Index
Internationalisation of Educational Administration and Leadership Curriculum
ISBN: 978-1-83909-865-9, eISBN: 978-1-83909-864-2
Publication date: 23 August 2021
This content is currently only available as a PDF
Citation
(2021), "Index", Samier, E.A., Elkaleh, E.S. and Hammad, W. (Ed.) Internationalisation of Educational Administration and Leadership Curriculum (Studies in Educational Administration), Emerald Publishing Limited, Leeds, pp. 237-242. https://doi.org/10.1108/978-1-83909-864-220211014
Publisher
:Emerald Publishing Limited
Copyright © 2021 Eugenie A. Samier, Eman S. ElKaleh, Waheed Hammad. Published under exclusive licence
INDEX
Abuse of authority, 93
Academic careers, 200
gender and, 207–209
gender equality, 200–201
Academic integrity, 93–95
Academic leadership, 201
Academic staff, 83–84
African indigenous education (AIE), 216–218
African Philosophies of Education (APE), 216, 218–219, 225–226, 228
communalism, 219
Community Philosophy, 220
The Dialogue of a Man with his Soul, 221
epistemic international educational leadership curriculum, 225, 229, 233–234
Ethnophilosophy, 220
Holisticism/multiple learning, 219
Imhotep, 222
international leadership curriculum, 223–224
leadership curriculum, 222–223
Maat, 221
moral maturity, 221
Perennialism, 219–220
Preparedness/Preparationism, 219
reasonableness, 220
Tale of the Eloquent Peasant, 221
Teachings of the Vizier Ptahhotep, 221
Ubuntu, 220
Utilitarianism/Functionalism, 219
AIE. See African indigenous education (AIE)
American Association of School Administrators (AASA), 123–124
American National Council for Accreditation of Teacher Education (NCATE), 118–119
Analects, 31–32
Apprenticeship model, 151
Arab societies, 122–123
Australian Institute for Teaching and School Leadership (AITSL), 124
Bernstein’s theory, 179
extroverted meanings, 181–182
introverted meanings, 181–182
meaning orientation, 181–182
strong classification (C+), 181
strong framing (C+), 181
weak classification (C–), 181
weak framing (C–), 181
Bildung, 38
Buddhism, 28–29
education, 34
karma, 33
social action, 34
Cognitive justice, 164–166
Colonising curriculum, 48
Communalism, 219
Community Philosophy, 220
Confucianism, 28–29, 31, 33
Contemporary education policy, 177–178
Corruption
systemic and localised controls, 108
triangle model, 107
Cosmopolitanism, 13–14
Council for the Accreditation of Educator Preparation (CAEP), 118
Council of Higher Education (CHE), 148
Countervailing logics, 101
Critical thinking skills, 84–85
Criticism, 39
Cronyism, 93
Cross-border education, 73
Cross-cultural management, 8–9, 12, 59
Cultural context, 128
Cultural security, 47–48
Curriculum, 2
anti-racist and justice-based, 53–54
decolonising, 48, 57
development, 71–72
educational administration, 96–108
internationalisation, 11, 14, 78, 80
Law of Darülmuallim, 143–144
leadership, 57–59
postgraduate, 181
school administrator training, 151
traditional and indigenous cultures, 47–48
training, 141
Decolonisation of law, 8
Decolonising curriculum, 48, 57
Department of Educational Foundations and Administration (DEFA), 127
The Dialogue of a Man with his Soul, 221
Discursive practices, 169
Dysfunctional behaviour, 102–104, 108
Economic development, 71
Educational administration, 2, 47–48, 139–140
curriculum, 11, 49, 96, 108
humanism, 29–30
internationalising, 2–3, 57, 59
International Relations, 51
leadership preparation and, 119–123
principles, 57–59
sociology, 52
Turkey, 141–150
Educational Administration Research and Development Association (EARDA), 149
Educational leadership, 2, 161–162, 178–179
Greece, 189–190
New Public Management (NPM), 178–179
Educational leadership and management (EDLM), 118
Educational Leadership Constituent Council (ELCC), 118
Educational policy, 140
Education Congress, 144–145
Education internationalisation, 5–7
Education policy, 178, 190
Ethnophilosophy, 220
European humanism, 29, 37, 40
Faculty
curriculum, 83–84
recruitment, 70–71, 76
Fake diplomas, 93–95
Female leaders, 204–207
Formal curricula, 84–85
Foundational disciplines, 8–9
Fraud triangle model, 107
Gazi Education Institute, 145
Gender-conscious position, 210–211
Gendered leadership identity development process, 201–203
Gender equality, 209–211
higher education institutions (HEIs), 200
higher education organisations, 200–201
leadership and careers, 200–201
male-dominated disciplines, 208
Sweden, 207
Gender imbalance, 208–209
Gender-neutral position, 210–211
Gender-unconsciousposition, 210–211
Globalisation, 5, 28, 48
critique of, 54
internationalisation strategies, 70
Governance
educational, 96–101
institutional, 101
Greece, 178
axis of knowledge, 183–187
axis of power, 188
education policy, 190
New Public Management (NPM), 189–190
postgraduate programmes, 182, 196, 198
Gulf Cooperation Council (GCC), 118
Guthi, 34–35
Higher education (HE), 70, 89–90, 97
gender and gender equality, 200–201
gendered leadership, 201
IHEC model, 80–85
internationalisation, 71–72, 91, 108
organisations, 9–11
policy-making institutions and, 179
Sweden, 200
Higher education institutions (HEIs), 200, 208
Hinduism, 33
Holisticism/multiple learning, 219
Home campuses, 74–80
Humanism, 27–28
Buddhism, 33–35
European, 29, 37, 40
Islamic, 35–37
nature and definitions, 29–31
origins, 29–31
Humanist Management Network, 29
Hypothetical educational administration curriculum, 96, 99–101
dysfunctional behaviour, 102–108
human relations, 102–108
institutional governance, 101
organisational culture, 102–108
prevailing and countervailing logics, 101
values, purposes and ideologies, 101
I-Ching, 31
IHEC model
formal and informal curricula, 84–85
strategic priorities, 80–82
teaching and learning, 82–84
Imperialism, 50
Indigenous leadership, 120–121
Informal curricula, 84–85
Institutional governance, 101
Institutional integrity, 95
Integrity, 95
Intelligibility, 161
agency, 170–172
discursive practices, 169
leadership, 167
performativity and, 166
rules of, 170–171
Intercultural translation, 164
Inter-disciplinarity, 49
International Association of Universities’ (IAU) Global Survey, 72–73
International Educational Leadership Curriculum (IELC), 216
International faculty, 74–76
Internationalisation, 4, 70
abroad, 73
critiques and shortcomings, 5, 7, 50
curriculum, 11, 14, 78, 80
educational leadership curriculum, 211–212
foundational disciplines, 8–9
higher education (HE), 9, 11, 71–72, 91, 108
home campuses, 74–80
IHEC model, 80–81, 85
initiatives, 55–57
maladministration, 92–95
strategies and challenges, 72–80
International Leadership Curriculum Policy and Practice (ILCPP), 233–234
International orientation, 72
International Relations, 51
International students, recruitment, 76–78
Islam, 28, 35, 37
Karma, 33
Kemetism, 222
Knowledge
ecology, 163–164
hierarchies, 160–161
plurality, 164–165
Law of Darülmuallim, 143–144
Leader identity, 200
gender-focused and problem-oriented, 202–203
Sweden, 201
Leadership curriculum, 2–3, 57, 59
Leadership preparation, 118
Arab, 122–123
non-Western tradition, 119
Oman, 126–134
professional standards for, 123–126
Maat, 221
Maladministration, 90
abuse of authority, 93
academic integrity, 93–95
financial control, 93
institutional integrity, 95
lack of commitment, 95
lack of competence, 95
types of, 94
Malfeasance, 95
Marxism, 50–51
Masters of Education programme, 161
Medieval, 29
Ministry of National Education (MoNE), 140
Ministry of Public Education, 143–144
Misappropriation, 93
Modernisation process, 12–13
Moral maturity, 221
Multi-disciplinarity, 48
Multi-perspective curriculum, 56
National Association of Secondary School Administrator (NASSP), 123–124
National Educational Leadership Preparation (NELP), 15, 118
