Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8279-4.ch010
C. Kwee
Travel restrictions in the COVID-19 pandemic cause a significant drop in international student enrolment. To cope with such drastic change, this study aims to assess the international student enrolment strategies in Australian universities during the pandemic. Using the critical theory as a theoretical framework, this case study first probed into the problems of the current international student enrolment strategies by taking power and discourses into consideration. The problems identified include the marginalisation of international students and hindrance in their empowerment. Then, this study proposed some future directions for international student enrolment in relation to international students' concerns and needs, alongside migration policies and workforce demands. The future directions include increasing their chances to be academically competitive and equip them to prepare for their future career. The findings can be useful for university management to devise better strategies to recruit and retain international students in the post-pandemic era.
{"title":"Assessing the International Student Enrolment Strategies in Australian Universities","authors":"C. Kwee","doi":"10.4018/978-1-7998-8279-4.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-8279-4.ch010","url":null,"abstract":"Travel restrictions in the COVID-19 pandemic cause a significant drop in international student enrolment. To cope with such drastic change, this study aims to assess the international student enrolment strategies in Australian universities during the pandemic. Using the critical theory as a theoretical framework, this case study first probed into the problems of the current international student enrolment strategies by taking power and discourses into consideration. The problems identified include the marginalisation of international students and hindrance in their empowerment. Then, this study proposed some future directions for international student enrolment in relation to international students' concerns and needs, alongside migration policies and workforce demands. The future directions include increasing their chances to be academically competitive and equip them to prepare for their future career. The findings can be useful for university management to devise better strategies to recruit and retain international students in the post-pandemic era.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125018721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-5858-3.CH004
M. Taole
The chapter aims to examine leadership styles used by multi-grade principals and explore the skills needed by principals in multi-grade schools. The study was guided by the following research questions: (1) What are the leadership styles of multi-grade principals? and (2) What skills are needed for school leadership in multi-grade contexts? The chapter adopted a qualitative design, using interviews and “shadowing” as data collection instruments. The participants were six multi-grade teaching principals. Data obtained from the various sources were analyzed using the thematic analysis method. The findings revealed the prevalence of instructional leadership style among participants with the principal being both the academic leader and the instructional leader. In addition, participants emphasized the importance of collaborative leadership that relies on teamwork among teachers and community members in these small schools to ensure that the vision and the mission of the school is realized.
{"title":"Instructional Leadership as a Model for Leadership in Multi-Grade Schools","authors":"M. Taole","doi":"10.4018/978-1-5225-5858-3.CH004","DOIUrl":"https://doi.org/10.4018/978-1-5225-5858-3.CH004","url":null,"abstract":"The chapter aims to examine leadership styles used by multi-grade principals and explore the skills needed by principals in multi-grade schools. The study was guided by the following research questions: (1) What are the leadership styles of multi-grade principals? and (2) What skills are needed for school leadership in multi-grade contexts? The chapter adopted a qualitative design, using interviews and “shadowing” as data collection instruments. The participants were six multi-grade teaching principals. Data obtained from the various sources were analyzed using the thematic analysis method. The findings revealed the prevalence of instructional leadership style among participants with the principal being both the academic leader and the instructional leader. In addition, participants emphasized the importance of collaborative leadership that relies on teamwork among teachers and community members in these small schools to ensure that the vision and the mission of the school is realized.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128956876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-5089-2
{"title":"Professional and Ethical Consideration for Early Childhood Leaders","authors":"","doi":"10.4018/978-1-7998-5089-2","DOIUrl":"https://doi.org/10.4018/978-1-7998-5089-2","url":null,"abstract":"","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132310368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8279-4.ch001
M. Alaali
COVID-19 has disrupted university education and stirred all aspects of university life. Universities shifted to online teaching, learning, and assessments and were generally successful, but governments and societies became skeptical about the outcomes and the creditability of the degrees. This chapter presents the challenges faced by online education and weighs them against the benefits. The chapter also discusses the assumptions made during this transformation phase and their impact. The last part of the chapter presents a vision model of the future of online education and the newly created competitions between rich and poor universities and the move towards new opportunities of multiple-sourced degrees, virtual campuses, and virtual professors.
{"title":"COVID-19","authors":"M. Alaali","doi":"10.4018/978-1-7998-8279-4.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-8279-4.ch001","url":null,"abstract":"COVID-19 has disrupted university education and stirred all aspects of university life. Universities shifted to online teaching, learning, and assessments and were generally successful, but governments and societies became skeptical about the outcomes and the creditability of the degrees. This chapter presents the challenges faced by online education and weighs them against the benefits. The chapter also discusses the assumptions made during this transformation phase and their impact. The last part of the chapter presents a vision model of the future of online education and the newly created competitions between rich and poor universities and the move towards new opportunities of multiple-sourced degrees, virtual campuses, and virtual professors.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130876738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-1461-0.ch009
S. Robertson
This chapter explores the theoretical ideas educators should explore and understand in relationship to developing student agency as a pedagogy. It also examines how using it can potentially inspire digital critical pedagogy. The process by which certified teachers engaged in to become more aware of their own critical pedagogy and skill to implement student agency is discussed throughout the chapter. Their perceptions of what student agency is and should be is explored alongside ideas for instituting creative digital pedagogy and student agency in a practical fashion in a focal point of the chapter.
