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ERIC Number: ED466026
Record Type: RIE
Publication Date: 2002-Apr
Pages: 36
Abstractor: N/A
The Tacit Knowledge of Highly Productive Professors of Educational Administration.
Nestor-Baker, Nancy; Lippa, Amy; Tschannen-Moran, Megan; Floyd, Loury
This study investigated the tacit knowledge of highly productive and influential scholars in educational administration. Tacit knowledge is personal knowledge so thoroughly grounded in experience that it cannot be fully expressed. Some researchers suggest it is a marker of practical intelligence. Individual, indepth, semistructured interviews were conducted with 16 leading scholars identified in an earlier Productive Scholars Study. Survey results were coded, and data sorted and refined, so patterns both unique to individual scholars and across the sample population would be revealed. Results show that successful scholars are connected by their ability to create partnerships with others for social support and professional challenge and stimulation. They commonly looked for people with similar interests and compatible personalities. Other factors for success include the ability to prioritize projects, to organize time so they would not be run ragged, to work successfully through the demands inherent in being part of an academic institution, to negotiate politics at the university and in the field, to set a research agenda, and to persevere in overcoming obstacles. In understanding how tacit knowledge works for prolific scholars, researchers in educational administration may be able to improve their own academic output, both quantitatively and qualitatively. (Contains 21 references.) (RT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).