National Policy Board for Educational Administration (NPBEA), 123–124
Neo-colonisation, 3, 50
Neo-imperialism, 3, 50
Neoliberalism, 28
Nepotism, 93
New Public Management (NPM), 178
educational leadership, 178–179
elements, 189–190
Greece, 189–190
market-based principles, 178–179
United Kingdom (UK), 189–190
vs. transactional-bureaucratic, 180–181
Nongovernmental organisations (NGOs), 140
Oman, 126–128
leadership preparation, 119
National Strategy for Education, 118–119
private universities, 127–128
programme curriculum, 128–130
programme pedagogy, 130–133
programme scope, 133–134
Sultan Qaboos University (SQU), 118–119, 128
Organisational culture, 70–71, 102, 108
Organisational members, mistreatment, 102–106
Organisational psychology, 8
Organisation for Economic Co-operation and Development (OECD), 150
Orientalism, 39, 50
Pedagogy, 5–6, 11, 40, 50, 57, 59, 122–123
Perennialism, 219–220
Philanthropism, 34–35
Pluralistic thinking, 163–164
Postcolonial critiques, 6, 50, 55
Postcolonialism, 3, 49
Postcolonial states, 54
Postgraduate programmes
Greece, 182, 190, 196, 198
United Kingdom (UK), 182, 189–190, 193, 195
Preparedness/Preparationism, 219
Prevailing discourses, 169
Prevailing logics, 101
Professional standards, 118
educational administration, 123–126
leadership preparation, 123–126
Programme curriculum, 128–130
Programme pedagogy, 130–133
Psychology, 49, 84–85
Quality assurance, 95
Qur’an, 36
Reasonableness, 220
Recruitment
international faculty, 74–76
international students, 76–78
Renaissance of Islam, 36
Research-heavy departments, 204–207
Risk management approach, 106
Rules of intelligibility, 171
Scholasticism, 35
School administration
Greece, 178
Ministry of Education, 147
planned training programme, 146–147
training and appointment, 140, 152
School principalship, Turkey, 150–151
training, 151–153
Self-cultivation, 38
Skimming, 93
Social justice, 57, 71–72
Socio-cultural factors, 71
Socio-cultural theory, 188–189
Sociology, 49, 52
Subjectivities methods, 54
Sultan Qaboos University (SQU), 118–119, 128
Sweden
female leaders, 204–205
gender equality, 207
higher education (HE), 200
leader identity, 201
Symbolic control, 179
Tale of the Eloquent Peasant, 221
Taoism, 33
Teacher Training School, 143–144
Teachings of the Vizier Ptahhotep, 221
Transactional-bureaucratic model, 178
Trust, violations of, 106–108
Turkey
educational administration, 141, 148, 150
modern, 144–146
1950s onwards, 146–150
Ottoman Era, 141–144
school principalship, 150–153
training educational leaders, 140
Ubuntu, 220
United Kingdom (UK), 178
axis of knowledge, 183–187
axis of power, 188
New Public Management (NPM), 189–190
postgraduate programmes, 182, 193, 195
United Nations (UN), 2
University Council of Educational Administration (UCEA), 123–124
US Department of Homeland Security, 89–90
Utilitarianism/Functionalism, 219
Volunteerism, 34–35
Western humanism, 39
Westernisation, 47–48
Western thinking, 160, 163
Abuse of authority
, 93
Academic careers
, 200
gender and
, 207–209
gender equality
, 200–201
Academic integrity
, 93–95
Academic leadership
, 201
Academic staff
, 83–84
African indigenous education (AIE)
, 216–218
African Philosophies of Education (APE)
, 216, 218–219, 225–226, 228
communalism
, 219
Community Philosophy
, 220
The Dialogue of a Man with his Soul
, 221
epistemic international educational leadership curriculum
, 225, 229, 233–234
Ethnophilosophy
, 220
Holisticism/multiple learning
, 219
Imhotep
, 222
international leadership curriculum
, 223–224
leadership curriculum
, 222–223
Maat
, 221
moral maturity
, 221
Perennialism
, 219–220
Preparedness/Preparationism
, 219
reasonableness
, 220
Tale of the Eloquent Peasant
, 221
Teachings of the Vizier Ptahhotep
, 221
Ubuntu
, 220
Utilitarianism/Functionalism
, 219
AIE. See African indigenous education (AIE)
American Association of School Administrators (AASA)
, 123–124
American National Council for Accreditation of Teacher Education (NCATE)
, 118–119
Analects
, 31–32
Apprenticeship model
, 151
Arab societies
, 122–123
Australian Institute for Teaching and School Leadership (AITSL)
, 124
Bernstein’s theory
, 179
extroverted meanings
, 181–182
introverted meanings
, 181–182
meaning orientation
, 181–182
strong classification (C+)
, 181
strong framing (C+)
, 181
weak classification (C–)
, 181
weak framing (C–)
, 181
Bildung
, 38
Buddhism
, 28–29
education
, 34
karma
, 33
social action
, 34
Cognitive justice, 164–166
Colonising curriculum, 48
Communalism, 219
Community Philosophy, 220
Confucianism, 28–29, 31, 33
Contemporary education policy, 177–178
Corruption
systemic and localised controls, 108
triangle model, 107
Cosmopolitanism, 13–14
Council for the Accreditation of Educator Preparation (CAEP), 118
Council of Higher Education (CHE), 148
Countervailing logics, 101
Critical thinking skills, 84–85
Criticism, 39
Cronyism, 93
Cross-border education, 73
Cross-cultural management, 8–9, 12, 59
Cultural context, 128
Cultural security, 47–48
Curriculum, 2
anti-racist and justice-based, 53–54
decolonising, 48, 57
development, 71–72
educational administration, 96–108
internationalisation, 11, 14, 78, 80
Law of Darülmuallim, 143–144
leadership, 57–59
postgraduate, 181
school administrator training, 151
traditional and indigenous cultures, 47–48
training, 141
Decolonisation of law, 8
Decolonising curriculum, 48, 57
Department of Educational Foundations and Administration (DEFA), 127
The Dialogue of a Man with his Soul, 221
Discursive practices, 169
Dysfunctional behaviour, 102–104, 108
Economic development, 71
Educational administration, 2, 47–48, 139–140
curriculum, 11, 49, 96, 108
humanism, 29–30
internationalising, 2–3, 57, 59
International Relations, 51
leadership preparation and, 119–123
principles, 57–59
sociology, 52
Turkey, 141–150
Educational Administration Research and Development Association (EARDA), 149
Educational leadership, 2, 161–162, 178–179
Greece, 189–190
New Public Management (NPM), 178–179
Educational leadership and management (EDLM), 118
Educational Leadership Constituent Council (ELCC), 118
Educational policy, 140
Education Congress, 144–145
Education internationalisation, 5–7
Education policy, 178, 190
Ethnophilosophy, 220
European humanism, 29, 37, 40
Faculty
curriculum, 83–84
recruitment, 70–71, 76
Fake diplomas, 93–95
Female leaders, 204–207
Formal curricula, 84–85
Foundational disciplines, 8–9
Fraud triangle model, 107
Gazi Education Institute, 145
Gender-conscious position, 210–211
Gendered leadership identity development process, 201–203
Gender equality, 209–211
higher education institutions (HEIs), 200
higher education organisations, 200–201
leadership and careers, 200–201
male-dominated disciplines, 208
Sweden, 207
Gender imbalance, 208–209
Gender-neutral position, 210–211
Gender-unconsciousposition, 210–211
Globalisation, 5, 28, 48
critique of, 54
internationalisation strategies, 70
Governance
educational, 96–101
institutional, 101
Greece, 178
axis of knowledge, 183–187
axis of power, 188
education policy, 190
New Public Management (NPM), 189–190
postgraduate programmes, 182, 196, 198
Gulf Cooperation Council (GCC), 118
Guthi, 34–35
Higher education (HE), 70, 89–90, 97
gender and gender equality, 200–201
gendered leadership, 201
IHEC model, 80–85
internationalisation, 71–72, 91, 108
organisations, 9–11
policy-making institutions and, 179
Sweden, 200
Higher education institutions (HEIs), 200, 208
Hinduism, 33
Holisticism/multiple learning, 219
Home campuses, 74–80
Humanism, 27–28
Buddhism, 33–35
European, 29, 37, 40
Islamic, 35–37
nature and definitions, 29–31
origins, 29–31
Humanist Management Network, 29
