Analyzing the literature on education governance over the last 71 years

Abstract

Purpose: This article results from a survey on national and international research articles published from 1947 to 2018 that aimed to produce a theoretical framework and description of education governance. Design/methodology/approach: The study was based on bibliographic research techniques. Its bibliometric analysis (Pritchett, 2001) focused on three structural indicators: 1) keywords, 2) most relevant journals and 3) most productive researchers. A survey was made targeting national and international research articles on education governance published from 1947 to 2018 as available on Scopus. Findings: The survey pointed out the fundamentals of the education governance dimensions as posited in Hufty’s (2011) Governance Analytical Framework, namely: problems, social norms, actors, nodal points and processes. Originality/value: The study provides the theoretical framework for establishing operational definitions of aforementioned dimensions that can be used in an education governance assessment instrument.