Mapping the intellectual lineage of educational management, administration and leadership, 1972–2020

Hallinger, Philip; Kovačević, Jasna

doi:10.1177/17411432211006093

Cited by 21 publications

(36 citation statements)

References 83 publications

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“…EMAL celebrates its 50th anniversary in 2022, an occasion that gives rise to reflect on what has been achieved, what has changed, and where the journal might be going. Such analysis and reflection are presented in the recent review by Hallinger and Kovačevic ́(2021). It follows earlier work by Ribbins (1997) and the 40th anniversary review by Bush and Crawford (2012).…”

Section: Introductionmentioning

confidence: 69%

The importance of context for leadership in education

Lakomski¹,

Evers²

2022

Educational Management Administration & Leadership

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The doctrine of leader centrism, supported by the concept of methodological individualism, dominates contemporary accounts of leadership in education and is generally applied as the default option that explains how organizations such as schools function. We argue that methodological individualism is not defensible and that as a result, the explanatory value of leadership is an open empirical question, not a default option. Leadership, and especially problem-solving, is always exercised under a set of constraints. Making the study of these constraints the focal point for determining leadership not only requires the resources of sciences not usually employed in leadership research, but leads to a reconceptualizing how leadership ought to be studied. In this paper we identify three broad contexts that help determine the constraint sets that define problems and their solutions. A defensible theory of educational leadership, we argue, must incorporate context as sets of constraints and develop empirical procedures to investigate context. Only after investigation is it possible to determine who or what the unit of leadership was, or whether leadership occurred at all. There are no default options.

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Section: Introductionmentioning

confidence: 69%

The importance of context for leadership in education

Lakomski¹,

Evers²

2022

Educational Management Administration & Leadership

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“…The overall proportion of critical research, however, is more than previously suggested or found in bibliometric analyses, even where not named as such (e.g. Hallinger and Kovačevic ´, 2021) and reflects the relatively large numbers of primarily American educational-leadership research articles that focus on issues of race.…”

Section: Critical and Functionalist Leadership Researchmentioning

confidence: 86%

“…To our knowledge, no other analysis has compared five snapshots over 50 years. Hallinger and Kovačevic ´(2021), for instance, sample data from a similar range, but analyse it together. We see these contributions as integral to this special issue's celebration of Educational Management Administration & Leadership's 50-year anniversary: our findings locate EMAL as a field leader, publishing diverse as well as important research.…”

Section: Introductionmentioning

confidence: 99%

“…Concomitantly, interest has grown in mapping and typologising its knowledge base, its methodological and conceptual approaches and, increasingly, knowledge-production locations (Erickson, 1979; Gunter, 2016; Gunter and Ribbins, 2002; Hallinger, 2020; Heck and Hallinger, 2005; Murphy et al, 2007; Oplatka, 2009; Ribbins and Gunter, 2002; Thomson, 2017). Systematic and bibliometric reviews have increased as researchers attempt to codify knowledge production in the field using techniques to assess volume, growth trajectory, geographic distribution, citation and co-citation practices, thematic foci, epistemological positioning and theory use (for example, see Castillo and Hallinger, 2018; Gumus et al, 2018; Hallinger, 2011, 2020; Hallinger and Chen, 2015; Hallinger and Kovačević, 2019, 2021; Oplatka and Arar, 2017; Walker and Hallinger, 2015). In this article, we contribute to this literature through our mapping of knowledge-production traditions, trends and trajectories.…”

Section: Introductionmentioning

confidence: 99%

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Mapping trends in educational-leadership research: A longitudinal examination of knowledge production, approaches and locations

McGinity¹,

Heffernan²,

Courtney³

2021

Educational Management Administration & Leadership

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The field of educational-leadership research has broadened over the last 50 years, with diverse knowledge-production traditions (e.g. functionalist and critical); audiences (e.g. practitioners, researchers and policymakers) and preferred sites of publication. In this article, we trace how the objectives, methods, claims and relative significance of educational-leadership research, and the identities and epistemological assumptions of educational-leadership researchers, are changing over time. We systematically and manually analysed trends in educational-leadership research through keyword searches across all journal publication sites over 50 years, exploring researchers’ contributions, epistemological positioning and journal choices. We also explored the balance between empirical and conceptual scholarship, geographical location and use of theory. We found that critical educational-leadership research is common across the international field but is more likely to be published in high-ranking generalist education journals or lower-ranking educational-leadership-focused journals. Our research contributes a novel, robust and, significantly, relatively wide-ranging empirical basis to identify key trends, gaps and silences within the field of educational-leadership research over time. Our research enables better understanding of the areas that are potentially under-researched and the ways the field might be creating and reproducing power dynamics in research.

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“…Veriler içerik analizi ile çözümlenmiş, kod, kategori ve temalar oluşturulmuş ve akran değerlendirmesi ile kontrol edilmiştir. Bu anlamda araştırma, amacı ve sonuçları açısından Hallinger ve Kovačević'in (2019, 2021 EY alan yazınını bibliyometrik açıdan incelediği çalışmalar ile örtüşmektedir.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

A Longitudinal Research on the Concept Map of Educational Administration as a Disciplined Field of Study

ÇETİN

Özdemir

2021

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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This study aims at analyzing the field of Educational Administration (EA) through the concepts used in the field. For this purpose, the concepts used in the scientific publications of the field were discussed in terms of their relation with other disciplines as well as the reasons and results of the concept usage habits. In this context, the study was designed in the form of documentary analysis and the data was collected through documents selected based on criterion sampling. Thus, the study group consisted of 596 doctoral dissertations completed between 1987-2019 in Turkey and 930 articles published in eight different refereed journals in Turkey between 1968-2019. Content analysis was employed to analyze the data and various visual tools were used to interpret them. The study showed that EA is a comprehensive field of study, which is thought to be in two sided interaction with the concepts used in the field. It was also found that there is variety in the definition and research topics of the field although certain issues and concepts such as leadership and commitment take much more place in literature. Besides, the results displayed that the concepts used in EA literature evolve mostly around positivist paradigm and basic disciplines such as psychology and administration.

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Mapping the intellectual lineage of educational management, administration and leadership, 1972–2020

Cited by 21 publications

References 83 publications

The importance of context for leadership in education

The importance of context for leadership in education

Mapping trends in educational-leadership research: A longitudinal examination of knowledge production, approaches and locations

A Longitudinal Research on the Concept Map of Educational Administration as a Disciplined Field of Study

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