Hypothetical educational administration curriculum, 96, 99–101
dysfunctional behaviour, 102–108
human relations, 102–108
institutional governance, 101
organisational culture, 102–108
prevailing and countervailing logics, 101
values, purposes and ideologies, 101
I-Ching, 31
IHEC model
formal and informal curricula, 84–85
strategic priorities, 80–82
teaching and learning, 82–84
Imperialism, 50
Indigenous leadership, 120–121
Informal curricula, 84–85
Institutional governance, 101
Institutional integrity, 95
Integrity, 95
Intelligibility, 161
agency, 170–172
discursive practices, 169
leadership, 167
performativity and, 166
rules of, 170–171
Intercultural translation, 164
Inter-disciplinarity, 49
International Association of Universities’ (IAU) Global Survey, 72–73
International Educational Leadership Curriculum (IELC), 216
International faculty, 74–76
Internationalisation, 4, 70
abroad, 73
critiques and shortcomings, 5, 7, 50
curriculum, 11, 14, 78, 80
educational leadership curriculum, 211–212
foundational disciplines, 8–9
higher education (HE), 9, 11, 71–72, 91, 108
home campuses, 74–80
IHEC model, 80–81, 85
initiatives, 55–57
maladministration, 92–95
strategies and challenges, 72–80
International Leadership Curriculum Policy and Practice (ILCPP), 233–234
International orientation, 72
International Relations, 51
International students, recruitment, 76–78
Islam, 28, 35, 37
Karma, 33
Kemetism, 222
Knowledge
ecology, 163–164
hierarchies, 160–161
plurality, 164–165
Law of Darülmuallim, 143–144
Leader identity, 200
gender-focused and problem-oriented, 202–203
Sweden, 201
Leadership curriculum, 2–3, 57, 59
Leadership preparation, 118
Arab, 122–123
non-Western tradition, 119
Oman, 126–134
professional standards for, 123–126
Maat, 221
Maladministration, 90
abuse of authority, 93
academic integrity, 93–95
financial control, 93
institutional integrity, 95
lack of commitment, 95
lack of competence, 95
types of, 94
Malfeasance, 95
Marxism, 50–51
Masters of Education programme, 161
Medieval, 29
Ministry of National Education (MoNE), 140
Ministry of Public Education, 143–144
Misappropriation, 93
Modernisation process, 12–13
Moral maturity, 221
Multi-disciplinarity, 48
Multi-perspective curriculum, 56
National Association of Secondary School Administrator (NASSP), 123–124
National Educational Leadership Preparation (NELP), 15, 118
National Policy Board for Educational Administration (NPBEA), 123–124
Neo-colonisation, 3, 50
Neo-imperialism, 3, 50
Neoliberalism, 28
Nepotism, 93
New Public Management (NPM), 178
educational leadership, 178–179
elements, 189–190
Greece, 189–190
market-based principles, 178–179
United Kingdom (UK), 189–190
vs. transactional-bureaucratic, 180–181
Nongovernmental organisations (NGOs), 140
Oman, 126–128
leadership preparation, 119
National Strategy for Education, 118–119
private universities, 127–128
programme curriculum, 128–130
programme pedagogy, 130–133
programme scope, 133–134
Sultan Qaboos University (SQU), 118–119, 128
Organisational culture, 70–71, 102, 108
Organisational members, mistreatment, 102–106
Organisational psychology, 8
Organisation for Economic Co-operation and Development (OECD), 150
Orientalism, 39, 50
Pedagogy, 5–6, 11, 40, 50, 57, 59, 122–123
Perennialism, 219–220
Philanthropism, 34–35
Pluralistic thinking, 163–164
Postcolonial critiques, 6, 50, 55
Postcolonialism, 3, 49
Postcolonial states, 54
Postgraduate programmes
Greece, 182, 190, 196, 198
United Kingdom (UK), 182, 189–190, 193, 195
Preparedness/Preparationism, 219
Prevailing discourses, 169
Prevailing logics, 101
Professional standards, 118
educational administration, 123–126
leadership preparation, 123–126
Programme curriculum, 128–130
Programme pedagogy, 130–133
Psychology, 49, 84–85
Quality assurance, 95
Qur’an, 36
Reasonableness, 220
Recruitment
international faculty, 74–76
international students, 76–78
Renaissance of Islam, 36
Research-heavy departments, 204–207
Risk management approach, 106
Rules of intelligibility, 171
Scholasticism, 35
School administration
Greece, 178
Ministry of Education, 147
planned training programme, 146–147
training and appointment, 140, 152
School principalship, Turkey, 150–151
training, 151–153
Self-cultivation, 38
Skimming, 93
Social justice, 57, 71–72
Socio-cultural factors, 71
Socio-cultural theory, 188–189
Sociology, 49, 52
Subjectivities methods, 54
Sultan Qaboos University (SQU), 118–119, 128
Sweden
female leaders, 204–205
gender equality, 207
higher education (HE), 200
leader identity, 201
Symbolic control, 179
Tale of the Eloquent Peasant, 221
Taoism, 33
Teacher Training School, 143–144
Teachings of the Vizier Ptahhotep, 221
Transactional-bureaucratic model, 178
Trust, violations of, 106–108
Turkey
educational administration, 141, 148, 150
modern, 144–146
1950s onwards, 146–150
Ottoman Era, 141–144
school principalship, 150–153
training educational leaders, 140
Ubuntu, 220
United Kingdom (UK), 178
axis of knowledge, 183–187
axis of power, 188
New Public Management (NPM), 189–190
postgraduate programmes, 182, 193, 195
United Nations (UN), 2
University Council of Educational Administration (UCEA), 123–124
US Department of Homeland Security, 89–90
Utilitarianism/Functionalism, 219
Volunteerism, 34–35
Western humanism, 39
Westernisation, 47–48
Western thinking, 160, 163
Cognitive justice
, 164–166
Colonising curriculum
, 48
Communalism
, 219
Community Philosophy
, 220
Confucianism
, 28–29, 31, 33
Contemporary education policy
, 177–178
Corruption
systemic and localised controls
, 108
triangle model
, 107
Cosmopolitanism
, 13–14
Council for the Accreditation of Educator Preparation (CAEP)
, 118
Council of Higher Education (CHE)
, 148
Countervailing logics
, 101
Critical thinking skills
, 84–85
Criticism
, 39
Cronyism
, 93
Cross-border education
, 73
Cross-cultural management
, 8–9, 12, 59
Cultural context
, 128
Cultural security
, 47–48
Curriculum
, 2
anti-racist and justice-based
, 53–54
decolonising
, 48, 57
development
, 71–72
educational administration
, 96–108
internationalisation
, 11, 14, 78, 80
Law of Darülmuallim
, 143–144
leadership
, 57–59
postgraduate
, 181
school administrator training
, 151
traditional and indigenous cultures
, 47–48
training
, 141
Decolonisation of law
, 8
Decolonising curriculum
, 48, 57
Department of Educational Foundations and Administration (DEFA)
, 127
The Dialogue of a Man with his Soul
, 221
Discursive practices
, 169
Dysfunctional behaviour
, 102–104, 108
Economic development, 71
Educational administration, 2, 47–48, 139–140
curriculum, 11, 49, 96, 108
humanism, 29–30
internationalising, 2–3, 57, 59
International Relations, 51
leadership preparation and, 119–123
principles, 57–59
sociology, 52
Turkey, 141–150
Educational Administration Research and Development Association (EARDA), 149
Educational leadership, 2, 161–162, 178–179
Greece, 189–190
New Public Management (NPM), 178–179
Educational leadership and management (EDLM), 118
Educational Leadership Constituent Council (ELCC), 118
Educational policy, 140
Education Congress, 144–145
Education internationalisation, 5–7
Education policy, 178, 190
Ethnophilosophy, 220
European humanism, 29, 37, 40
Faculty
curriculum, 83–84
recruitment, 70–71, 76
Fake diplomas, 93–95
Female leaders, 204–207
Formal curricula, 84–85
Foundational disciplines, 8–9
Fraud triangle model, 107
Gazi Education Institute, 145
Gender-conscious position, 210–211
Gendered leadership identity development process, 201–203
Gender equality, 209–211
higher education institutions (HEIs), 200
higher education organisations, 200–201
leadership and careers, 200–201
male-dominated disciplines, 208
