Pub Date : 2021-08-23DOI: 10.1108/978-1-83909-864-220211003
E. Samier, Waheed Hammad
The purpose of this chapter is to shed light on humanistic knowledge traditions and highlight their value in informing educational administration and leadership curricula designed for graduate students. We argue that, despite their distinctive features, humanist traditions such as the Confucian, Buddhist, Islamic and European share many core values and practices that should be incorporated into the educational administration and leadership curricula. However, these traditions tend to be overlooked or marginalised by curriculum designers. We argue that incorporating these traditions into educational administration and leadership curricula can contribute to greater internationalisation and achieve a greater diversity. The chapter starts with an exploration of the origins, nature and definitions of humanism. The following parts discuss Confucian, Buddhist, Islamic and European humanist traditions and examine how they can contribute to shaping educational administration and leadership curricula.
{"title":"Humanistic Knowledge Traditions That Can Inform Educational Administration and Leadership Curricula: Ancient, Islamic, Confucian, Buddhist and European Approaches","authors":"E. Samier, Waheed Hammad","doi":"10.1108/978-1-83909-864-220211003","DOIUrl":"https://doi.org/10.1108/978-1-83909-864-220211003","url":null,"abstract":"The purpose of this chapter is to shed light on humanistic knowledge traditions and highlight their value in informing educational administration and leadership curricula designed for graduate students. We argue that, despite their distinctive features, humanist traditions such as the Confucian, Buddhist, Islamic and European share many core values and practices that should be incorporated into the educational administration and leadership curricula. However, these traditions tend to be overlooked or marginalised by curriculum designers. We argue that incorporating these traditions into educational administration and leadership curricula can contribute to greater internationalisation and achieve a greater diversity. The chapter starts with an exploration of the origins, nature and definitions of humanism. The following parts discuss Confucian, Buddhist, Islamic and European humanist traditions and examine how they can contribute to shaping educational administration and leadership curricula.","PeriodicalId":384983,"journal":{"name":"Internationalisation of Educational Administration and Leadership Curriculum","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129014838","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 : 2021-08-23DOI: 10.1108/978-1-83909-864-220211015
{"title":"Prelims","authors":"","doi":"10.1108/978-1-83909-864-220211015","DOIUrl":"https://doi.org/10.1108/978-1-83909-864-220211015","url":null,"abstract":"","PeriodicalId":384983,"journal":{"name":"Internationalisation of Educational Administration and Leadership Curriculum","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131803074","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 : 2021-08-23DOI: 10.1108/978-1-83909-864-220211013
F. Ashu
This chapter discusses a number of well-known African Philosophies of Education (APE) that could significantly improve the development of an international educational leadership curriculum. These include Preparedness/Preparationism, Utilitarianism/Functionalism, Communalism; Holisticism and Perennialism, Ethnophilosophy, Ubuntu, Community, Reasonableness, Moral Maturity, Maat or Ma'at African philosophies discovered from papyrus manuscripts including Imhotep, The Teachings of the Vizier Ptahhotep, The Tale of the Eloquent Peasant, and The Dialogue of a Man with his Soul, Kemit and As Above so Below, etc. In so doing, I identify the salient values of these philosophies, bringing out their qualities as well as their limitations, and discussing ways in which they could be incorporated into the contemporary field of developing an international leadership curriculum. This chapter first reviews contemporary literature on African Indigenous Education (AIE) and APE and their relevance in developing an international leadership curriculum using a descriptive and analytical interpretive approach then proposes an epistemic leadership theoretical framework to guide the delivery of APE in educational leadership learning. Such a leadership curriculum framework could be developed as part of the de-colonial epistemic movement within the Global South. The chapter concludes that while the link between APE, policy and practice is significant and new in the context of educational leadership curriculum research, its survival depends on the establishment of such a de-colonial epistemic theoretical framework.
