思路 （是什么——為什么） 任務(wù)理論 制度理論 技術(shù)要求 ?制度塑造 制度——制度+技術(shù)（競爭引入）

Task Perspective

Task ?Environments

Information Perspective

Resource-dependence Perspective

Environmentalresources: Fiscal, Personnel, Information, Products

Environmentalresources: Simple or Complex

Availabilityof resources: Scarce to Munificence

Dependence:Need and Availability

Decision makers: View the environment as a place to gain scarce resources for the organization

Administering Information & Resource Environments

Coping Strategies:

Buffering

Planning and forecasting

Boundary spanning

Adjusting operations

Accommodating structure

Institutional Perspective

The Introduction of Institutional Perspective

Limitedemphasis on goals, effectiveness, and efficiency

Schools:Constrained byother institutions of society

Administrators:Constrained by broader institutions

Conceptual Foundations

Assessments of Institutional Theory

Administering Institutional Environments

Buffering strategies

Decoupling

Managingthe image

Boundary-spanning strategies

Categorical conformity

Structural conformity

Procedural conformity

知識點

分類：正式 非正式

組成：規(guī)定性 ?規(guī)范性 認知性

知識點：典故是常識化了的典故，比如按照年齡分班，不言自明，比如亞當(dāng)斯密的勞動分工

一致性：范疇一致性 結(jié)構(gòu)一致性 程序一致性

將技術(shù)置于制度之前，制度與技術(shù)并重（方向）

案例

閱讀項目（技術(shù)）成績（制度期待）

堅持原計劃，閱讀項目，制度發(fā)展方向

微做調(diào)整，高度依賴財政（評估機制）

我們要制度為主，制度與技術(shù)并重