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Giles, David L.; Smith, Richard J. M. – Journal of Educational Administration, 2012
Purpose: This article aims to discuss the conceptualisation process of developing a new one-year taught-master's programme in educational leadership at an Aotearoa/New Zealand university. Design/methodology/approach: The perspective taken is a highly personalised one from the two lead "drivers" of the programme and outlines the two-year…
Descriptors: Instructional Leadership, Masters Degrees, Foreign Countries, Accreditation (Institutions)
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Simpkins, W. S. – Journal of Educational Administration, 1987
This analysis found that a set of examiners' reports on educational theses subscribe to a common conception of critical thinking that combines detached rationality with imaginative insight. This functional definition represents assumptions taken from traditional and emergent research traditions in educational administration. (TE)
Descriptors: Administrative Principles, Administrator Education, Critical Thinking, Educational Philosophy
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Maddock, Trevor H. – Journal of Educational Administration, 1994
Questions whether materialist pragmatism is more coherent than alternative accounts of educational administration. The criteria provided by materialist pragmatists lack overall coherence; there is no way to choose between first- and second-order theories. Arguments against separation of factual and evaluative realms are unconvincing, and…
Descriptors: Behaviorism, Coherence, Educational Administration, Educational Philosophy
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Evers, Colin W.; Lakomski, Gabriele – Journal of Educational Administration, 1994
Replies to Trevor Maddock's philosophical critique of the authors' work. Explains authors' attempts to develop a new science of administration that incorporates values and human subjectivity and a new view of knowledge termed "naturalistic coherentism." Science is still being equated with a positivist version of empiricism. Maddock…
Descriptors: Behaviorism, Coherence, Educational Administration, Educational Philosophy
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Aligaweesa, Millicent A. K. – Journal of Educational Administration, 1987
In Africa, higher education institutions have attempted to meet the developmental needs of their host societies without basic alterations in academic styles, organization, governance, or curricula. This study accordingly investigates the role of Makarere University's contribution to the national development of Uganda and makes recommendations…
Descriptors: Developing Nations, Educational Demand, Educational Development, Educational Economics