Science, systems, and theoretical alternatives in educational administration: The road less travelled
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.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media