Hermeneutical phenomenology in the study of educational administration

Vandenberg D. (1982) Hermeneutical phenomenology in the study of educational administration. Journal of Educational Administration, 20 1: 23-32. doi:10.1108/eb009851


Author Vandenberg D.
Title Hermeneutical phenomenology in the study of educational administration
Journal name Journal of Educational Administration   Check publisher's open access policy
ISSN 0957-8234
Publication date 1982-01-01
Sub-type Critical review of research, literature review, critical commentary
DOI 10.1108/eb009851
Open Access Status Not yet assessed
Volume 20
Issue 1
Start page 23
End page 32
Total pages 10
Subject 3304 Education
3321 Public Administration
Abstract This paper serves as a response to the interchange between Sungaila and Riffel in the Journal in May and October, 1979. In this paper the writer applies some of his earlier methodological ideas about phenomenology and educational research to the study of educational administration in a way that might be of interest to the readers of the Journal. The main argument is that the kind of phenomenology that should be used in the study of educational administration is the kind the experienced practitioner would employ to articulate and conceptualise the insights she or he has gained through administrative experience. This would establish the basic concepts regarding the phenomena perceived in the administrator's lived world, thereby furnishing the appropriate context to guide the application of specific theories, strategies, and research results.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Critical review of research, literature review, critical commentary
Collection: Scopus Import - Archived
 
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Created: Sat, 09 Jul 2016, 17:02:16 EST by System User