{"title":"African Philosophies of Education and Their Relevance in Developing an International Leadership Curriculum: A Guide for Educational Systems, Schools and School Leaders","authors":"F. Ashu","doi":"10.1108/978-1-83909-864-220211013","DOIUrl":"https://doi.org/10.1108/978-1-83909-864-220211013","url":null,"abstract":"This chapter discusses a number of well-known African Philosophies of Education (APE) that could significantly improve the development of an international educational leadership curriculum. These include Preparedness/Preparationism, Utilitarianism/Functionalism, Communalism; Holisticism and Perennialism, Ethnophilosophy, Ubuntu, Community, Reasonableness, Moral Maturity, Maat or Ma'at African philosophies discovered from papyrus manuscripts including Imhotep, The Teachings of the Vizier Ptahhotep, The Tale of the Eloquent Peasant, and The Dialogue of a Man with his Soul, Kemit and As Above so Below, etc. In so doing, I identify the salient values of these philosophies, bringing out their qualities as well as their limitations, and discussing ways in which they could be incorporated into the contemporary field of developing an international leadership curriculum. This chapter first reviews contemporary literature on African Indigenous Education (AIE) and APE and their relevance in developing an international leadership curriculum using a descriptive and analytical interpretive approach then proposes an epistemic leadership theoretical framework to guide the delivery of APE in educational leadership learning. Such a leadership curriculum framework could be developed as part of the de-colonial epistemic movement within the Global South. The chapter concludes that while the link between APE, policy and practice is significant and new in the context of educational leadership curriculum research, its survival depends on the establishment of such a de-colonial epistemic theoretical framework.","PeriodicalId":384983,"journal":{"name":"Internationalisation of Educational Administration and Leadership Curriculum","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114203554","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 : 2021-08-23DOI: 10.1108/978-1-83909-864-220211014
{"title":"Index","authors":"","doi":"10.1108/978-1-83909-864-220211014","DOIUrl":"https://doi.org/10.1108/978-1-83909-864-220211014","url":null,"abstract":"","PeriodicalId":384983,"journal":{"name":"Internationalisation of Educational Administration and Leadership Curriculum","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124707713","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 : 2021-08-23DOI: 10.1108/978-1-83909-864-220211008
Waheed Hammad, A. S. Al-Harthi
In a global context characterised by a growing recognition of the role that educational leaders play in ensuring school effectiveness and the consequent need to design effective leadership preparation programmes, many educational leadership preparation providers around the world have borrowed international standards and frameworks in order to guide their programmes and assure their quality. This trend has been on the rise as a response to globalisation pressures and a growing interest in acquiring international recognition through accreditation agencies. However, this raises important questions about the potential repercussion of using foreign, mainly Western, frameworks to develop or assess national leadership preparation provision. Evidence from relevant literature indicates that these frameworks, when applied to local contexts, need to take contextual factors into account. In this chapter, we engage with existing literature in relation to leadership preparation, internationalisation and professional standards to reflect on our experience of using international standards to develop the Masters in Educational Administration programme offered by Sultan Qaboos University (SQU) in Oman. We hope to contribute to existing internationalisation literature by providing a different perspective on educational administration and leadership preparation from a non-Western tradition, thereby expanding the understanding of meaningful leadership preparation in general.
{"title":"Aligning ‘International’ Standards with ‘National’ Educational Leadership Preparation Needs: The Case of a Master's Programme in Oman","authors":"Waheed Hammad, A. S. Al-Harthi","doi":"10.1108/978-1-83909-864-220211008","DOIUrl":"https://doi.org/10.1108/978-1-83909-864-220211008","url":null,"abstract":"In a global context characterised by a growing recognition of the role that educational leaders play in ensuring school effectiveness and the consequent need to design effective leadership preparation programmes, many educational leadership preparation providers around the world have borrowed international standards and frameworks in order to guide their programmes and assure their quality. This trend has been on the rise as a response to globalisation pressures and a growing interest in acquiring international recognition through accreditation agencies. However, this raises important questions about the potential repercussion of using foreign, mainly Western, frameworks to develop or assess national leadership preparation provision. Evidence from relevant literature indicates that these frameworks, when applied to local contexts, need to take contextual factors into account. In this chapter, we engage with existing literature in relation to leadership preparation, internationalisation and professional standards to reflect on our experience of using international standards to develop the Masters in Educational Administration programme offered by Sultan Qaboos University (SQU) in Oman. We hope to contribute to existing internationalisation literature by providing a different perspective on educational administration and leadership preparation from a non-Western tradition, thereby expanding the understanding of meaningful leadership preparation in general.","PeriodicalId":384983,"journal":{"name":"Internationalisation of Educational Administration and Leadership Curriculum","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133894370","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 : 2021-08-23DOI: 10.1108/978-1-83909-864-220211006
Eman Elkaleh
This chapter provides a critical and comprehensive review of internationalisation models and strategies in higher education and offers a conceptual model for internationalising the curriculum, taking educational administration and leadership as an example of its implementation. The chapter starts with an introduction and overview of globalisation and how higher education institutions respond to its increasing effects by adopting different internationalisation strategies. This is followed by a discussion on the different forces and rationales involved and the various models and strategies adopted by higher education institutions as well as the many challenges and obstacles they encounter when implementing these strategies. The third section focuses on ways of internationising the curriculum and how it is a complex, dynamic and developmental process that requires the implementation of most internationalisation strategies. The chapter concludes with a discussion of the IHEC model which is created for internationalising the higher education curriculum, focusing on educational administration and leadership as an example. The IHEC model aims to provide students with a universal and holistic learning experience that prepares them for the increasingly competitive and diversified working environment. It also attempts to overcome the Westernisation indigenisation debate by adopting a holistic approach to knowledge and cultural practices that appreciates and integrates different perspectives, knowledge traditions and work practices into the curriculum.