Sweden, 207
Gender imbalance, 208–209
Gender-neutral position, 210–211
Gender-unconsciousposition, 210–211
Globalisation, 5, 28, 48
critique of, 54
internationalisation strategies, 70
Governance
educational, 96–101
institutional, 101
Greece, 178
axis of knowledge, 183–187
axis of power, 188
education policy, 190
New Public Management (NPM), 189–190
postgraduate programmes, 182, 196, 198
Gulf Cooperation Council (GCC), 118
Guthi, 34–35
Higher education (HE), 70, 89–90, 97
gender and gender equality, 200–201
gendered leadership, 201
IHEC model, 80–85
internationalisation, 71–72, 91, 108
organisations, 9–11
policy-making institutions and, 179
Sweden, 200
Higher education institutions (HEIs), 200, 208
Hinduism, 33
Holisticism/multiple learning, 219
Home campuses, 74–80
Humanism, 27–28
Buddhism, 33–35
European, 29, 37, 40
Islamic, 35–37
nature and definitions, 29–31
origins, 29–31
Humanist Management Network, 29
Hypothetical educational administration curriculum, 96, 99–101
dysfunctional behaviour, 102–108
human relations, 102–108
institutional governance, 101
organisational culture, 102–108
prevailing and countervailing logics, 101
values, purposes and ideologies, 101
I-Ching, 31
IHEC model
formal and informal curricula, 84–85
strategic priorities, 80–82
teaching and learning, 82–84
Imperialism, 50
Indigenous leadership, 120–121
Informal curricula, 84–85
Institutional governance, 101
Institutional integrity, 95
Integrity, 95
Intelligibility, 161
agency, 170–172
discursive practices, 169
leadership, 167
performativity and, 166
rules of, 170–171
Intercultural translation, 164
Inter-disciplinarity, 49
International Association of Universities’ (IAU) Global Survey, 72–73
International Educational Leadership Curriculum (IELC), 216
International faculty, 74–76
Internationalisation, 4, 70
abroad, 73
critiques and shortcomings, 5, 7, 50
curriculum, 11, 14, 78, 80
educational leadership curriculum, 211–212
foundational disciplines, 8–9
higher education (HE), 9, 11, 71–72, 91, 108
home campuses, 74–80
IHEC model, 80–81, 85
initiatives, 55–57
maladministration, 92–95
strategies and challenges, 72–80
International Leadership Curriculum Policy and Practice (ILCPP), 233–234
International orientation, 72
International Relations, 51
International students, recruitment, 76–78
Islam, 28, 35, 37
Karma, 33
Kemetism, 222
Knowledge
ecology, 163–164
hierarchies, 160–161
plurality, 164–165
Law of Darülmuallim, 143–144
Leader identity, 200
gender-focused and problem-oriented, 202–203
Sweden, 201
Leadership curriculum, 2–3, 57, 59
Leadership preparation, 118
Arab, 122–123
non-Western tradition, 119
Oman, 126–134
professional standards for, 123–126
Maat, 221
Maladministration, 90
abuse of authority, 93
academic integrity, 93–95
financial control, 93
institutional integrity, 95
lack of commitment, 95
lack of competence, 95
types of, 94
Malfeasance, 95
Marxism, 50–51
Masters of Education programme, 161
Medieval, 29
Ministry of National Education (MoNE), 140
Ministry of Public Education, 143–144
Misappropriation, 93
Modernisation process, 12–13
Moral maturity, 221
Multi-disciplinarity, 48
Multi-perspective curriculum, 56
National Association of Secondary School Administrator (NASSP), 123–124
National Educational Leadership Preparation (NELP), 15, 118
National Policy Board for Educational Administration (NPBEA), 123–124
Neo-colonisation, 3, 50
Neo-imperialism, 3, 50
Neoliberalism, 28
Nepotism, 93
New Public Management (NPM), 178
educational leadership, 178–179
elements, 189–190
Greece, 189–190
market-based principles, 178–179
United Kingdom (UK), 189–190
vs. transactional-bureaucratic, 180–181
Nongovernmental organisations (NGOs), 140
Oman, 126–128
leadership preparation, 119
National Strategy for Education, 118–119
private universities, 127–128
programme curriculum, 128–130
programme pedagogy, 130–133
programme scope, 133–134
Sultan Qaboos University (SQU), 118–119, 128
Organisational culture, 70–71, 102, 108
Organisational members, mistreatment, 102–106
Organisational psychology, 8
Organisation for Economic Co-operation and Development (OECD), 150
Orientalism, 39, 50
Pedagogy, 5–6, 11, 40, 50, 57, 59, 122–123
Perennialism, 219–220
Philanthropism, 34–35
Pluralistic thinking, 163–164
Postcolonial critiques, 6, 50, 55
Postcolonialism, 3, 49
Postcolonial states, 54
Postgraduate programmes
Greece, 182, 190, 196, 198
United Kingdom (UK), 182, 189–190, 193, 195
Preparedness/Preparationism, 219
Prevailing discourses, 169
Prevailing logics, 101
Professional standards, 118
educational administration, 123–126
leadership preparation, 123–126
Programme curriculum, 128–130
Programme pedagogy, 130–133
Psychology, 49, 84–85
Quality assurance, 95
Qur’an, 36
Reasonableness, 220
Recruitment
international faculty, 74–76
international students, 76–78
Renaissance of Islam, 36
Research-heavy departments, 204–207
Risk management approach, 106
Rules of intelligibility, 171
Scholasticism, 35
School administration
Greece, 178
Ministry of Education, 147
planned training programme, 146–147
training and appointment, 140, 152
School principalship, Turkey, 150–151
training, 151–153
Self-cultivation, 38
Skimming, 93
Social justice, 57, 71–72
Socio-cultural factors, 71
Socio-cultural theory, 188–189
Sociology, 49, 52
Subjectivities methods, 54
Sultan Qaboos University (SQU), 118–119, 128
Sweden
female leaders, 204–205
gender equality, 207
higher education (HE), 200
leader identity, 201
Symbolic control, 179
Tale of the Eloquent Peasant, 221
Taoism, 33
Teacher Training School, 143–144
Teachings of the Vizier Ptahhotep, 221
Transactional-bureaucratic model, 178
Trust, violations of, 106–108
Turkey
educational administration, 141, 148, 150
modern, 144–146
1950s onwards, 146–150
Ottoman Era, 141–144
school principalship, 150–153
training educational leaders, 140
Ubuntu, 220
United Kingdom (UK), 178
axis of knowledge, 183–187
axis of power, 188
New Public Management (NPM), 189–190
postgraduate programmes, 182, 193, 195
United Nations (UN), 2
University Council of Educational Administration (UCEA), 123–124
US Department of Homeland Security, 89–90
Utilitarianism/Functionalism, 219
Volunteerism, 34–35
Western humanism, 39
Westernisation, 47–48
Western thinking, 160, 163
Economic development
, 71
Educational administration
, 2, 47–48, 139–140
curriculum
, 11, 49, 96, 108
humanism
, 29–30
internationalising
, 2–3, 57, 59
International Relations
, 51
leadership preparation and
, 119–123
principles
, 57–59
sociology
, 52
Turkey
, 141–150
Educational Administration Research and Development Association (EARDA)
, 149
Educational leadership
, 2, 161–162, 178–179
Greece
, 189–190
New Public Management (NPM)
, 178–179
Educational leadership and management (EDLM)
, 118
Educational Leadership Constituent Council (ELCC)
, 118
Educational policy
, 140
Education Congress
, 144–145
Education internationalisation
, 5–7
Education policy
, 178, 190
Ethnophilosophy
, 220
European humanism
, 29, 37, 40
Faculty
curriculum
, 83–84
recruitment
, 70–71, 76
Fake diplomas
, 93–95
Female leaders
, 204–207
Formal curricula
, 84–85
Foundational disciplines
, 8–9
Fraud triangle model
, 107
Gazi Education Institute, 145
Gender-conscious position, 210–211
Gendered leadership identity development process, 201–203
Gender equality, 209–211
higher education institutions (HEIs), 200
higher education organisations, 200–201
leadership and careers, 200–201
male-dominated disciplines, 208
Sweden, 207
Gender imbalance, 208–209
Gender-neutral position, 210–211
Gender-unconsciousposition, 210–211
Globalisation, 5, 28, 48
critique of, 54
internationalisation strategies, 70
Governance
educational, 96–101
