Educational organizations as loosely coupled systems.

Weick, K. E. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21(1), 1-19.

Type

Journal article

Intellectual base

Primary research

Year

1976

DOI

10.2307/2391875

Link

https://doi.org/10.2307/2391875

Cited from

systems_cybernetics

Cited by

2 citations across 2 artifacts.

Each citation links to the sentence it supports in the citing article.

Primes

• Coupling
  • Every coupling claim specifies (1) the subsystems being linked, (2) the variables or quantities through which they interact, (3) the strength and direction of the coupling (one-way, reciprocal, asymmetric)

    This sourceSeminal treatment distinguishing tight from loose coupling and its degrees/dimensions in organizations; supports the strength-and-direction-of-coupling claims (broad anchor; the specific one-way/reciprocal/asymmetric typology is general systems usage rather than Weick's own framing).

• Environmental Coupling Strength
  • A core function of environmental coupling strength is to distinguish between autonomous systems (self-contained, self-sufficient, largely insulated from external variation) and embedded systems (deeply integrated with their context, responsive to external conditions, unable to be understood in isolation), a distinction Weick (1976) famously developed in his analysis of loosely coupled organizational systems.

    This sourceSeminal organizational analysis distinguishing tightly coupled (responsive, embedded) from loosely coupled (autonomous, buffered) systems and the adaptability/stability tradeoff. SUPPORTS marker 192 (autonomous vs embedded systems; loosely coupled organizational systems).

Verification

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