Reframing Educational Governance and Administration through Institutional Theory: A Systematic Review of Policy Enactment
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Abstract: This systematic review examines how Institutional Theory has been applied to understand governance and administration in educational contexts, with a specific focus on policy enactment. Guided by PRISMA principles, the review analyzed empirical and theoretical studies published over the past two decades to identify dominant themes, methodological trends, and gaps in the existing literature. Findings reveal that Institutional Theory provides valuable insights into how schools, higher education institutions, and educational systems negotiate external pressures, internal norms, and organizational routines when enacting policy. The review highlights three major themes: (1) the influence of institutional environments on decision-making and administrative practices, (2) the role of organizational actors in shaping and mediating policy implementation, and (3) tensions between formal policy expectations and actual practices within educational settings. Despite its growing use, the review notes limited research in developing-country contexts and a need for integrated frameworks that combine Institutional Theory with complementary perspectives such as policy sociology and organizational change. The study contributes to a deeper understanding of policy enactment processes and recommends future research directions that emphasize multi-level analyses, contextual diversity, and the dynamic interplay between institutions and educational actors.
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