This study examined the executive behavior of educational administrators in schools and universities, and compared it with that of business executives. Data were obtained by tabular review of four select studies on patterns of behavior. Analytical results point to considerable similarity in the daily work realities of executives studied, in spite of differences in organizations and goals. However, when differences did emerge, they were largely due to the executive's proximity to the operational core. Executives closer to the operational core were less likely to have flexibility and control over their work than executives who had layers embedded in their organizations to shield them from the intensity of the operational core. Those closer to the operational core all faced fast-paced days that are commonly fragmented by interruptions and intense to the point that time was not scheduled for non-work-related activities, such as breaks and time for reflection. An implication from this analysis is the need to develop an understanding of how the executive's relative proximity to the core can affect the nature of his or her work. It is hoped that this study will help administrators develop an operational framework for enhancing their work. (Contains 31 references.) (RT)