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ERIC Number: ED310684
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 29
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Political Systems Theory as an Explanatory Paradigm for a Governance Conflict.
Prestine, Nona A.
A case study examining the conflict between the University of Wisconsin (UW)-Madison and the Wisconsin Department of Public Instruction (DPI) over who has decision-making authority over the content of the teacher education program is presented. Factors leading to the exacerbated struggle between UW-Madison and DPI are examined, noting Easton's political systems theory (1965, 1966) for an explanatory model to analyze the variables and processes by which DPI gained control of the teacher education program from the school. Specific focus was on internal variables from within the university which contributed to the loss of control; external forces that supported the DPI's efforts; and political processes, exchanges, and interactions involved in the conflict. The study used a set of 35 open-ended interviews with key actors and representatives of relevant stakeholder and interest groups involved in the issue. Respondents discussed the relevant areas of conflict; then these data were analyzed. A second interview focused on themes emerging from the data analysis. The political systems theory in data analysis was examined in terms of: (1) internal system variables such as role of organizational saga, insularity and isolation, pluralistic nature of the School of Education, and decentralization; and (2) external variables such as environmental mood, coalition of interest groups, role of the state superintendent, variable conditions causing system stress, and system attempts at coping with stress. These internal and external variables determined the process of exchanges and transactions between the university and the DPI. Contains 45 references. (SM)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A