{"title":"Student Agency","authors":"S. Robertson","doi":"10.4018/978-1-7998-1461-0.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-1461-0.ch009","url":null,"abstract":"This chapter explores the theoretical ideas educators should explore and understand in relationship to developing student agency as a pedagogy. It also examines how using it can potentially inspire digital critical pedagogy. The process by which certified teachers engaged in to become more aware of their own critical pedagogy and skill to implement student agency is discussed throughout the chapter. Their perceptions of what student agency is and should be is explored alongside ideas for instituting creative digital pedagogy and student agency in a practical fashion in a focal point of the chapter.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122219102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-5200-1.ch006
Chelsea K. Magyar
This chapter investigates dance and rhetoric as resources for sensemaking and discussing school shootings in their aftermath, such that people might speak to one another empathetically and respond as active agents of change. Inspired by the production process and performance of “Equipment for Living: An Artistic Exploration of School Shootings,” the 2019 dance concert choreographed by the author, community is proposed as an additional resource for addressing and healing from school shootings. Burke's dramatism is paired with his concept of “equipment for living” to discuss dance as an alternative to traditional media, such as print journalism, for addressing “another” in the aftermath of school shootings. Another refers to (1) people conjured in the act of performance, collaborators involved in the production process of media, and audience members invited to participate as active viewers and (2) the problem of rhetorically framing school shootings with the term “another.”
{"title":"Addressing “Another” in the Aftermath of School Shootings Using Dance and Rhetoric","authors":"Chelsea K. Magyar","doi":"10.4018/978-1-7998-5200-1.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-5200-1.ch006","url":null,"abstract":"This chapter investigates dance and rhetoric as resources for sensemaking and discussing school shootings in their aftermath, such that people might speak to one another empathetically and respond as active agents of change. Inspired by the production process and performance of “Equipment for Living: An Artistic Exploration of School Shootings,” the 2019 dance concert choreographed by the author, community is proposed as an additional resource for addressing and healing from school shootings. Burke's dramatism is paired with his concept of “equipment for living” to discuss dance as an alternative to traditional media, such as print journalism, for addressing “another” in the aftermath of school shootings. Another refers to (1) people conjured in the act of performance, collaborators involved in the production process of media, and audience members invited to participate as active viewers and (2) the problem of rhetorically framing school shootings with the term “another.”","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"42 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120906045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8025-7.ch008
N. S. Netshakhuma
South African universities were divided along racial lines of historically Black, White, and Afrikaans universities. Pieces of legislation such as the Bantu Education Act No. 47 of 1953 and the Extension of University Education Act No. 45 of 1959 were enacted by the apartheid regime to provide inferior education to Black communities. However, after the transition from apartheid to democracy, the National Commission on Higher Education was established in 1996 to develop a framework to transform higher education. The transformation of higher education led to the integration of information management systems. The governance structures, resources allocations, training and development of staff were pillars to transform higher education. The exclusion of information management implies poor administration and little access to information. Post-apartheid South Africa recognized the significance to access information for university internationalization.
{"title":"Transformation of Historically Black Universities in South Africa to Provide Access to Information","authors":"N. S. Netshakhuma","doi":"10.4018/978-1-7998-8025-7.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-8025-7.ch008","url":null,"abstract":"South African universities were divided along racial lines of historically Black, White, and Afrikaans universities. Pieces of legislation such as the Bantu Education Act No. 47 of 1953 and the Extension of University Education Act No. 45 of 1959 were enacted by the apartheid regime to provide inferior education to Black communities. However, after the transition from apartheid to democracy, the National Commission on Higher Education was established in 1996 to develop a framework to transform higher education. The transformation of higher education led to the integration of information management systems. The governance structures, resources allocations, training and development of staff were pillars to transform higher education. The exclusion of information management implies poor administration and little access to information. Post-apartheid South Africa recognized the significance to access information for university internationalization.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124888889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7908-4
{"title":"International Beliefs and Practices That Characterize Teacher Effectiveness","authors":"","doi":"10.4018/978-1-7998-7908-4","DOIUrl":"https://doi.org/10.4018/978-1-7998-7908-4","url":null,"abstract":"","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125675598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-6491-2.CH013
Sapna V. Thwaite
This chapter explores the impact of motherhood on the professional identities of female leaders during the COVID-19 pandemic. It focuses on five principles related to parenting a young child that one might apply to one's experiences as a female leader during the COVID-19 pandemic: 1) listen with your eyes, 2) recognize that not knowing is part of growing, 3) release the need for perfection, 4) engage in restorative rituals, and 5) focus on those things that are within your control. It also expands upon the notion that creating an emotional climate where faculty, staff, and administrators can bring their “whole selves” to work would be beneficial, both during a pandemic and beyond.
{"title":"Reflections on Motherhood and Leadership During the COVID-19 Pandemic","authors":"Sapna V. Thwaite","doi":"10.4018/978-1-7998-6491-2.CH013","DOIUrl":"https://doi.org/10.4018/978-1-7998-6491-2.CH013","url":null,"abstract":"This chapter explores the impact of motherhood on the professional identities of female leaders during the COVID-19 pandemic. It focuses on five principles related to parenting a young child that one might apply to one's experiences as a female leader during the COVID-19 pandemic: 1) listen with your eyes, 2) recognize that not knowing is part of growing, 3) release the need for perfection, 4) engage in restorative rituals, and 5) focus on those things that are within your control. It also expands upon the notion that creating an emotional climate where faculty, staff, and administrators can bring their “whole selves” to work would be beneficial, both during a pandemic and beyond.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"417 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133738084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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