Recent Developments in the Relationship between Empirical Comparative Research on Education and Neo-Institutional Theory

Abstract

Traditional approaches to neo-institutional theory have focused on cross-national isomorphism resulting from processes of scripting and legitimization, but more recent empirical comparative research on education increasingly addresses power critiques in both the theoretical and empirical analyses. These recent developments have also led to a shift in the types of methodological approaches framed by neo-institutional theory as well as an expansion of the institution of education from organizations to individuals. Given these developments the conceptual and empirical advantages of neo-institutional theory as applied to empirical comparative research on education are explored.