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Case Development in Educational Administration

E.M. BRIDGES (Director of the University Council for Educational Administration's Articulated Media Project at Ohio State University. Previously a Staff Associate of the Midwest Administration Center at the University of Chicago, Dr. Bridges has published numerous articles in professional journals. He holds the degrees of B S. of the University of Missouri and M.A. and Ph.D. of the University of Chicago. Dr. Bridges wishes to acknowledge the help of Dan C. Lortie, Associate Professor of Educational Administration at the University of Chicago, in developing some of the ideas expressed in this paper.)

Journal of Educational Administration

ISSN: 0957-8234

Article publication date: 1 January 1965

560

Abstract

In the past case studies have been viewed principally as instructional tools for developing particular skills. Consequently the cases have been limited to the “issue” and “descriptive” variety. In the future considerable attention should be given to the case study as a research tool. In this regard, “substantive” cases dealing with social science concepts or advanced field practices represent a fruitful area for case development. Cases of all types will need to have immediate relevance to the current problems of practitioners, to cover a wide range of problems, roles, organizational types and environments and to seek to advance knowledge in a systematic way. There is a need for the classification of available cases and for preparation of many more cases, especially of the substantive type, perhaps by graduate students in the universities.

Citation

BRIDGES, E.M. (1965), "Case Development in Educational Administration", Journal of Educational Administration, Vol. 3 No. 1, pp. 54-61. https://doi.org/10.1108/eb009588

Publisher

:

MCB UP Ltd

Copyright © 1965, MCB UP Limited

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