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La Educación
Número: (117) I
Año: 1994


The establishment of large-scale education projects in developing nations is often problematical. After project approval, it is sometimes difficult for initiatives to “get off the ground.” This paper examines one type of difficulty—interorganizational behavior patterns—which may beset project establishment.

The analysis is contextual. It draws upon the experiences of Research Country (pseudonym)—an emerging nation in the Latin American and Caribbean realm—as this developing country struggles to initiate its Third Education Project which has been approved for implementation by the World Bank. The data, gleaned from Government files and project documents, are presented in a scenario of events; and two major concepts in organizational theory—organizational myths and organizational goals—provide the frame of reference against which the data are analyzed.

The results reveal that the behavior of organizations involved can influence the decision-making process in project establishment and, as a result, can slow down the project implementation process.