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This chapter provides a retrospective and prospective exploration of some of the challenges faced by doctoral education, specifically as they relate to advanced studies of…
Abstract
Purpose
This chapter provides a retrospective and prospective exploration of some of the challenges faced by doctoral education, specifically as they relate to advanced studies of educational administration (EA).
Methodology
It applies a critical stance to the current status of knowledge in the ‘leadership field’ and the intellectual underpinnings that inform the studies available as reference for doctoral students.
Findings
Nested within wider changing conditions for university and doctoral education, it is argued that the published field as currently constituted suffers from both banal and ‘non-wicked’ leadership orthodoxies that might lead to doctoral stagnation.
Practical implications
Reasons are suggested and prospects considered for revitalising scholarship for the upcoming generation of EA alumni, scholars and practitioners.
Details