"The typical coupling mechanisms of authority of office and logic of the task do not operate in educational organizations."

“Simply pushing harder within the old boundaries will not do.”

“That’s what this entire book is about. The basic recipe coordinates with organizing in the way outlined in Figure 5.3 . The organism or group enacts equivocal raw talk, the talk is viewed retrospectively, sense is made of it, and this sense is then stored as knowledge in the retention process. The aim of each process has been to reduce equivocality and to get some idea of what has occurred.”

“In a loosely coupled system there is more room available for self-determination by the actors. If it is argued that a sense of efficacy is crucial for human beings. ihen a sense of efficacy might be greater in a loosely coupled system with autonomous units than it would be in a tightly coupled system where discretion is limited.”

“The organism or group enacts equivocal raw talk, the talk is viewed retrospectively, sense is made of it, and then this sense is stored as knowledge in the retention process. The aim of each process has been to reduce equivocality and to get some idea of what has occurred.”

“If an organization is to learn anything, then the distribution of its memory, the accuracy of that memory, and the conditions under which that memory is treated as a constraint become crucial characteristics of organizing.”

“The environment is located in the mind of the actor and is imposed by him on experience in order to make that experience more meaningful. It is seldom dawns on organizational theorists to look for environments inside of heads rather than outside of them.”