Purpose: The practice of theory borrowing from other research fields is common in interdisciplinary and applied research. Nevertheless, educational administration researchers seldom discuss this phenomenon and its complexities in depth. Design/methodology/approach: This essay provides an overview of what has been written about the practice of theory borrowing. Findings: After presenting the criticism on misusing theory borrowing, it outlines several recommendations to improve theory borrowing in education administration research by domesticating it through conceptual blending. Originality/value: The purpose of this essay is to motivate educational administration scholars to reflect on the practice of theory borrowing. The guidelines offered here for promoting conceptual blending serve as a middle ground for mitigating a key problem of theory borrowing.
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- Conceptual blending
- Educational administration research
- Theory borrowing