institutional, 101
Greece, 178
axis of knowledge, 183–187
axis of power, 188
education policy, 190
New Public Management (NPM), 189–190
postgraduate programmes, 182, 196, 198
Gulf Cooperation Council (GCC), 118
Guthi, 34–35
Higher education (HE), 70, 89–90, 97
gender and gender equality, 200–201
gendered leadership, 201
IHEC model, 80–85
internationalisation, 71–72, 91, 108
organisations, 9–11
policy-making institutions and, 179
Sweden, 200
Higher education institutions (HEIs), 200, 208
Hinduism, 33
Holisticism/multiple learning, 219
Home campuses, 74–80
Humanism, 27–28
Buddhism, 33–35
European, 29, 37, 40
Islamic, 35–37
nature and definitions, 29–31
origins, 29–31
Humanist Management Network, 29
Hypothetical educational administration curriculum, 96, 99–101
dysfunctional behaviour, 102–108
human relations, 102–108
institutional governance, 101
organisational culture, 102–108
prevailing and countervailing logics, 101
values, purposes and ideologies, 101
I-Ching, 31
IHEC model
formal and informal curricula, 84–85
strategic priorities, 80–82
teaching and learning, 82–84
Imperialism, 50
Indigenous leadership, 120–121
Informal curricula, 84–85
Institutional governance, 101
Institutional integrity, 95
Integrity, 95
Intelligibility, 161
agency, 170–172
discursive practices, 169
leadership, 167
performativity and, 166
rules of, 170–171
Intercultural translation, 164
Inter-disciplinarity, 49
International Association of Universities’ (IAU) Global Survey, 72–73
International Educational Leadership Curriculum (IELC), 216
International faculty, 74–76
Internationalisation, 4, 70
abroad, 73
critiques and shortcomings, 5, 7, 50
curriculum, 11, 14, 78, 80
educational leadership curriculum, 211–212
foundational disciplines, 8–9
higher education (HE), 9, 11, 71–72, 91, 108
home campuses, 74–80
IHEC model, 80–81, 85
initiatives, 55–57
maladministration, 92–95
strategies and challenges, 72–80
International Leadership Curriculum Policy and Practice (ILCPP), 233–234
International orientation, 72
International Relations, 51
International students, recruitment, 76–78
Islam, 28, 35, 37
Karma, 33
Kemetism, 222
Knowledge
ecology, 163–164
hierarchies, 160–161
plurality, 164–165
Law of Darülmuallim, 143–144
Leader identity, 200
gender-focused and problem-oriented, 202–203
Sweden, 201
Leadership curriculum, 2–3, 57, 59
Leadership preparation, 118
Arab, 122–123
non-Western tradition, 119
Oman, 126–134
professional standards for, 123–126
Maat, 221
Maladministration, 90
abuse of authority, 93
academic integrity, 93–95
financial control, 93
institutional integrity, 95
lack of commitment, 95
lack of competence, 95
types of, 94
Malfeasance, 95
Marxism, 50–51
Masters of Education programme, 161
Medieval, 29
Ministry of National Education (MoNE), 140
Ministry of Public Education, 143–144
Misappropriation, 93
Modernisation process, 12–13
Moral maturity, 221
Multi-disciplinarity, 48
Multi-perspective curriculum, 56
National Association of Secondary School Administrator (NASSP), 123–124
National Educational Leadership Preparation (NELP), 15, 118
National Policy Board for Educational Administration (NPBEA), 123–124
Neo-colonisation, 3, 50
Neo-imperialism, 3, 50
Neoliberalism, 28
Nepotism, 93
New Public Management (NPM), 178
educational leadership, 178–179
elements, 189–190
Greece, 189–190
market-based principles, 178–179
United Kingdom (UK), 189–190
vs. transactional-bureaucratic, 180–181
Nongovernmental organisations (NGOs), 140
Oman, 126–128
leadership preparation, 119
National Strategy for Education, 118–119
private universities, 127–128
programme curriculum, 128–130
programme pedagogy, 130–133
programme scope, 133–134
Sultan Qaboos University (SQU), 118–119, 128
Organisational culture, 70–71, 102, 108
Organisational members, mistreatment, 102–106
Organisational psychology, 8
Organisation for Economic Co-operation and Development (OECD), 150
Orientalism, 39, 50
Pedagogy, 5–6, 11, 40, 50, 57, 59, 122–123
Perennialism, 219–220
Philanthropism, 34–35
Pluralistic thinking, 163–164
Postcolonial critiques, 6, 50, 55
Postcolonialism, 3, 49
Postcolonial states, 54
Postgraduate programmes
Greece, 182, 190, 196, 198
United Kingdom (UK), 182, 189–190, 193, 195
Preparedness/Preparationism, 219
Prevailing discourses, 169
Prevailing logics, 101
Professional standards, 118
educational administration, 123–126
leadership preparation, 123–126
Programme curriculum, 128–130
Programme pedagogy, 130–133
Psychology, 49, 84–85
Quality assurance, 95
Qur’an, 36
Reasonableness, 220
Recruitment
international faculty, 74–76
international students, 76–78
Renaissance of Islam, 36
Research-heavy departments, 204–207
Risk management approach, 106
Rules of intelligibility, 171
Scholasticism, 35
School administration
Greece, 178
Ministry of Education, 147
planned training programme, 146–147
training and appointment, 140, 152
School principalship, Turkey, 150–151
training, 151–153
Self-cultivation, 38
Skimming, 93
Social justice, 57, 71–72
Socio-cultural factors, 71
Socio-cultural theory, 188–189
Sociology, 49, 52
Subjectivities methods, 54
Sultan Qaboos University (SQU), 118–119, 128
Sweden
female leaders, 204–205
gender equality, 207
higher education (HE), 200
leader identity, 201
Symbolic control, 179
Tale of the Eloquent Peasant, 221
Taoism, 33
Teacher Training School, 143–144
Teachings of the Vizier Ptahhotep, 221
Transactional-bureaucratic model, 178
Trust, violations of, 106–108
Turkey
educational administration, 141, 148, 150
modern, 144–146
1950s onwards, 146–150
Ottoman Era, 141–144
school principalship, 150–153
training educational leaders, 140
Ubuntu, 220
United Kingdom (UK), 178
axis of knowledge, 183–187
axis of power, 188
New Public Management (NPM), 189–190
postgraduate programmes, 182, 193, 195
United Nations (UN), 2
University Council of Educational Administration (UCEA), 123–124
US Department of Homeland Security, 89–90
Utilitarianism/Functionalism, 219
Volunteerism, 34–35
Western humanism, 39
Westernisation, 47–48
Western thinking, 160, 163
Gazi Education Institute
, 145
Gender-conscious position
, 210–211
Gendered leadership identity development process
, 201–203
Gender equality
, 209–211
higher education institutions (HEIs)
, 200
higher education organisations
, 200–201
leadership and careers
, 200–201
male-dominated disciplines
, 208
Sweden
, 207
Gender imbalance
, 208–209
Gender-neutral position
, 210–211
Gender-unconsciousposition
, 210–211
Globalisation
, 5, 28, 48
critique of
, 54
internationalisation strategies
, 70
Governance
educational
, 96–101
institutional
, 101
Greece
, 178
axis of knowledge
, 183–187
axis of power
, 188
education policy
, 190
New Public Management (NPM)
, 189–190
postgraduate programmes
, 182, 196, 198
Gulf Cooperation Council (GCC)
, 118
Guthi
, 34–35
Higher education (HE)
, 70, 89–90, 97
gender and gender equality
, 200–201
gendered leadership
, 201
IHEC model
, 80–85
internationalisation
, 71–72, 91, 108
organisations
, 9–11
policy-making institutions and
, 179
Sweden
, 200
Higher education institutions (HEIs)
, 200, 208
Hinduism
, 33
Holisticism/multiple learning
, 219
Home campuses
, 74–80
Humanism
, 27–28
Buddhism
, 33–35
European
, 29, 37, 40
Islamic
, 35–37
nature and definitions
, 29–31
origins
, 29–31
Humanist Management Network
, 29
Hypothetical educational administration curriculum
, 96, 99–101
dysfunctional behaviour
, 102–108
human relations
, 102–108
institutional governance
, 101
organisational culture
, 102–108
prevailing and countervailing logics
, 101
values, purposes and ideologies
, 101
I-Ching, 31
IHEC model
formal and informal curricula, 84–85
strategic priorities, 80–82
