26 SES 11 C JS, Leadership in Higher Education
Paper Session, Joint Session NW 22 and NW 26
The field of educational administration has become important around the world in terms of both its theoretical and practical aspect. Schools are the foci of societal and global change, which places the educational administrators in a critical situation. In order to cope with and adapt to the rapid changes, they need to be well-trained and perform their jobs professionally. At this point, the "scholars" of educational administration/management holds outstanding responsibility for training the school administrators as well as contributing to the academic development of the field. The field of educational administration, owing its presence to the general administrative thought and science of management, has beeninfluenced by different paradigms, thematic domains, various lines of inquiry and a continuing quest for a knowledge base since its emergence. Moreover, various organizational theories were utilized and various trends became dominant in research (Willower & Forsyth, 1999). Educational administration scholarship in Europe has to encounter many challenges due to the recent global changes. Evidently, it is woven with problems and issues such as the scientific natureof the field, the efforts to build a solid knowledge base, utilizing diffierent research paradigms and methodology, scholarly activities, various phenomena affecting the scholarly development of the field (Aydın, Erdağ ve Sarıer, 2010; Donmoyer, 1999; Maxcy, 2001; Şimşek, 2003; Oplatka, 2007)
Therefore, this study aims to explore thoroughly, from the perceptions of the actively working scholars of educational administration, where it stands as an academic field, whether there is a canon shared by all the scholars, which research paradigm is used and how educational administration scholarship has been affected by the important social and political events especially after the 1950s. In short, it aims to set up a theoretical and conceptual framework for the educational administration field in the Turkish academic context in comparison with the situation in European academia.
The main research question serving the purpose of the study is as follows:
What is the current situation of educational administration scholarship today from the perceptions of the educational administration scholars in universities in Ankara, Turkey in comparison with European context?
The study subsequently aims to address the following questions:
1. How do educational administration scholars regard the field of education among other academic disciplines?
2. Is there an established canon shared by all the educational administration scholars in Turkey?
3. What is the dominant paradigm used by educational administration scholars in Turkey?
4. What were the historical and political events and turning points that influenced the field in the time in Turkey?
Moreover, the findings will be compared to the current state of the field in European context.
Achilles, C. (2005). Drama in education administration: A farce or a morality play? In Crediting the past, challenging the present, creating the future. National Council of Professors of Educational Administration (NCPEA), Sam Houston State University. Aydın, A., Erdağ, C., & Sarıer, Y. (2010). Eğitim yönetimi alanında yayınlanan makalelerin konu, yöntem ve sonuçlar açısından karşılaştırılması. Eurasian Journal of Educational Research. Bahar (39), 37-58 Burrell, G., & Morgan, G. (1979). Sociological paradigms and organisational analysis. New Hampshire: Heinemann. Donmoyer, R., Imber, M., & Scheurich, J. (Eds.). (1995). The knowledge base in educational administration: Multiple perspectives. Albany: State University of New York Press. Donmoyer, R. (2001). Evers and Lakomski’s search for leadership’s holy grail (and the intriguing ideas they encountered along the way). The Journal of Educational Administration, 39(6), 554-572. Maxcy, S. J. (2001). Educational leadership and management of knowing: Theaesthetics of coherentism. Journal of Educational Administration, 39(6), 573- 588. Oplatka, I. (2007). The scholarship of educational management: Reflections from the 2006 CCEAM Conference. International Studies in Educational Administration, 35(1), 92-104 Samier, E. A. (2008). On the kitschification of educational administration: An aesthetic critique of theory and practice in the field. International Studies in Educational Administration, 36(3), 3-18 Willower, D. J., & Forsyth, P. B. (1999). A brief history of scholarship in educational administration. In J. Murphy, & K. S. Louis (Eds.), Handbook of research in educational administration (pp.1-23). San Francisco: Jossey- Bass.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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