Reducing class size was suggested by four-fifths (80 percent) of the respondents. To
what extent universities in developing countries with very limited and modest budgets
can afford to reduce class size is highly unlikely. Similarly, one has to question the
degree to which universities in developing countries are amenable to modify their
program content in light of the structure of the prevailing educational systems. For
example, the call for additional courses in evaluation by the respondents may be
related to their job expectations. Staff evaluation is regarded as a major component of a
school administrator’s position in Palestine (Kanan, 2002). Given that most of
educational administrators in Palestine generally started as teachers and did not
receive formal training in educational leadership, their call for additional courses in
evaluation could be a plausible interpretation for this perception. By contrast, although staff evaluation constitutes a major component of a western administrator’s positions,
they perceive themselves more as educational leaders than evaluators. Although the
respondents in this study criticized the content of their program in terms of skill
deficiency, western professionals criticized the content of their programs in terms of
content. Bjork (2000), for example, criticized western educational administration
preparation programs as resembling more the social sciences than education.