{"title":"Internationalisation Models and Strategies in Higher Education: A Conceptual Model for Internationalising the Curriculum","authors":"Eman Elkaleh","doi":"10.1108/978-1-83909-864-220211006","DOIUrl":"https://doi.org/10.1108/978-1-83909-864-220211006","url":null,"abstract":"This chapter provides a critical and comprehensive review of internationalisation models and strategies in higher education and offers a conceptual model for internationalising the curriculum, taking educational administration and leadership as an example of its implementation. The chapter starts with an introduction and overview of globalisation and how higher education institutions respond to its increasing effects by adopting different internationalisation strategies. This is followed by a discussion on the different forces and rationales involved and the various models and strategies adopted by higher education institutions as well as the many challenges and obstacles they encounter when implementing these strategies. The third section focuses on ways of internationising the curriculum and how it is a complex, dynamic and developmental process that requires the implementation of most internationalisation strategies. The chapter concludes with a discussion of the IHEC model which is created for internationalising the higher education curriculum, focusing on educational administration and leadership as an example. The IHEC model aims to provide students with a universal and holistic learning experience that prepares them for the increasingly competitive and diversified working environment. It also attempts to overcome the Westernisation indigenisation debate by adopting a holistic approach to knowledge and cultural practices that appreciates and integrates different perspectives, knowledge traditions and work practices into the curriculum.","PeriodicalId":384983,"journal":{"name":"Internationalisation of Educational Administration and Leadership Curriculum","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126335463","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 : 2021-08-23DOI: 10.1108/978-1-83909-864-220211010
Bev Rogers
When I began to teach within a Masters of Education (Leadership and Management) program, I questioned my assumed unproblematic nature of the presentation of Western leadership and management theories to students from a diverse range of countries without understanding the diversity. The expectations of International students are also that overseas study is designed to facilitate the transport of Western theory, as ‘the solution’ which makes the indigenous knowledges they bring struggle to appear. Few students seem to question the transferability of Western knowledge to other cultures, yet it may actually be of limited value to the real concerns and issues associated with the leadership of organisations in their home countries. Building on the ideas of Raewyn Connell and Boaventura de Sousa Santos, this chapter examines possibilities for research-led pedagogies which support an awareness of the dominance and persistence of northern-centric patterns of global knowledge production, challenging students to question their own expectations of the dominance of Western theory. Through so doing, it makes possible the re-imagining of possibilities for transformation through the emergence of alternatives, where engaging in democratic deliberation about what is gained and lost from adopting various knowledge positions informs a better understanding of human social and organisational experiences. Rather than subscribing to a single, universal and abstract hierarchy among knowledges, which privileges Western theories, cognitive justice favours context dependent knowledges. We can prepare the ground for students thinking about the knowledges they bring, and the importance of unique contextual and cultural factors through Butler's notions of intelligibility and performativity to help students understand that actions are conditioned by what is available within the culture and by what practices are legitimating. Dialogue and interpretation can occur across cultures, at the same time as raising the awareness of reciprocal incompleteness of knowledges.
