches to educational institutions. As this course is co-constructed, some content will be filled in by students during the first two weeks, based on their school setting and expertise.
Roughly 15–25 pages per week to support theoretical understanding and deeper analysis in the lecture and discussion portion of class.
Small groups pick a major organizational theory topic discussed in class to present, starting week 5 or 6.
Each student builds a case study from a personal work experience, using the Bolman and Deal four-frame model to work through it.
Mobile devices are welcome when used for course content — we're modelling the same social media use (Bluesky, Facebook, etc.) we'd want from school administrators, and the best way to model it is to use it.
Attendance is required. Students are expected to attend every class, having read the weekly material, and to participate actively. Only valid reasons — medical, family emergencies, observance of holy days, work obligations, intercollegiate athletics — justify missing class, and the instructor should be notified beforehand where possible, with documentation provided. Excessive unavoidable absence may lead to a recommended withdrawal; at the instructor's discretion, unexcused absences may result in a final grade of "J."
Two rounds of course feedback take place before final course evaluations, so adjustments can be made based on students' needs — process explained in class.
Our focus text, chosen for being current and for its excellent case studies built around the Bolman and Deal four-frames model.
In this course, students co-create a seminar on organizational theory in education with a focus on their local context. Organizational theory — and the thinking that has shaped it — has had a significant but often-overlooked influence on our schools and educational administration. The power of organizational structure, discourse, and culture to shape our professional lives has important implications for practice, as does our agency in reshaping organizational structures and practices. The course reviews the role of organizations and organizational theory in education from a critical perspective: the roots of organizational theory, critiques of dominant models, and the opportunities presented by new visions of formal and informal organizations and organizational change.
Readings are posted on Perusall and accessible directly through the MyCourses link. Full syllabus with readings will also be posted on MyCourses.
| Week | Date | Focus |
|---|---|---|
| — | Sept 1 | Course Introduction & Overview |
| Week 1 | Sept 8 | Foundations of Organizational Theory Overview of organizational theory and major frameworks. Course introduction, syllabus review, icebreaker activity, discussion on the role of organizational theory in education. |
| Week 2 | Sept 8 cont'd | Evolving Perspectives Conceptual tools to understand leadership as organizations, developing systems thinking, the evolving role of the school principal. Small group discussions on organizational theory evolution, developing mental models and a theory of practice, case study 1.1: View from the Balcony. |
| Week 3 | Sept 15 | Managing Tasks and People Traditional (closed) vs. modern (open) organizational theory. Holistic view of organizations (Mary Parker Follett) & the Hawthorne Studies (Mayo); case study 2.1: An Abrupt Culture Change. |
| Week 4 | Sept 22 | Leadership as a Shared Process (EDEM 673 review) Leadership as a social and relational process; the Getzels–Guba model of organization. Complexity leadership theory; case study 3.1: What Happened Here? The Dangers of Groupthink (video). |
| Week 5 | Sept 29 | Motivating People to Accomplish School Goals Synopsis of motivation theories: motivation and needs, beliefs, and goals. Student-led discussion begins this week — the presenting group picks an article and short video offering a different perspective on the weekly theme (this week: motivation and the organization). |
| Week 6 | Oct 6 | Leading Organizational Change Organizational communication, conflict management, resolution strategies. Theory into practice, conflict resolution role play, "Who's on First?" |
| — | Oct 13 | Reading Week — Study Break, no class |
| Week 7 | Oct 20 | Four Frame Model (Bolman & Deal) — Intro The Power of Reframing model, used moving forward for the remainder of the course. Watch presentation introducing the Four Frame model. |
| Week 8 | Oct 27 | Managing Conflict & the Four Frame Model, cont'd Structural, human, political, and symbolic frames. Theoretical framework presentations, integration workshop, mid-term reflection and synthesis. |
| Week 9 | Nov 3 | Information Flow and Perceptions Synopsis of decision-making theories. Making decisions through the "principal" lens; data-driven decision making; human frame, political frame. |
| Week 10 | Nov 10 | Capacity and Culture Second-wave and third-wave organizational theories. Introducing change theories and applying them to schools; setting the stage for Michael Fullan (week 11). |
| Week 11 | Nov 17 | Problem Solving, Decision Making, and Leading Change (Fullan) Transforming organizational structures, learning organization principles, change management. Making complexity work; nuance and understanding change; relationships, relationships, relationships. |
| Week 12 | Nov 24 | Reforming and Restructuring Transforming organizational structure; ethical decision making. Relationships, relationships, relationships — case study. |
| Week 13 | Dec 1 | Allocating Resources & Course Wrap-Up Comprehensive reflection session — the four-frame model revisited. Robert F. Kennedy HS case study. |
Successful students will authentically engage with course content; develop research skills to answer compelling questions about organizational theory in education; interpret research from multiple perspectives; make clear, compelling arguments; deepen critical reflection on readings, experience, and class activities; and communicate effectively in discussion and writing.
Personal case study based on the Bolman and Deal four-frame model.