Science, systems, and theoretical alternatives in educational administration

Author:

Evers Colin W.,Lakomski Gabriele

Abstract

PurposeThe 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/approachThe 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 knowledgeFindingsEpistemologies 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/valueThe 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.

Publisher

Emerald

Subject

Public Administration,Education

Reference68 articles.

1. Apple, M.W. (1982), Education and Power, Routledge and Kegan Paul, Melbourne.

2. Bain, A. (2007), The Self‐organizing School, Rowman & Littlefield, Lanham, MA.

3. Bates, R.J. (1980), “Educational administration, the sociology of science and the management of knowledge”, Educational Administration Quarterly, Vol. 16 No. 2, pp. 1‐20.

4. Bates, R.J. (1983), Educational Administration and the Management of Knowledge, Deakin University Press, Geelong.

5. Bates, R.J. (1995), “Critical theory of educational administration”, in Evers, C.W. and Chapman, J. (Eds), Educational Administration: An Australian Perspective, Allen & Unwin, Sydney, pp. 49‐59.

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