KNOWLEDGE UTILISATION WITHIN ADMINISTRATOR PREPARATION PROGRAMS
| Pages | 43-53 |
| Published date | 01 January 1976 |
| DOI | https://doi.org/10.1108/eb009742 |
| Date | 01 January 1976 |
| Author | PAULA F. SILVER |
| Subject Matter | Education |
THE JOURNAL OF EDUCATIONAL ADMINISTRATION
VOLUME XIV, No. 1 May, 1976
KNOWLEDGE UTILISATION WITHIN ADMINISTRATOR
PREPARATION PROGRAMS
PAULA F. SILVER
The thesis of this paper is that preparation programs for educational administrators would
be vastly improved if available knowledge were systematically used in the design, manage-
ment and study of the instructional programs. A review of the literature revealed that (1)
conceptual and empirical knowledge have been rarely and inadequately discussed as foun-
dations for program design; (2) management systems or technologies have not been discus-
sed with reference to preparatory programs; (3) theoretical frameworks and sound research
methodologies have been disregarded in most research about preparatory programs.
Recommendations are made for increased knowledge utilisation in preparing educational
administrators. Specifically suggested are: (1) implementation of various management
technologies in departments of educational administration; (2) application of behavioral
science theories and research methodologies to the study of existing preparation programs;
and (3) use of theoretical and empirical knowledge to design and evaluate innovative
preparatory programs. Suggestions regarding particular technologies pertinent to program
management, specific theory-based questions to guide research, and relevant bodies of
knowledge applicable to program design are included. Conceptual systems theory is recom-
mended as a foundation for programs designed to train "perceptive generalist" prac-
titioners.
INTRODUCTION
The title of this paper bears the unfortunate implication that available
knowledge about educational administration is, indeed, extensively
utilized in preparation programs for educational administrators. The
author's intent, however, is to indicate some aspects of such programs in
which available knowledge is distinctly underutilized or unutilized.
Specifically, the available conceptual and empirical knowledge about
educational organizations has been strikingly disregarded in the
manage-
ment, and
design,
and the study of training programs—a condition which
might well contribute to the continuing, if not growing, credibility gap
between practitioners and professors. While it is conceded that much
knowledge is conveyed within preparation programs and utilized intuitive-
ly by outstanding teachers and program designers, the absence of con-
scious and premeditated application of existing knowledge to the manage-
ment, design, and study of such programs has been a discernable short-
coming in the field of educational administration.
The Concise Edition of Webster's New World Dictionary provides a
convenient, though not highly philosophic, definition of knowledge as a
PAULA F. SILVER is Associate Director of the University Council for Educational Ad-
ministration, Columbus, Ohio. She holds the degrees of M.A. and Ph.D. of New York
University. Dr. Silver is particularly concerned with the development of preparation
programs for educational leaders.
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