Examining the Knowledge Produced in Educational Administration Doctoral Theses with Respect to Functions of Science

This study examines the contribution of the knowledge produced in educational administration doctoral theses to the functions of science, concept and model development, theory formation, scale development/adaptation and application. Content analysis, one of the qualitative methods, was used in condu...

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Bibliographic Details
Published inResearch in Educational Administration & Leadership Vol. 7; no. 2; pp. 358 - 393
Main Authors Tonbul, Yilmaz, Ödemis Keles, Nurdan
Format Journal Article
LanguageEnglish
Published EARDA Turkish Educational Administration Research & Development Association 01.06.2022
Subjects
Concept Formation
Content Analysis
Doctoral Dissertations
Educational Administration
Foreign Countries
Scientific Concepts
Scientific Enterprise
Scientific Methodology
Theories
Canada
South Korea
Netherlands
Sweden
Hong Kong
United States
Japan
United Kingdom (Great Britain)
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Summary:This study examines the contribution of the knowledge produced in educational administration doctoral theses to the functions of science, concept and model development, theory formation, scale development/adaptation and application. Content analysis, one of the qualitative methods, was used in conducting the research, which analyzed 122 doctoral theses dated between 2017 and 2020. These compositions were produced at 27 universities that ranked in the top 500 globally in CWUR (Center for World University Ranking) 2020. The results showed that the knowledge produced in the theses was mostly descriptive. However, there were a few experimental theses that reached the control level and contributed to the application with a concept, model, theory creation and scale development/adaptation. The findings offer implications that can guide future research in the field of educational administration.