HERMENEUTICAL PHENOMENOLOGY IN THE STUDY OF EDUCATIONAL ADMINISTRATION

This paper serves as a response to the interchange between Sungaila and Riffel in the Journal in May and October, 1979. In this paper the writer applies some of his earlier methodological ideas about phenomenology and educational research to the study of educational administration in a way that migh...

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Bibliographic Details
Published in:Journal of educational administration 1982, Vol.20 (1), p.23-32
Main Author: VANDENBERG, DONALD
Format: Article
Language:English
Subjects:
Administration
Educational administration
Educational research
Educational theories
Evaluative thinking
Methods
Phenomenology
Theories
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Summary:This paper serves as a response to the interchange between Sungaila and Riffel in the Journal in May and October, 1979. In this paper the writer applies some of his earlier methodological ideas about phenomenology and educational research to the study of educational administration in a way that might be of interest to the readers of the Journal. The main argument is that the kind of phenomenology that should be used in the study of educational administration is the kind the experienced practitioner would employ to articulate and conceptualise the insights she or he has gained through administrative experience. This would establish the basic concepts regarding the phenomena perceived in the administrator's lived world, thereby furnishing the appropriate context to guide the application of specific theories, strategies, and research results.
ISSN:0957-8234
DOI:10.1108/eb009851