The Knowledge Base Informing the Teaching of Administrative and Organizational Theory in UCEA Universities: A Descriptive and Interpretive Survey
Abstract
The study examined 36 syllabi describing doctoral-level theory courses Concepts, topics, conceptual frameworks, and themes were analyzed. The results of the analysis and the recommendations of the National Commission on Excellence in Educational Administration were thematically compared. This comparison suggests that the courses analyzed emphasized mainstream organizational theories. Emerging perspectives, though discernible, were neither consistently nor systematically incorporated in the syllabi.