Overview

In light of a new wave of globalisation, cultural mobility, and criticism of Anglo-American domination, how must educational administrators and leaders respond to the challenges of internationalising their curricula and accommodating diversity? This edited collection offers conceptual frameworks, models, theoretical approaches, and strategies that can inform and guide the development of a genuinely international curriculum. Offering an in-depth look at cases in countries such as Sweden, the US and UK, Turkey, Oman, Cameroon, the United Arab Emirates, Bahrain, and Australia, the authors investigate how factors such as institutional culture, faculty recruitment and development, learning styles, accreditation and standards, political orientation, policy, and availability of financial resources may either facilitate or inhibit the internationalisation of the curriculum. The collection also includes broader international issues of diverse humanisms, postcolonial issues, and corruption, fraud and abuse in internationalisation that has occurred that need to be addressed in educational administration and leadership curricula to improve internationalisation. Acknowledging the need for a much broader set of cultural traditions within which educational administrators and leaders are equipped to function, this book provides a critical insight into how they might navigate the challenges of creating a truly international curriculum.

Full Product Details

Author:   Eugenie A. Samier (University of Strathclyde, UK) ,  Eman A. Elkaleh (Zayed University, UAE) ,  Waheed Hammad (Sultan Qaboos University, Oman)
Publisher:   Emerald Publishing Limited
Imprint:   Emerald Publishing Limited
Dimensions:   Width: 15.20cm , Height: 1.90cm , Length: 22.90cm
Weight:   0.506kg
ISBN:  

9781839098659

ISBN 10:   1839098651
Pages:   262
Publication Date:   23 August 2021
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of Contents

Chapter 1. Editors’ Critical Introduction: Conceptions of Internationalisation Challenging Dominant Knowledge Traditions; Eugenie A. Samier, Eman ElKaleh, and Waheed Hammad Section 1: Theoretical Foundations and Critiques Chapter 2. Humanistic Knowledge Traditions that can Inform Educational Administration and Leadership Curricula: Ancient, Islamic, Confucian, Buddhist, and European Approaches; Eugenie A. Samier and Waheed Hammad Chapter 3. Conceptions of Internationalisation Challenging Dominant Knowledge Traditions: Critical and Postcolonial Approaches to Educational Administration Curriculum and Pedagogy; Eugenie A. Samier Chapter 4. Internationalisation Models and Strategies in Higher Education: A Conceptual Model for Internationalising the Curriculum; Eman S. ElKaleh Chapter 5. Towards an Educational Administration Curriculum that Addresses Maladministration in Internationalised Higher Education; Peter Milley and Éliane Dulude Section 2: Country Cases Chapter 6. Aligning “International” Standards with “National” Educational Leadership Preparation Needs: The Case of a Masters’ Programme in Oman; Waheed Hammad and Aisha Salim Ali Al-Harthi Chapter 7. Mapping the Terrain of Training and Appointment of Educational Leaders in the Turkish Context: An Historical Perspective; Ali Çağatay Kılınç, Emre Er, and Kadir Beycioglu Chapter 8. Rethinking Knowledge Hierarchies in Teaching Educational Leadership to International Students; Bev Rogers Chapter 9. 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; Evangelia Papaloi, Kostas Dimopoulos, and Christos Koutsambelas Chapter 10. To achieve Gender Equality in Organisations: A Swedish case on an Important Aspect of Educational Leadership; Ulrika Haake Chapter 11. African Philosophies of Education and their Relevance in Developing an International Leadership Curriculum: A Guide for Educational Systems, Schools and School Leaders; Frederick Ebot Ashu

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Author Information

Eugenie A. Samier is a Reader in Educational Administration at the University of Strathclyde. Her research concentrates on interdisciplinary, international and comparative public and educational administration and leadership.; Eman S. Elkaleh is a Lecturer of Management and Leadership and the Senior Admissions Coordinator at Zayed University, United Arab Emirates. Her research revolves around leadership from Islamic and cross-cultural perspectives and curriculum development. Waheed Hammad is an Associate Professor in Educational Administration and leadership at Sultan Qaboos University, Oman, and Damietta University, Egypt. His research interests include educational administration and leadership and teachers and principals’ professional development.

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