Cultural Context of Administrative Theory: In Consideration of a Multidimensional Paradigm

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dc.contributor.authorBenno Sander
dc.contributor.authorThomas Wiggins
dc.date.accessioned2016-01-14T19:54:00Z
dc.date.accessioned2016-03-30T15:32:30Z
dc.date.available2016-01-14T19:54:00Z
dc.date.available2016-03-30T15:32:30Z
dc.date.issued1985-02-01
dc.description.abstractThe continuing perceived complexity of educational systems and the current status of organizational and administrative theory suggest the need for a renewed theory-building effort in the field of educational administration. It is in this sense that this article presents a multidimensionalparadigm for the study of educational administration in the Americas. The paradigm is an attempt to explicate the domains of the cultural, pedagogical, political, and economic influences on educational administration. It views culture in context and is based on the knowledge foundations contributing to the field of educational administration.en_US
dc.description.peerreviewYesen_US
dc.description.peerreviewnoteshttps://us.sagepub.com/en-us/nam/manuscript-submission-guidelinesen_US
dc.identifier.citationSander, B., & Wiggins, T. (1985). Cultural Context of Administrative Theory: In Consideration of a Multidimensional Paradigm. Educational Administration Quarterly, 21(1), 95-117. doi: 10.1177/0013161x85021001007en_US
dc.identifier.doi10.1177/0013161x85021001007en_US
dc.identifier.urihttp://hdl.handle.net/11244/25571
dc.language.isoen_USen_US
dc.publisherEducational Administration Quarterly
dc.rights.requestablefalseen_US
dc.titleCultural Context of Administrative Theory: In Consideration of a Multidimensional Paradigmen_US
dc.typeResearch Articleen_US

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