After a review of the literature, it was felt that the Model of Organizational Effectiveness in a Hospital Subsystem (Georgopoulos, 1986) was a possible framework from which to assess organizational effectiveness in co-operative education. In this study, a complete description of Georgopoulos' model is provided with a parallel presentation of the adaptability of the model to co-operative education. For Georgopoulos (1986), the emergency department is viewed as a complex, work performing, and problem solving open system which is dependent on the internal and external environment for survival. According to Georgopoulos, organizational effectiveness is the joint outcome of three kinds of efficiency, economic, clinical, and social. As well, he feels there are many factors which facilitate or hinder organizational effectiveness in the department, as an open system. In his model, various elements of structure, including certain inputs, relate to the problem solving adequacy of those who work together to deliver health care. Furthermore, each of the components also relates to the outcomes or organizational effectiveness. For this study, it was felt that if co-operative education was viewed not as a program but as a subsystem within the school then Georgopoulos' model should seemingly provide a comprehensive framework to study co-operative education. As a result, a model was adapted by the researcher from the work of Georgopoulos (1986). Therefore, the purpose of the study was to test the Model of Organizational Effectiveness Adapted for Co-operative Education in order to determine whether the model was appropriate to assess relationships among variables which comprise the main components of the co-operative education subsystem, namely inputs, elements of structure, internal problem solving activities, and outcomes. Due to various limitations including issues of anonymity, sample size, and certain variables which were constant among school boards involved in this study, not all the components of the model were tested. Therefore, a reduced set of variables was included for study. Variables used to test the model included student inputs (achievement at the time of entry into co-operative education, level of study, motivation, reason for participating, part-time and volunteer work experiences), structure (size and location of school, maturity of co-operative education program, number of students and teachers involved in co-operative education), problem solving activities (coordination, integration, strain, adaptation, resource allocation), and three outcomes of organizational effectiveness (educational efficiency, achievement, student satisfaction).
| Identifer | oai:union.ndltd.org:uottawa.ca/oai:ruor.uottawa.ca:10393/10162 |
| Date | January 1994 |
| Creators | Thibault, Carol J. |
| Contributors | Soucie, Daniel, |
| Publisher | University of Ottawa (Canada) |
| Source Sets | Université d’Ottawa |
| Detected Language | English |
| Type | Thesis |
| Format | 230 p. |
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