List of Contributors

Investing in our Education: Leading, Learning, Researching and the Doctorate

ISBN: 978-1-78441-132-9, eISBN: 978-1-78441-131-2

ISSN: 1479-3628

Publication date: 31 October 2014

Citation

(2014), "List of Contributors", Investing in our Education: Leading, Learning, Researching and the Doctorate (International Perspectives on Higher Education Research, Vol. 13), Emerald Group Publishing Limited, Bingley, p. vii. https://doi.org/10.1108/S1479-362820140000013016

Publisher

:

Emerald Group Publishing Limited

Copyright © 2014 Emerald Group Publishing Limited


Richard Andrews Anglia Ruskin University, Cambridge, UK
Justine Mercer Centre for Education Studies, University of Warwick, Coventry, UK
Marlene Morrison Oxford Brookes University, Oxford, UK
Richard Pring University of Winchester, Winchester, UK
Stephen Rayner School of Education, Newman University, Birmingham, UK; Monash University, Melbourne, Australia
Eugenie A. Samier The British University in Dubai, Dubai, UAE
David Scott Institute of Education, University of London, London, UK
Carolyn M. Shields Wayne State University, Detroit, MI, USA
Charles L. Slater Educational Leadership Department, College of Education, California State University, Long Beach, CA, USA
Emefa Takyi-Amoako Oxford ATP International Education, Oxford, UK
Alison Taysum School of Education, University of Leicester, Leicester, UK
Annette Thomas-Gregory Faculty of Health, Social Care and Education, Anglia Ruskin University, Cambridge, UK
Yusef Waghid Stellenbosch University, Stellenbosch, South Africa
Investing in Our Education: Leading, Learning, Researching and the Doctorate
International Perspectives on Higher Education Research
Investing in Our Education: Leading, Learning, Researching and the Doctorate
Copyright Page
List of Contributors
Introduction: Investing in Our Education? Leading, Learning, Researching and the Doctorate
Academic and Professional Knowledge in the Professional Doctorate
Doctoral Study in Challenging Times: Entrenching Banality or Revitalising Prospects for ‘Wicked’ Intellectual Work. The Case of Educational Administration ☆ A generic term is used here to refer to the advanced study of educational administration, management and leadership.
Leadership: Skilled Manager or Virtuous Professional?
New Directions for the Doctoral Thesis
Western Doctoral Programmes as Public Service, Cultural Diplomacy or Intellectual Imperialism? Expatriate Educational Leadership Teaching in the United Arab Emirates
Can We Impact Leadership Practice through Teaching Democracy and Social Justice? ☆ An earlier version of this chapter, comprising only the data from the 13 cohort members was published as Shields, C. M. (2012). Can we teach deep democracy: And can it make a difference? In P. R. Carr, D. Zyngier, & M. Pruyn (Eds.), Can education make a difference? Experimenting with, and experiencing democracy in, education. Charlotte, NC: Information Age Publishing.
The Education Doctorate (Ed.D.) and Educational Leader Dispositions and Values in England and the United States
Democratic Citizenship Education and Islamic Education: On Sceptical Doctoral Encounters
Developing Nodes in Leading Networks of Knowledge for Leader and Leadership Development: Some African Students’ Perspectives on their Experience of Doctoral Education
Investing in Our Education? Leading, Learning, Researching and the Doctorate
Conclusions: The Doctoral Dividend; Leading, Learning, Researching
About the Authors
Index