当我开始在教育硕士(领导与管理)课程中授课时，我质疑自己对来自不同国家的学生介绍西方领导和管理理论的想当然，因为我不了解这种多样性。国际学生的期望还在于，海外学习的目的是促进西方理论的传播，作为“解决方案”，使他们带来的本土知识难以显现。似乎很少有学生质疑西方知识对其他文化的可转移性，但它实际上可能对与本国组织领导有关的实际问题和问题具有有限的价值。本章以康奈尔(Raewyn Connell)和桑托斯(Boaventura de Sousa Santos)的观点为基础，探讨了以研究为主导的教学法的可能性，这种教学法支持对以北方为中心的全球知识生产模式的主导地位和持久性的认识，挑战学生质疑他们自己对西方理论主导地位的期望。通过这样做，它可以通过替代方案的出现来重新想象转型的可能性，在这种情况下，通过民主的审议，通过采用各种知识立场得到什么和失去什么，可以更好地理解人类的社会和组织经验。与西方理论所推崇的单一的、普遍的、抽象的知识层次不同，认知正义倾向于依赖于语境的知识。我们可以为学生们思考他们带来的知识，以及独特的语境和文化因素的重要性做好准备，通过巴特勒的可理解性和表演性的概念，帮助学生理解行为是由文化中可用的东西和合法的做法决定的。对话和解释可以跨文化进行，同时提高对知识相互不完整的认识。
{"title":"Rethinking Knowledge Hierarchies in Teaching Educational Leadership to International Students","authors":"Bev Rogers","doi":"10.1108/978-1-83909-864-220211010","DOIUrl":"https://doi.org/10.1108/978-1-83909-864-220211010","url":null,"abstract":"When I began to teach within a Masters of Education (Leadership and Management) program, I questioned my assumed unproblematic nature of the presentation of Western leadership and management theories to students from a diverse range of countries without understanding the diversity. The expectations of International students are also that overseas study is designed to facilitate the transport of Western theory, as ‘the solution’ which makes the indigenous knowledges they bring struggle to appear. Few students seem to question the transferability of Western knowledge to other cultures, yet it may actually be of limited value to the real concerns and issues associated with the leadership of organisations in their home countries. Building on the ideas of Raewyn Connell and Boaventura de Sousa Santos, this chapter examines possibilities for research-led pedagogies which support an awareness of the dominance and persistence of northern-centric patterns of global knowledge production, challenging students to question their own expectations of the dominance of Western theory. Through so doing, it makes possible the re-imagining of possibilities for transformation through the emergence of alternatives, where engaging in democratic deliberation about what is gained and lost from adopting various knowledge positions informs a better understanding of human social and organisational experiences. Rather than subscribing to a single, universal and abstract hierarchy among knowledges, which privileges Western theories, cognitive justice favours context dependent knowledges. We can prepare the ground for students thinking about the knowledges they bring, and the importance of unique contextual and cultural factors through Butler's notions of intelligibility and performativity to help students understand that actions are conditioned by what is available within the culture and by what practices are legitimating. Dialogue and interpretation can occur across cultures, at the same time as raising the awareness of reciprocal incompleteness of knowledges.","PeriodicalId":384983,"journal":{"name":"Internationalisation of Educational Administration and Leadership Curriculum","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128646853","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 : 2021-08-23DOI: 10.1108/978-1-83909-864-220211007
Peter Milley, Eliane Dulude
A variety of problematic administrative, organisational and institutional behaviours exist in the internationalising higher education sector globally. These vexing behaviours need to be addressed to fully realise the desired outcomes of the internationalisation movement. Encapsulating these behaviours under the concept of maladministration, we describe problems with respect to administrative commitment and competence, institutional integrity, academic integrity, abuse of authority and financial control. We then outline a hypothetical educational administration curriculum that could be used to equip higher education administrators to identify and mitigate problems with maladministration in internationalisation processes and contexts. This proposed curriculum has two dimensions: educational governance and institutional, academic and administrative integrity; and human relations, organisational culture and dysfunctional behaviour.
