The results of this study can best be interpreted within an
educational-economic-political paradigm. It should be stressed at the outset of this
discussion that the nature of educational administration preparation programs in
newly emerged systems is bound by economic and political considerations. An
examination of such programs from the academic literature (e.g. university catalogues,
reports) reveals that these programs are similar in terms of the rigidity of course
offering, sequencing, use of part-time faculty, and class size. Given that graduate
programs are considered socially prestigious, universities try to capitalize on this
aspect by offering the most cost efficient programs. Hence, they offer a core curriculum
(approximately one-third of program) to students who are enrolled in two or more
emphases (e.g. educational administration and teaching mathematics) to maintain a
high student-instructor ratio during this phase of the program. Furthermore, the
sequence of course offering is rigidly maintained in order to ensure that an adequate
number of students is enrolled in the “specialized” courses offered.