teaching and learning, 82–84
Imperialism, 50
Indigenous leadership, 120–121
Informal curricula, 84–85
Institutional governance, 101
Institutional integrity, 95
Integrity, 95
Intelligibility, 161
agency, 170–172
discursive practices, 169
leadership, 167
performativity and, 166
rules of, 170–171
Intercultural translation, 164
Inter-disciplinarity, 49
International Association of Universities’ (IAU) Global Survey, 72–73
International Educational Leadership Curriculum (IELC), 216
International faculty, 74–76
Internationalisation, 4, 70
abroad, 73
critiques and shortcomings, 5, 7, 50
curriculum, 11, 14, 78, 80
educational leadership curriculum, 211–212
foundational disciplines, 8–9
higher education (HE), 9, 11, 71–72, 91, 108
home campuses, 74–80
IHEC model, 80–81, 85
initiatives, 55–57
maladministration, 92–95
strategies and challenges, 72–80
International Leadership Curriculum Policy and Practice (ILCPP), 233–234
International orientation, 72
International Relations, 51
International students, recruitment, 76–78
Islam, 28, 35, 37
Karma, 33
Kemetism, 222
Knowledge
ecology, 163–164
hierarchies, 160–161
plurality, 164–165
Law of Darülmuallim, 143–144
Leader identity, 200
gender-focused and problem-oriented, 202–203
Sweden, 201
Leadership curriculum, 2–3, 57, 59
Leadership preparation, 118
Arab, 122–123
non-Western tradition, 119
Oman, 126–134
professional standards for, 123–126
Maat, 221
Maladministration, 90
abuse of authority, 93
academic integrity, 93–95
financial control, 93
institutional integrity, 95
lack of commitment, 95
lack of competence, 95
types of, 94
Malfeasance, 95
Marxism, 50–51
Masters of Education programme, 161
Medieval, 29
Ministry of National Education (MoNE), 140
Ministry of Public Education, 143–144
Misappropriation, 93
Modernisation process, 12–13
Moral maturity, 221
Multi-disciplinarity, 48
Multi-perspective curriculum, 56
National Association of Secondary School Administrator (NASSP), 123–124
National Educational Leadership Preparation (NELP), 15, 118
National Policy Board for Educational Administration (NPBEA), 123–124
Neo-colonisation, 3, 50
Neo-imperialism, 3, 50
Neoliberalism, 28
Nepotism, 93
New Public Management (NPM), 178
educational leadership, 178–179
elements, 189–190
Greece, 189–190
market-based principles, 178–179
United Kingdom (UK), 189–190
vs. transactional-bureaucratic, 180–181
Nongovernmental organisations (NGOs), 140
Oman, 126–128
leadership preparation, 119
National Strategy for Education, 118–119
private universities, 127–128
programme curriculum, 128–130
programme pedagogy, 130–133
programme scope, 133–134
Sultan Qaboos University (SQU), 118–119, 128
Organisational culture, 70–71, 102, 108
Organisational members, mistreatment, 102–106
Organisational psychology, 8
Organisation for Economic Co-operation and Development (OECD), 150
Orientalism, 39, 50
Pedagogy, 5–6, 11, 40, 50, 57, 59, 122–123
Perennialism, 219–220
Philanthropism, 34–35
Pluralistic thinking, 163–164
Postcolonial critiques, 6, 50, 55
Postcolonialism, 3, 49
Postcolonial states, 54
Postgraduate programmes
Greece, 182, 190, 196, 198
United Kingdom (UK), 182, 189–190, 193, 195
Preparedness/Preparationism, 219
Prevailing discourses, 169
Prevailing logics, 101
Professional standards, 118
educational administration, 123–126
leadership preparation, 123–126
Programme curriculum, 128–130
Programme pedagogy, 130–133
Psychology, 49, 84–85
Quality assurance, 95
Qur’an, 36
Reasonableness, 220
Recruitment
international faculty, 74–76
international students, 76–78
Renaissance of Islam, 36
Research-heavy departments, 204–207
Risk management approach, 106
Rules of intelligibility, 171
Scholasticism, 35
School administration
Greece, 178
Ministry of Education, 147
planned training programme, 146–147
training and appointment, 140, 152
School principalship, Turkey, 150–151
training, 151–153
Self-cultivation, 38
Skimming, 93
Social justice, 57, 71–72
Socio-cultural factors, 71
Socio-cultural theory, 188–189
Sociology, 49, 52
Subjectivities methods, 54
Sultan Qaboos University (SQU), 118–119, 128
Sweden
female leaders, 204–205
gender equality, 207
higher education (HE), 200
leader identity, 201
Symbolic control, 179
Tale of the Eloquent Peasant, 221
Taoism, 33
Teacher Training School, 143–144
Teachings of the Vizier Ptahhotep, 221
Transactional-bureaucratic model, 178
Trust, violations of, 106–108
Turkey
educational administration, 141, 148, 150
modern, 144–146
1950s onwards, 146–150
Ottoman Era, 141–144
school principalship, 150–153
training educational leaders, 140
Ubuntu, 220
United Kingdom (UK), 178
axis of knowledge, 183–187
axis of power, 188
New Public Management (NPM), 189–190
postgraduate programmes, 182, 193, 195
United Nations (UN), 2
University Council of Educational Administration (UCEA), 123–124
US Department of Homeland Security, 89–90
Utilitarianism/Functionalism, 219
Volunteerism, 34–35
Western humanism, 39
Westernisation, 47–48
Western thinking, 160, 163
I-Ching
, 31
IHEC model
formal and informal curricula
, 84–85
strategic priorities
, 80–82
teaching and learning
, 82–84
Imperialism
, 50
Indigenous leadership
, 120–121
Informal curricula
, 84–85
Institutional governance
, 101
Institutional integrity
, 95
Integrity
, 95
Intelligibility
, 161
agency
, 170–172
discursive practices
, 169
leadership
, 167
performativity and
, 166
rules of
, 170–171
Intercultural translation
, 164
Inter-disciplinarity
, 49
International Association of Universities’ (IAU) Global Survey
, 72–73
International Educational Leadership Curriculum (IELC)
, 216
International faculty
, 74–76
Internationalisation
, 4, 70
abroad
, 73
critiques and shortcomings
, 5, 7, 50
curriculum
, 11, 14, 78, 80
educational leadership curriculum
, 211–212
foundational disciplines
, 8–9
higher education (HE)
, 9, 11, 71–72, 91, 108
home campuses
, 74–80
IHEC model
, 80–81, 85
initiatives
, 55–57
maladministration
, 92–95
strategies and challenges
, 72–80
International Leadership Curriculum Policy and Practice (ILCPP)
, 233–234
International orientation
, 72
International Relations
, 51
International students, recruitment
, 76–78
Islam
, 28, 35, 37
Karma
, 33
Kemetism
, 222
Knowledge
ecology
, 163–164
hierarchies
, 160–161
plurality
, 164–165
Law of Darülmuallim, 143–144
Leader identity, 200
gender-focused and problem-oriented, 202–203
Sweden, 201
Leadership curriculum, 2–3, 57, 59
Leadership preparation, 118
Arab, 122–123
non-Western tradition, 119
Oman, 126–134
professional standards for, 123–126
Maat, 221
Maladministration, 90
abuse of authority, 93
academic integrity, 93–95
financial control, 93
institutional integrity, 95
lack of commitment, 95
lack of competence, 95
types of, 94
Malfeasance, 95
Marxism, 50–51
Masters of Education programme, 161
Medieval, 29
Ministry of National Education (MoNE), 140
Ministry of Public Education, 143–144
Misappropriation, 93
Modernisation process, 12–13
Moral maturity, 221
Multi-disciplinarity, 48
Multi-perspective curriculum, 56
National Association of Secondary School Administrator (NASSP), 123–124
National Educational Leadership Preparation (NELP), 15, 118
National Policy Board for Educational Administration (NPBEA), 123–124
Neo-colonisation, 3, 50
Neo-imperialism, 3, 50
Neoliberalism, 28
Nepotism, 93
New Public Management (NPM), 178
educational leadership, 178–179
elements, 189–190
Greece, 189–190
market-based principles, 178–179
United Kingdom (UK), 189–190
vs. transactional-bureaucratic, 180–181
Nongovernmental organisations (NGOs), 140
Oman, 126–128
leadership preparation, 119
National Strategy for Education, 118–119
private universities, 127–128
programme curriculum, 128–130
