JOURNAL BROWSE
Search
Advanced SearchSearch Tips
New Paradigm of Systems Thinking and Action in an Interior Design Education Field
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
New Paradigm of Systems Thinking and Action in an Interior Design Education Field
Choi, Seung-Pok;
  PDF(new window)
 Abstract
The organizational theory and design in future encourages us to bring a fluid perspective to the problems and challenges face. Organizational structure, strategy, management style, teamwork, organizational change, and even products and services can be vitalized and re-formed through creative images that allow us to act in new ways. Leaders and educators sat all levels must gain comfort in dealing with the insights and implications of diverse perspectives. In a leadership paradigm in action, leaders and educators who have more flexibility and willingness to create a learning organization are successful in improving productivity and student empowerment. The key element to organizational structure and changes for interior design education becomes communications. Finally, we need to recognize that despite its roots in mechanistic thinking, organization is a creative process of imagination. We organize as we imagine, and it is always possible to imagine in new ways.
 Keywords
interior design education;systems thinking;organizational design;
 Language
English
 Cited by
 References
1.
Afsaneh Navahandi, The Art and Science of Leadership, Fourth Edition, Prentice Hall. Pearson Education, Inc, 2006

2.
Alberts, D.J., A model of multidiscipline teams in knowledge-creating organizations. Team Performance Management, 13(5/6), 2007, pp. 172-183. crossref(new window)

3.
Argyris, C. Actionable knowledge: Design causality in the service of consequential theory. The journal of applied behavioral science. Arlington: Vol. 32, 1996. crossref(new window)

4.
Bateman, T. S., & Snell, S. A. Management: Leading & collaborating in a competitive world (7th ed.). McGraw-Hill Irwin: New York, 2007.

5.
Becerra-Fernandez, I., Gonzalez, A., & Sabherwal, R. KM: Challenges, solutions, and technologies. Upper Saddle River, NJ: Prentice Hall, 2004.

6.
Christine M. Professional practice for interior design. (3rd ed.). John Wiley &Sons, Inc, 2002.

7.
Changing Minds. Transformational Leadership. Retrieved from http://changingminds.org/disciplines/leadership/styles/transformational_leadership.htm.

8.
Clawson, J. G. Level three leadership: Getting below the surface. (3rd ed.). Upper Saddle River, NJ: Pearson, 2006.

9.
Drucker, P. F. Knowledge-worker productivity: The biggest challenge. California Management Review, 41(2). 1999.

10.
Dyer, G., & McDonough, B. The state of km. KM magazine, 2001, pp. 21-36.

11.
Ethical Solutions, Inc. Transforming challenges into opportunities [moto]. Lake Oswego, OR: Ethical Solutions, Inc, 2004.

12.
Gallup Organization. About Strengths Based Leadership. Retrieved from http://strengths.gallup.com/110242/About-Book.aspx.

13.
Gardner, H. Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Graham, and Gandi. New York: Basic Books, 1993.

14.
Heylighen, F. Epistemology, introduction. Retrieved from http://pespmc1.vub.ac.be/EPISTEMI.html.

15.
Invancevich, J., Konopaske, R., & Matteson, M. Organizational behavior and management (7th ed.). New York: McGraw-Hill Irwin, 2005.

16.
John, F. Interior Design. (3rd ed.). Prentice Hall, 2093

17.
Kouzes, J. & Posner, B. The student leadership challenge (4th ed). San Francisco, CA: Josey-Bass, 2008.

18.
Kouzes, J., &Posner, B. The leadership challenge (4th ed). San Francisco, CA: Josey-Bass, 2007.

19.
Kuhn, T. S. The Structure of Scientific Revolutions. (3rd ed.). Chicago. The University of Chicago Press, 1996.

20.
Lee, H. & Byounggu, C. KM enablers, processes, and organizational performance: An integrative view and empirical examination. Journal of management information systems. Summer 2003, Vol. 20, Issue 1, 2003, pp. 170-228.

21.
Moser, P., & vander Nat, A. Human knowledge: classical and contemporary approaches (3rd ed.). New York: Oxford University Press, 2003

22.
Motivation. (n.d.). In Reference for Business. Retrieved fromhttp://www.referenceforbusiness.com/management/Mar-No/Motivation-and-Motivation-Theory.html.

23.
Nonaka, L., & Nishiguchi T. (Eds) Knowledge emergence: Social, technical, and evolutionary dimensions of knowledge creation. New York: Oxford University Press, 2001

24.
Operations. (n.d). In Dictionary. Retrieved from http://www.businessdictionary.com/definition/operations.html.

25.
Schein, E. Careers, culture and organizational learning. Thinkers, Retrieved from EBSCO database, 2000.

26.
Senge, P. The fifth discipline: The art and practice of the learning organizational. New York: Doubleday, 1990.

27.
Senge, P. M., Kleiner, A., Roberts, C., Ross, R., & Smith, B. The fifth discipline fieldbook: Strategies and tools for building a learning organization. New York: Doubleday, 1994.

28.
Seungpok, C. Leadership in Design Management by Prentice Hall's Self-Assessment. The Korea Contents Association, 6(2), 2010. crossref(new window)

29.
Whitworth, L. Co-Active Coaching (2nd ed.). Mountain View, California: Davies-Black, 2007.

30.
Wren, J. The leader’s companion: Insights on leadership through the ages. New York: The Free Press, 1995.