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.
This essay provides an overview of what has been written about the practice of theory borrowing.
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.
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.
