Abstract
The aim of this chapter is to reimagine organizational theory so that higher education researchers and administrators can go about their work in ways that foreground justice. In Sect. 11.1, we set higher education in context and highlight ways in which justice has historically and persistently been undermined in the name of or through the administration of U.S. higher education. In Sect. 11.2, we sketch out our understanding of organizational theory and theories within the critical paradigm. In Sect. 11.3, we discuss several familiar organizational perspectives—which we present as schools of thought—only to reimagine them by infusing each with ideas, commitments, and insights drawn from the critical paradigm. To illustrate how conventional and reimagined organizational perspectives assist leaders and researchers, we apply both to issues of injustice within the field of higher education. Finally, in Sect. 11.4, we conclude with a summative discussion, note the limitations of our work, and offer various ways that leaders and scholars might use this chapter for policy, practice, and research.
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Notes
- 1.
Owing to the experience and knowledge base of two of the three authors of this chapter, our contribution is largely based on U.S. post-secondary education. However, when possible, and when it makes sense, we refer to or draw from examples set in other countries.
- 2.
We choose to use the language critical paradigm, but want to note that others use labels like critical theory or critical tradition. Our use of “critical paradigm” is informed by Burrell & Morgan’s (1979/2006) definition, in which they state that paradigms are “very basic meta-theoretical assumptions which underwrite the frame of reference, mode of theorizing, and modus operandi of the social theorists who operate within them. It is a term, which is intended to emphasize the commonality of perspective which binds the work of a group of theorists together in such a way that they can be usefully regarded as approaching social theory within the bounds of the same problematic. This definition does not imply complete unity of thought. Instead, it allows for the fact that within the context of any given paradigm there will be much debate between theorists, who adopt different standpoints.” (p. 23).
- 3.
Scholars who are familiar with the development of the academic disciplines may find that the four schools of organizational theory, as we have constructed them, align quite well with the evolution of the academic disciplines. We have not stressed this connection, or pointed out how the formation of various schools of organizational theory was influenced by their attachments to distinct academic disciplines. However, such analyses would also offer valuable future contributions, and scholars may want to explore the literature that addresses the ecology of the academic disciplines (Fourcade & Khurana, 2013) and disciplinary boundaries or interdisciplinarity (Jacobs, 2013).
- 4.
It is necessary to note that our discussion of organizational theory reflects a western, or more specifically, a U.S.-based perspective, meaning most of the studies and writers that we cite, especially for the conventional discussion, are drawn from the U.S. context. We state this because we want to stress that our writing reflects our own academic background and experience, rather than a “correct” discussion of organizational theory.
- 5.
Post-colonialism accounts for the effects of colonialism, whereas anti-colonialism challenges the notion that colonization has ended. Decolonial or decolonization centers Indigenous peoples and the repatriation of their land.
- 6.
It is important to note that each school of thought could be reimagined in many ways if one leverages the critical paradigm in its fullest scope. However, to advance a concrete argument, we reimagine conventional organizational traditions by leveraging the critical paradigm in very specific ways. Specifically, we chose to leverage the critical paradigm in ways that allowed us to show commonalities or potential points of convergences between the organizational and critical perspective.
- 7.
- 8.
Some writers describe the theories presented in this subsection as “neoclassical” to suggest that they are a direct response to classical or what we termed scientific management perspectives above (Shafritz et al., 2006). We deliberately chose not to center scientific management perspectives and therefore chose not to refer to them as “classic.” Some might also suggest that organizational behavior is only limited to the actual practice or organizational behavior techniques (Fugate & Kinicki, 2016), but we have tried to position it as a broader school of thought that includes human behavior perspectives and a concern for human relations.
- 9.
It should be noted that Follett did address power in her writing. However, her writing about power was general and not usually attached to any specific social relations defined by gender, race, and so on.
- 10.
Some writers describe the theories within this school of thought as “systems” or “general systems.” We chose the descriptor environmental because this school of thought turns a researcher’s attention to external resource providers or influences.
- 11.
Strength, Weaknesses, Opportunities, and Threats.
- 12.
We agree with Manning’s assessment, but we also want to stress that these different approaches are actually distinct epistemological and ontological groundings.
- 13.
Some people may be surprised by our joining together of Marx and post-structuralism. However, Marxian thought heavily influenced post-structuralist thinkers, like Foucault (Choat, 2010). For more on this point, see Peters and Berbules (2004) who argue that “poststructuralist reading practices allow us to contemplate a fluid rereading of Marx” (p. 84) as accomplished by Deleuze, Derrida, and Foucault (see pp. 81–100). Indeed, Foucault (1984) wrote that Marx “established an endless possibility of discourse (as cited in Peters & Berbules, p. 85)…For Foucault, Marx, like Freud, was a founder of “discursivity” rather than a founder of a science—though admittedly, this was not the way in which Marx saw himself” (p. 84).”
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Gonzales, L.D., Kanhai, D., Hall, K. (2018). Reimagining Organizational Theory for the Critical Study of Higher Education. In: Paulsen, M. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 33. Springer, Cham. https://doi.org/10.1007/978-3-319-72490-4_11
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