{"title":"Towards an Educational Administration Curriculum That Addresses Maladministration in Internationalised Higher Education","authors":"Peter Milley, Eliane Dulude","doi":"10.1108/978-1-83909-864-220211007","DOIUrl":"https://doi.org/10.1108/978-1-83909-864-220211007","url":null,"abstract":"A variety of problematic administrative, organisational and institutional behaviours exist in the internationalising higher education sector globally. These vexing behaviours need to be addressed to fully realise the desired outcomes of the internationalisation movement. Encapsulating these behaviours under the concept of maladministration, we describe problems with respect to administrative commitment and competence, institutional integrity, academic integrity, abuse of authority and financial control. We then outline a hypothetical educational administration curriculum that could be used to equip higher education administrators to identify and mitigate problems with maladministration in internationalisation processes and contexts. This proposed curriculum has two dimensions: educational governance and institutional, academic and administrative integrity; and human relations, organisational culture and dysfunctional behaviour.","PeriodicalId":384983,"journal":{"name":"Internationalisation of Educational Administration and Leadership Curriculum","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126271269","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 : 2021-08-23DOI: 10.1108/978-1-83909-864-220211009
A. Kılınç, Emre Er, Kadir Beycioglu
The issue of training and appointment of school administrators has consumed substantial attention from educational scholars for several decades. The literature has witnessed a growing amount of research effort in investigating and identifying the effective ways of training and appointing school principals. However, there are also political, social and cultural aspects to this endeavour, which potentially influences the practices pertaining to training and appointment of school principals. This chapter represents scholarly efforts to discuss issues on the training and appointment of school administrators in Turkey within its historical and political background. Thus, first, it focuses on the historical journey of the field of educational administration in Turkey. This journey has been categorised under three phases: The Ottoman Era, Early Years of Turkish Republic and the 1950s Onwards. Second, this chapter discusses school principalship in Turkey with a specific focus on political and legal dimensions. Finally, the chapter ends with an overall evaluation of the practices and policies pertaining to school administration curriculum in Turkey.
{"title":"Mapping the Terrain of Training and Appointment of Educational Leaders in the Turkish Context: An Historical Perspective","authors":"A. Kılınç, Emre Er, Kadir Beycioglu","doi":"10.1108/978-1-83909-864-220211009","DOIUrl":"https://doi.org/10.1108/978-1-83909-864-220211009","url":null,"abstract":"The issue of training and appointment of school administrators has consumed substantial attention from educational scholars for several decades. The literature has witnessed a growing amount of research effort in investigating and identifying the effective ways of training and appointing school principals. However, there are also political, social and cultural aspects to this endeavour, which potentially influences the practices pertaining to training and appointment of school principals. This chapter represents scholarly efforts to discuss issues on the training and appointment of school administrators in Turkey within its historical and political background. Thus, first, it focuses on the historical journey of the field of educational administration in Turkey. This journey has been categorised under three phases: The Ottoman Era, Early Years of Turkish Republic and the 1950s Onwards. Second, this chapter discusses school principalship in Turkey with a specific focus on political and legal dimensions. Finally, the chapter ends with an overall evaluation of the practices and policies pertaining to school administration curriculum in Turkey.","PeriodicalId":384983,"journal":{"name":"Internationalisation of Educational Administration and Leadership Curriculum","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124302693","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}
In this chapter, the focus is placed on the interplay between the broader policy context and the content of postgraduate studies in educational administration and leadership in an effort to understand how it influences the conscience of future school administrators about their role and mission. The socio-cultural theory of Basil Bernstein is used for analysing the process of symbolic control regulated by the notions of classification, framing and meaning orientation which operate simultaneously for establishing dominant practices and forming individual consciences through postgraduate studies. Specifically, the analysis is based on information derived from the official websites of all the existing postgraduate programmes in school administration and leadership in two countries, Greece and UK, which represent two polar cases as regards the degree that new forms of educational management have permeated into their educational systems.
{"title":"Educational Administration and Leadership in Greece and the UK: A Comparative Study on the Interplay between the Policy Context and the Relevant Postgraduate Courses in the Two Countries","authors":"Evangelia Papaloi, Kostas Dimopoulos, Christos Koutsampelas","doi":"10.1108/978-1-83909-864-220211011","DOIUrl":"https://doi.org/10.1108/978-1-83909-864-220211011","url":null,"abstract":"In this chapter, the focus is placed on the interplay between the broader policy context and the content of postgraduate studies in educational administration and leadership in an effort to understand how it influences the conscience of future school administrators about their role and mission. The socio-cultural theory of Basil Bernstein is used for analysing the process of symbolic control regulated by the notions of classification, framing and meaning orientation which operate simultaneously for establishing dominant practices and forming individual consciences through postgraduate studies. Specifically, the analysis is based on information derived from the official websites of all the existing postgraduate programmes in school administration and leadership in two countries, Greece and UK, which represent two polar cases as regards the degree that new forms of educational management have permeated into their educational systems.","PeriodicalId":384983,"journal":{"name":"Internationalisation of Educational Administration and Leadership Curriculum","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128413086","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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