Reconceptualizing research and scholarship in educational administration: Learning to know, knowing to do, doing to learn

In this article, the authors explore common and emerging conceptions of wha t constitutes knowledge in educational administration, how knowledge relate s to practice, and how individuals in universities and schools can engage i n a particular kind of knowledge work-research. The authors suggest that a fully articulated perspective on research in educational administration mig ht characterize research as occupying a multidimensional space delineated a long three dimensions: why the research is done, who conducts the research, and how the research is done. Productive, interesting, and generative rese arch can be situated anywhere on these dimensions, and five principles can be used to guide various forms of research. The implication is that althoug h currently the field of educational administration encompasses two communi ties of practice,we should strive toward becoming one community of scholars . The authors discuss how doctoral programs might develop students for this community of scholars and provide a case example from one university.