programme pedagogy, 130–133
programme scope, 133–134
Sultan Qaboos University (SQU), 118–119, 128
Organisational culture, 70–71, 102, 108
Organisational members, mistreatment, 102–106
Organisational psychology, 8
Organisation for Economic Co-operation and Development (OECD), 150
Orientalism, 39, 50
Pedagogy, 5–6, 11, 40, 50, 57, 59, 122–123
Perennialism, 219–220
Philanthropism, 34–35
Pluralistic thinking, 163–164
Postcolonial critiques, 6, 50, 55
Postcolonialism, 3, 49
Postcolonial states, 54
Postgraduate programmes
Greece, 182, 190, 196, 198
United Kingdom (UK), 182, 189–190, 193, 195
Preparedness/Preparationism, 219
Prevailing discourses, 169
Prevailing logics, 101
Professional standards, 118
educational administration, 123–126
leadership preparation, 123–126
Programme curriculum, 128–130
Programme pedagogy, 130–133
Psychology, 49, 84–85
Quality assurance, 95
Qur’an, 36
Reasonableness, 220
Recruitment
international faculty, 74–76
international students, 76–78
Renaissance of Islam, 36
Research-heavy departments, 204–207
Risk management approach, 106
Rules of intelligibility, 171
Scholasticism, 35
School administration
Greece, 178
Ministry of Education, 147
planned training programme, 146–147
training and appointment, 140, 152
School principalship, Turkey, 150–151
training, 151–153
Self-cultivation, 38
Skimming, 93
Social justice, 57, 71–72
Socio-cultural factors, 71
Socio-cultural theory, 188–189
Sociology, 49, 52
Subjectivities methods, 54
Sultan Qaboos University (SQU), 118–119, 128
Sweden
female leaders, 204–205
gender equality, 207
higher education (HE), 200
leader identity, 201
Symbolic control, 179
Tale of the Eloquent Peasant, 221
Taoism, 33
Teacher Training School, 143–144
Teachings of the Vizier Ptahhotep, 221
Transactional-bureaucratic model, 178
Trust, violations of, 106–108
Turkey
educational administration, 141, 148, 150
modern, 144–146
1950s onwards, 146–150
Ottoman Era, 141–144
school principalship, 150–153
training educational leaders, 140
Ubuntu, 220
United Kingdom (UK), 178
axis of knowledge, 183–187
axis of power, 188
New Public Management (NPM), 189–190
postgraduate programmes, 182, 193, 195
United Nations (UN), 2
University Council of Educational Administration (UCEA), 123–124
US Department of Homeland Security, 89–90
Utilitarianism/Functionalism, 219
Volunteerism, 34–35
Western humanism, 39
Westernisation, 47–48
Western thinking, 160, 163
Law of Darülmuallim
, 143–144
Leader identity
, 200
gender-focused and problem-oriented
, 202–203
Sweden
, 201
Leadership curriculum
, 2–3, 57, 59
Leadership preparation
, 118
Arab
, 122–123
non-Western tradition
, 119
Oman
, 126–134
professional standards for
, 123–126
Maat
, 221
Maladministration
, 90
abuse of authority
, 93
academic integrity
, 93–95
financial control
, 93
institutional integrity
, 95
lack of commitment
, 95
lack of competence
, 95
types of
, 94
Malfeasance
, 95
Marxism
, 50–51
Masters of Education programme
, 161
Medieval
, 29
Ministry of National Education (MoNE)
, 140
Ministry of Public Education
, 143–144
Misappropriation
, 93
Modernisation process
, 12–13
Moral maturity
, 221
Multi-disciplinarity
, 48
Multi-perspective curriculum
, 56
National Association of Secondary School Administrator (NASSP), 123–124
National Educational Leadership Preparation (NELP), 15, 118
National Policy Board for Educational Administration (NPBEA), 123–124
Neo-colonisation, 3, 50
Neo-imperialism, 3, 50
Neoliberalism, 28
Nepotism, 93
New Public Management (NPM), 178
educational leadership, 178–179
elements, 189–190
Greece, 189–190
market-based principles, 178–179
United Kingdom (UK), 189–190
vs. transactional-bureaucratic, 180–181
Nongovernmental organisations (NGOs), 140
Oman, 126–128
leadership preparation, 119
National Strategy for Education, 118–119
private universities, 127–128
programme curriculum, 128–130
programme pedagogy, 130–133
programme scope, 133–134
Sultan Qaboos University (SQU), 118–119, 128
Organisational culture, 70–71, 102, 108
Organisational members, mistreatment, 102–106
Organisational psychology, 8
Organisation for Economic Co-operation and Development (OECD), 150
Orientalism, 39, 50
Pedagogy, 5–6, 11, 40, 50, 57, 59, 122–123
Perennialism, 219–220
Philanthropism, 34–35
Pluralistic thinking, 163–164
Postcolonial critiques, 6, 50, 55
Postcolonialism, 3, 49
Postcolonial states, 54
Postgraduate programmes
Greece, 182, 190, 196, 198
United Kingdom (UK), 182, 189–190, 193, 195
Preparedness/Preparationism, 219
Prevailing discourses, 169
Prevailing logics, 101
Professional standards, 118
educational administration, 123–126
leadership preparation, 123–126
Programme curriculum, 128–130
Programme pedagogy, 130–133
Psychology, 49, 84–85
Quality assurance, 95
Qur’an, 36
Reasonableness, 220
Recruitment
international faculty, 74–76
international students, 76–78
Renaissance of Islam, 36
Research-heavy departments, 204–207
Risk management approach, 106
Rules of intelligibility, 171
Scholasticism, 35
School administration
Greece, 178
Ministry of Education, 147
planned training programme, 146–147
training and appointment, 140, 152
School principalship, Turkey, 150–151
training, 151–153
Self-cultivation, 38
Skimming, 93
Social justice, 57, 71–72
Socio-cultural factors, 71
Socio-cultural theory, 188–189
Sociology, 49, 52
Subjectivities methods, 54
Sultan Qaboos University (SQU), 118–119, 128
Sweden
female leaders, 204–205
gender equality, 207
higher education (HE), 200
leader identity, 201
Symbolic control, 179
Tale of the Eloquent Peasant, 221
Taoism, 33
Teacher Training School, 143–144
Teachings of the Vizier Ptahhotep, 221
Transactional-bureaucratic model, 178
Trust, violations of, 106–108
Turkey
educational administration, 141, 148, 150
modern, 144–146
1950s onwards, 146–150
Ottoman Era, 141–144
school principalship, 150–153
training educational leaders, 140
Ubuntu, 220
United Kingdom (UK), 178
axis of knowledge, 183–187
axis of power, 188
New Public Management (NPM), 189–190
postgraduate programmes, 182, 193, 195
United Nations (UN), 2
University Council of Educational Administration (UCEA), 123–124
US Department of Homeland Security, 89–90
Utilitarianism/Functionalism, 219
Volunteerism, 34–35
Western humanism, 39
Westernisation, 47–48
Western thinking, 160, 163
National Association of Secondary School Administrator (NASSP)
, 123–124
National Educational Leadership Preparation (NELP)
, 15, 118
National Policy Board for Educational Administration (NPBEA)
, 123–124
Neo-colonisation
, 3, 50
Neo-imperialism
, 3, 50
Neoliberalism
, 28
Nepotism
, 93
New Public Management (NPM)
, 178
educational leadership
, 178–179
elements
, 189–190
Greece
, 189–190
market-based principles
, 178–179
United Kingdom (UK)
, 189–190
vs. transactional-bureaucratic
, 180–181
Nongovernmental organisations (NGOs)
, 140
Oman
, 126–128
leadership preparation
, 119
National Strategy for Education
, 118–119
private universities
, 127–128
programme curriculum
, 128–130
programme pedagogy
, 130–133
programme scope
, 133–134
Sultan Qaboos University (SQU)
, 118–119, 128
Organisational culture
, 70–71, 102, 108
Organisational members, mistreatment
, 102–106
Organisational psychology
, 8
Organisation for Economic Co-operation and Development (OECD)
, 150
Orientalism
, 39, 50
Pedagogy, 5–6, 11, 40, 50, 57, 59, 122–123
Perennialism, 219–220
Philanthropism, 34–35
Pluralistic thinking, 163–164
Postcolonial critiques, 6, 50, 55
Postcolonialism, 3, 49
Postcolonial states, 54
Postgraduate programmes
Greece, 182, 190, 196, 198
United Kingdom (UK), 182, 189–190, 193, 195
Preparedness/Preparationism, 219
Prevailing discourses, 169
Prevailing logics, 101
