Abstract
This paper develops an organisational boundary analytical framework for the study of educational organisations. It analyses the organisational boundary literature, critiques analyses of organisational boundaries and examines two different theories of organisational practice, systems psychodynamics and activity theory, to develop a comprehensive framework.
The framework comprises four elements: the animator element which distinguishes the rationale that defines the system and its motive; the process element; the temporal element; and the material element which demarcates physical constraints and the way affordances of the lived world are taken up. There are two dimensions: distinction, the extent to which boundaries demarcate; and threshold, the degree to which boundaries regulate movement and asymmetries in that regulation. The third aspect concerns boundary development over time.
The framework comprises four elements: the animator element which distinguishes the rationale that defines the system and its motive; the process element; the temporal element; and the material element which demarcates physical constraints and the way affordances of the lived world are taken up. There are two dimensions: distinction, the extent to which boundaries demarcate; and threshold, the degree to which boundaries regulate movement and asymmetries in that regulation. The third aspect concerns boundary development over time.
| Original language | English |
|---|---|
| Publication status | Published - 3 May 2010 |
| Event | American Educational Research Association Annual Meeting - Denver, CO., USA United States Duration: 30 Apr 2010 → 4 May 2010 |
Conference
| Conference | American Educational Research Association Annual Meeting |
|---|---|
| Country/Territory | USA United States |
| City | Denver, CO. |
| Period | 30/04/10 → 4/05/10 |