ADMINISTRATION IN LESS DEVELOPED COUNTRIES: CONSIDERATIONS FOR EDUCATORS

Abstract

In order to guide the effective administration of an organization in an unfamiliar culture, it is incumbent on the educational administrator to become responsive to the new environment and initiate correspondingly appropriate administrative practices. A review of literature from management, administration and intercultural communication suggests a conceptual approach useful to the western trained educational administrator working in a less developed country. Practices which prove effective and are taken for granted in the administrator's native culture may prove ineffective or dysfunctional when applied elsewhere. On the other hand, practices that prove to be the most effective for a given cultural environment may appear either contradictory or counterproductive to the western trained administrator. Further, administrators may approach their new responsibilities from within a framework of norms and values which are in conflict with, or unrelated to those of the new environment. Existing societal conditions may present challenges to western bureaucratic models resulting in a discrepancy between formal power and actual power. Traditional status and authority bases contribute to differing concepts of participation, specialization, loyalty and motivation, as well as the degree to which an organization can tolerate decentralization. Although historically cultural dominance models guided cross‐cultural administration, initiatives and exchanges depend increasingly on mutual understanding and acceptance. The concept of cultural synergy suggests an interactive administrative model combining elements from two or more cultures and resulting in more effective and relevant outcomes.

Citation

DOUGLAS, A. (1988), "ADMINISTRATION IN LESS DEVELOPED COUNTRIES: CONSIDERATIONS FOR EDUCATORS", Journal of Educational Administration, Vol. 26 No. 3, pp. 367-381. https://doi.org/10.1108/eb009957