Professional standards, 118
educational administration, 123–126
leadership preparation, 123–126
Programme curriculum, 128–130
Programme pedagogy, 130–133
Psychology, 49, 84–85
Quality assurance, 95
Qur’an, 36
Reasonableness, 220
Recruitment
international faculty, 74–76
international students, 76–78
Renaissance of Islam, 36
Research-heavy departments, 204–207
Risk management approach, 106
Rules of intelligibility, 171
Scholasticism, 35
School administration
Greece, 178
Ministry of Education, 147
planned training programme, 146–147
training and appointment, 140, 152
School principalship, Turkey, 150–151
training, 151–153
Self-cultivation, 38
Skimming, 93
Social justice, 57, 71–72
Socio-cultural factors, 71
Socio-cultural theory, 188–189
Sociology, 49, 52
Subjectivities methods, 54
Sultan Qaboos University (SQU), 118–119, 128
Sweden
female leaders, 204–205
gender equality, 207
higher education (HE), 200
leader identity, 201
Symbolic control, 179
Tale of the Eloquent Peasant, 221
Taoism, 33
Teacher Training School, 143–144
Teachings of the Vizier Ptahhotep, 221
Transactional-bureaucratic model, 178
Trust, violations of, 106–108
Turkey
educational administration, 141, 148, 150
modern, 144–146
1950s onwards, 146–150
Ottoman Era, 141–144
school principalship, 150–153
training educational leaders, 140
Ubuntu, 220
United Kingdom (UK), 178
axis of knowledge, 183–187
axis of power, 188
New Public Management (NPM), 189–190
postgraduate programmes, 182, 193, 195
United Nations (UN), 2
University Council of Educational Administration (UCEA), 123–124
US Department of Homeland Security, 89–90
Utilitarianism/Functionalism, 219
Volunteerism, 34–35
Western humanism, 39
Westernisation, 47–48
Western thinking, 160, 163
Pedagogy
, 5–6, 11, 40, 50, 57, 59, 122–123
Perennialism
, 219–220
Philanthropism
, 34–35
Pluralistic thinking
, 163–164
Postcolonial critiques
, 6, 50, 55
Postcolonialism
, 3, 49
Postcolonial states
, 54
Postgraduate programmes
Greece
, 182, 190, 196, 198
United Kingdom (UK)
, 182, 189–190, 193, 195
Preparedness/Preparationism
, 219
Prevailing discourses
, 169
Prevailing logics
, 101
Professional standards
, 118
educational administration
, 123–126
leadership preparation
, 123–126
Programme curriculum
, 128–130
Programme pedagogy
, 130–133
Psychology
, 49, 84–85
Quality assurance
, 95
Qur’an
, 36
Reasonableness, 220
Recruitment
international faculty, 74–76
international students, 76–78
Renaissance of Islam, 36
Research-heavy departments, 204–207
Risk management approach, 106
Rules of intelligibility, 171
Scholasticism, 35
School administration
Greece, 178
Ministry of Education, 147
planned training programme, 146–147
training and appointment, 140, 152
School principalship, Turkey, 150–151
training, 151–153
Self-cultivation, 38
Skimming, 93
Social justice, 57, 71–72
Socio-cultural factors, 71
Socio-cultural theory, 188–189
Sociology, 49, 52
Subjectivities methods, 54
Sultan Qaboos University (SQU), 118–119, 128
Sweden
female leaders, 204–205
gender equality, 207
higher education (HE), 200
leader identity, 201
Symbolic control, 179
Tale of the Eloquent Peasant, 221
Taoism, 33
Teacher Training School, 143–144
Teachings of the Vizier Ptahhotep, 221
Transactional-bureaucratic model, 178
Trust, violations of, 106–108
Turkey
educational administration, 141, 148, 150
modern, 144–146
1950s onwards, 146–150
Ottoman Era, 141–144
school principalship, 150–153
training educational leaders, 140
Ubuntu, 220
United Kingdom (UK), 178
axis of knowledge, 183–187
axis of power, 188
New Public Management (NPM), 189–190
postgraduate programmes, 182, 193, 195
United Nations (UN), 2
University Council of Educational Administration (UCEA), 123–124
US Department of Homeland Security, 89–90
Utilitarianism/Functionalism, 219
Volunteerism, 34–35
Western humanism, 39
Westernisation, 47–48
Western thinking, 160, 163
Reasonableness
, 220
Recruitment
international faculty
, 74–76
international students
, 76–78
Renaissance of Islam
, 36
Research-heavy departments
, 204–207
Risk management approach
, 106
Rules of intelligibility
, 171
Scholasticism
, 35
School administration
Greece
, 178
Ministry of Education
, 147
planned training programme
, 146–147
training and appointment
, 140, 152
School principalship, Turkey
, 150–151
training
, 151–153
Self-cultivation
, 38
Skimming
, 93
Social justice
, 57, 71–72
Socio-cultural factors
, 71
Socio-cultural theory
, 188–189
Sociology
, 49, 52
Subjectivities methods
, 54
Sultan Qaboos University (SQU)
, 118–119, 128
Sweden
female leaders
, 204–205
gender equality
, 207
higher education (HE)
, 200
leader identity
, 201
Symbolic control
, 179
Tale of the Eloquent Peasant, 221
Taoism, 33
Teacher Training School, 143–144
Teachings of the Vizier Ptahhotep, 221
Transactional-bureaucratic model, 178
Trust, violations of, 106–108
Turkey
educational administration, 141, 148, 150
modern, 144–146
1950s onwards, 146–150
Ottoman Era, 141–144
school principalship, 150–153
training educational leaders, 140
Ubuntu, 220
United Kingdom (UK), 178
axis of knowledge, 183–187
axis of power, 188
New Public Management (NPM), 189–190
postgraduate programmes, 182, 193, 195
United Nations (UN), 2
University Council of Educational Administration (UCEA), 123–124
US Department of Homeland Security, 89–90
Utilitarianism/Functionalism, 219
Volunteerism, 34–35
Western humanism, 39
Westernisation, 47–48
Western thinking, 160, 163
Tale of the Eloquent Peasant
, 221
Taoism
, 33
Teacher Training School
, 143–144
Teachings of the Vizier Ptahhotep
, 221
Transactional-bureaucratic model
, 178
Trust, violations of
, 106–108
Turkey
educational administration
, 141, 148, 150
modern
, 144–146
1950s onwards
, 146–150
Ottoman Era
, 141–144
school principalship
, 150–153
training educational leaders
, 140
Ubuntu
, 220
United Kingdom (UK)
, 178
axis of knowledge
, 183–187
axis of power
, 188
New Public Management (NPM)
, 189–190
postgraduate programmes
, 182, 193, 195
United Nations (UN)
, 2
University Council of Educational Administration (UCEA)
, 123–124
US Department of Homeland Security
, 89–90
Utilitarianism/Functionalism
, 219
Volunteerism, 34–35
Western humanism, 39
Westernisation, 47–48
Western thinking, 160, 163
Volunteerism
, 34–35
Western humanism
, 39
Westernisation
, 47–48
Western thinking
, 160, 163
- Prelims
- Chapter 1 Editors' Critical Introduction: Conceptions of Internationalisation Challenging Dominant Knowledge Traditions
- 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
- Chapter 3 Critical and Postcolonial Approaches to Educational Administration Curriculum and Pedagogy
- Chapter 4 Internationalisation Models and Strategies in Higher Education: A Conceptual Model for Internationalising the Curriculum
- Chapter 5 Towards an Educational Administration Curriculum That Addresses Maladministration in Internationalised Higher Education
- Section 2 Country Cases
- Chapter 6 Aligning ‘International’ Standards with ‘National’ Educational Leadership Preparation Needs: The Case of a Master's Programme in Oman
- Chapter 7 Mapping the Terrain of Training and Appointment of Educational Leaders in the Turkish Context: An Historical Perspective
- Chapter 8 Rethinking Knowledge Hierarchies in Teaching Educational Leadership to International Students
- 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
- Chapter 10 To Achieve Gender Equality in Organisations: A Swedish Case on an Important Aspect of Educational Leadership
- Chapter 11 African Philosophies of Education and Their Relevance in Developing an International Leadership Curriculum: A Guide for Educational Systems, Schools and School Leaders
- Index