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Philanthropy has developed into a trillion-dollar industry with substantial transnational funds. Scholarly research on philanthropic leadership has experienced substantial growth since the 1990s, but as an academic field, it remains ill-defined. The purpose of this study is to examine the current state of the literature on philanthropic leadership to determine the extent to which the field needs to be further specialized.

Relying on the VOSviewer software version 1.6.15, the authors conducted a bibliometric analysis of 470 identified articles published between 1991 and 2021 to uncover the most influential articles, academic outlets and scholars in the field.

There is a noticeable lack of literature that accurately reflects the overall practice of philanthropic leadership. Most specialized research concentrates on the influence of corporate leaders in using philanthropic activities as a means of achieving business objectives. However, it is essential to recognize that leadership plays a critical role in effective philanthropy, which benefits various stakeholders and produces favorable spillover effects. The findings indicate that existing literature tends to focus on the influence of corporate leaders on philanthropic activities and their correlation with business outcomes.

This study contributes to the field by offering insights into the intellectual structure of the field and assists with the identification of new research directions within the philanthropic leadership domain. Further scholarly consideration is needed to understand the practice of philanthropic leadership.

Over the past decades, there has been an intensifying movement to privatize education in Western nations, with equal concern about the quality of education for all. This article adds to a global understanding of school inspections as a governance mechanism to promote educational quality in an entirely open K-12 educational marketplace.

The role of school inspections as a quality assurance device is examined from a market accountability perspective. The Emirate of Dubai is used as an illustrative example of market accountability, where the educational landscape constitutes primarily a private open market.

Dubai proves that market accountability can address the needs of all families, assuring the provision of a sufficient quality standard of education, while allowing for competition to drive improvement. There are two lessons that Dubai offers a global audience that has been debating the merits of privatizing education: a fully free unregulated market does not promote an education system that provides a minimum standard of education for all; and a private education system can address stakeholder concerns and operate successfully in parallel to a public sector.

The idiosyncratic United Arab Emirates (UAE) education sector calls for a balance between flexibility and quality assurance across semi-independent jurisdictions. Hosting a majority of non-Emirati resident families, Dubai has developed a public inspection system for a private education market for quality assurance across 17 curricula offered in 215 private schools with diverse profit models. That most Dubai school-aged children are in private schools demanded accommodating an atypical landscape for K-12 education that affords insights into how a free market can operate. The authors encourage future research that may build a more comprehensive framework for better understanding the public–private education debate.

The purpose of this paper is to examine the work of district leadership of a large Canadian school district in becoming a learning organization over four years using knowledge management practices.

A qualitative study conducted from 2000‐2004 using a naturalistic research paradigm with the underlying principles of grounded theory. Data were collected from a sample of six supervisory officers through individual and focus group interviews.

Using knowledge management practices, the senior leaders of a large school district organically developed a unified new amalgamated super‐district. They redefined their roles from managers to knowledge leaders in order to reshape the district into a learning organization that could positively respond to the continual changes being rained down on them.

This paper offers insights that are both theoretical and practical on how senior leaders transform their role from operational managers to knowledge leaders for school improvement. The conceptual framework proves valuable in understanding how change can work in practice.

Although the study is limited by the specific context from which data were drawn, it offers useful lessons and direction for large districts undergoing major reforms.

This paper highlights the role of senior leadership as knowledge leaders managing a district towards becoming a learning organization via organic processes that promote knowledge flow.