Neo-institutionalistische Forschung beschränkt sich häufig auf die Untersuchung von institutioneller Isomorphie und ignoriert Entwicklungen institutioneller Differenzierung und Pfadabhängigkeit. Zudem ist diese Einseitigkeit oft durch einen hohen Grad von Abstraktion und Allgemeinheit erkauft, nicht zuletzt bezüglich der Mechanismen, die die behaupteten Prozesse erklären sollen. In diesem Aufsatz stelle ich zunächst Mechanismen institutioneller Effekte und Differenzierung dar. Anschließend skizziere ich eine institutionalistische Theorietradition im Bildungsbereich, die institutionelle Vielfalt fokussiert. Der Aufsatz endet mit kritischen Bemerkungen über den Institutionalismus der Stanford-Schule.
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Meyer, HD. (2009). Institutionelle Isomorphie und Vielfalt – Zu einer überfälligen Korrektur in der Bildungsforschung. In: Koch, S., Schemmann, M. (eds) Neo-Institutionalismus in der Erziehungswissenschaft. VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-91496-1_14
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