The Value of Theory Coursework in Enhancing Students' Conceptual Complexity.

Hess, Robert; Silver, Paula F.

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Peer reviewed

ERIC Number: EJ264288

Record Type: Journal

Publication Date: 1981

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The Value of Theory Coursework in Enhancing Students' Conceptual Complexity.

Hess, Robert; Silver, Paula F.

Journal of Educational Administration, v19 n1 p11-20 Win 1981

Research based on conceptual systems theory suggests that complex conceptual systems enable administrators to discern the complexities of organizational environments and to respond sensitively. Data from a study of 59 educational administration graduate students indicate that process-oriented theory coursework does affect students' conceptual complexity. (Author/MLF)

Descriptors: Administrator Education, Cognitive Processes, Cognitive Style, Conceptual Tempo, Higher Education, Organizational Theories, Process Education

Publication Type: Journal Articles; Opinion Papers; Reports - Research

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Language: English

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