Comparative educational administration: developing a cross-cultural conceptual framework

Dimmock, C. and Walker, A. (1998) Comparative educational administration: developing a cross-cultural conceptual framework. Educational Administration Quarterly, 34(4), pp. 558-595. (doi:10.1177/0013161X98034004006)

Full text not currently available from Enlighten.


Although educational administration has experienced impressive development over the past three decades, the fact that a robust comparative branch of the field has failed to emerge is equally conspicuous. This article acknowledges and highlights the need for comparative educational administration and argues that the development of conceptual frameworks is imperative in building a comparative dimension. A conceptual framework is described and justified based on a cultural and cross-cultural approach focusing on the school level as the baseline unit for analysis. Specifically, the proposed framework is architectured around the interrelationship between the core concepts of culture, organizational structures, leadership and management processes, curriculum, and teaching and learning. Finally, implicatitons of the model are discussed, including the need for the framework to be operationalized by the development of appropriate research instruments.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Dimmock, Professor Clive
Authors: Dimmock, C., and Walker, A.
College/School:College of Social Sciences > School of Education > Professional Learning and Leadership
Journal Name:Educational Administration Quarterly
ISSN (Online):1552-3519

University Staff: Request a correction | Enlighten Editors: Update this record