NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ954105
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
Reference Count: 68
ISBN: N/A
ISSN: ISSN-0957-8234
Science, Systems, and Theoretical Alternatives in Educational Administration: The Road Less Travelled
Evers, Colin W.; Lakomski, Gabriele
Journal of Educational Administration, v50 n1 p57-75 2012
Purpose: The purpose of this paper is to offer a critical reflection on ideas that have been published in the "Journal of Educational Administration" over the last 50 years that present perspectives on the nature of educational administration and its various aspects, that are alternatives to the mainstream systems-scientific view of educational administration. Design/methodology/approach: The paper employs a standard analytic philosophy methodology with a focus on argument structures found in epistemology. The approach is to argue that the content and structure of administrative theories is shaped significantly by background epistemologies that determine the nature and justification of administrative knowledge. Findings: Epistemologies for both the traditional systems-science approach to educational administration and a range of alternatives are identified and specified, and the most characteristic features of these approaches that follow from their epistemologies are described. The paper permits inferences about theory choice, and what approach is best, based on a discussion of the merits of the different epistemologies. Originality/value: The principal value of the paper is to classify and demonstrate the most general features of the arguments that have been behind the large-scale theoretical differences in the field of educational administration.
Emerald. One Mifflin Place Suite 400, Harvard Square, Cambridge, MA 02138. Tel: 617-576-5782; e-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia