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The purpose of this paper is to provide further discussion on the role of educational support adding value by sustaining the function of capacity building in emerging countries and states in transition and development. The Asia-Pacific region is noted for being in a continuous and rapid state of change dramatically affecting both private and public institutions. One such institution involves the provision of education with specific emphasis on leadership development in the defence sector; and the on-going education and development of military personnel, civil servants and civilians from different professions, in the wider Indonesian society. This exploratory research paper highlights one bi-lateral educational initiative that has acted as a catalyst for change which was developed in partnership between the Indonesian and British governments and Cranfield University in the UK. The findings highlight a challenge to dominant western perspectives on educational provision in general and leadership development in particular; and focused on the potential for a schism between content and process issues in the provision in particular of leadership development that is not contextually situated and can be dominated by Anglo-American perspectives. Key factors including capacity building, knowledge management, the learning process and the influence of culture were identified as fundamental and integral for a more appropriate design of leadership development programmes in defence and security, within the Asia Pacific region.

Using a case study approach, it utilises one educational institution involved in the provision of education with specific emphasis on leadership development in the defence sector; and the on-going education and development of military personnel, civil servants and civilians from different professions.

The findings highlight a challenge to dominant western perspectives on educational provision in general and leadership development in particular; and focused on the potential for a schism between content and process issues in the provision of education and leadership development that is not contextually situated and can be dominated by Anglo-American perspectives.

It is a potential guide in helping practitioners in identifying, designing and implementing leadership development courses to manage the complexity of the processes of change in an international context.

Given the dearth of research on defence and security the study was prescient. This paper contributes much needed further discussion about the role leadership development interventions play in supporting capacity building in states in transition and development.

Elementary schools have been confronted with large-scale educational reforms as strategies to improve the educational quality. While building school-wide capacity for improvement is considered critical for changing teachers’ classroom practices, there is still little empirical evidence for link between enhanced school capacity for improvement and instructional change. In this study, the authors examined the impact of school improvement capacity on changes in teachers’ classroom practices over a period of time. Leadership practices, school organizational conditions, teacher motivation and teacher learning were used to measure school-wide capacity for improvement. The paper aims to discuss these issues.

Mixed-model analysis of longitudinal data over a four years (2005-2008) period of time from 862 teachers of 32 Dutch elementary schools were used to test the impact of school improvement capacity on changing teachers’ instructional practices.

The results showed that organizational-level conditions and teacher-level conditions play an important, but different role in changing teachers’ classroom practices. Whereas teacher factors mainly affect changes in teachers’ classroom practices, organizational factors are of significant importance to enhance teacher motivation and teacher learning.

More longitudinal research is needed to gain better insight into the opportunities and limits of building school-wide capacity to stimulate instructional change.

By encouraging teachers to question their own beliefs, facilitating opportunities for teachers to work together to solve problems, and through the promotion of shared decision making, school leaders can reinforce the personal and social identification of teachers with the organization. As a consequence, teachers will feel increasingly committed and are more willing to change their classroom practices. Additionally, school leaders can use the findings from this study and the related instrument as a tool for school self-evaluation.

This paper contributes to a deeper understanding of the nature of changes in conditions for school improvement and its influence on changes in teachers’ instructional practices over a period of time.

The paper aims to describe the application of theoretical principles derived from a study of self‐organisation and complex systems theory and their application to school‐based capacity building to support planned change.

The paper employs a case example in a Hong Kong School to illustrate the application of the principles and discuss their potential to sustain the effect of capacity building in schools.. The descriptive case study is used to illustrate six theoretical propositions of self‐organization. The case is then unpacked using each of the propositions to illustrate the application of the theory to capacity building in a secondary school setting.

The case illustrates the way each of the principles are reflected in a design process undertaken by the school's principal and its leadership team to create a self‐organizing approach to capacity building.

The value of this paper is threefold. First it shows the way in which capacity building can be theorized for practical benefit in school settings. Second, the theoretical approach described in the case study addresses the longstanding and largely unresolved issue of the sustainability of capacity building efforts in school settings. The case analysis links theory to practical strategy that can be used by school leaders to design their own capacity building efforts that disperse control to the community, are sustainable, and self‐organizing within the school.

There is now real optimism of the prospects of Africa reclaiming the 21st century given its recent sterling growth performance and the number of successful reforms undertaken. There have been considerable and noticeable efforts to invest in innovation, infrastructure, integration, institutions and a revamp of incentive systems to develop new values that allow for transparency, accountability and greater social inclusion. New forms of leaderships have emerged at various social levels and institutions to drive a development agenda based on peer‐learning and knowledge‐sharing. Africa, in so doing, is unearthing deep skills and the reaping low‐hanging fruits needed to speed its ambitions to attain the Millennium Development Goals (MDGs) and sustainable development. This broad development agenda has required Africa to adopt strategic and practical solutions to the development challenges it faces. This volume interrogates a number of issues that are crucial for the attainment of sustainable development in Africa: a responsive governance framework, the demographic transition and youth bulge, conflict and related dynamics – such as disarmament and demobilisation, capacity building in post‐conflict and fragile states, the role of donors in enhancing (or otherwise) local development efforts, the need to understand the “softer‐side” of capacity development; and above all the role of savvy and strategic leadership. Understanding these issues and beyond, by organizations like the African Capacity Building Foundation (ACBF), will determine whether Africa will achieve its development ambitions in the very near future.

This study investigates partnership building between non-governmental organisations (NGOs) and the regencies of Gunung Kidul, Bantul, Sleman, Yogyakarta Province and Indonesia's central government. This study focuses on the perspective of the collaboration theory to reflect the usefulness of different leadership types. Furthermore, this study identifies the impact of partnership building on program effectiveness.

This study uses an instance case study with thirteen informants who are NGO activists or members of the village, district and provincial governments. This study concludes that NGOs and local government partnerships have reached a collaborative level, characterised by their stakeholders' unity, regular communication, mutual trust and consensus in decision-making.

This collaborative relationship also shows the integrative leadership style, characterised by openness and active networks with all external parties. Furthermore, this study identifies that partnership building positively impacts and increases the outcomes, especially in capacity building and commitment. Finally, this research proposes a series of innovative policies through stakeholder mapping, forming joint forums, sharing responsibilities and accentuating intimate partnerships.

This research is unique in the following ways: First, this study argues that partnership building occurs due to a specific social contract between a local government and an NGO. The authors show that this contract occurs when a local government possesses innovativeness. Local governments know which programs are not financed from the central budget. They accent their innovativeness for increasing society's welfare by collaborating with an NGO. Second, local governments realise that building partnerships with NGOs is no longer an option but an obligation. This study considers the similarity objectives of providing the best services they can to the community, with the differentiation of the capacities and resources owned by both. Third, this study demonstrates that partnerships between NGOs and governments positively impact communities' development in emerging economies with all the obstacles that exist.

The purpose of this study is to identify components of contributing conditions to strengthen leadership and management capacity in the health system.

A systematic search was undertaken in databases including PubMed, Scopus, Web of Science and local resources of Scientific Information Database and Magiran in January 2020. Two independent researchers checked the research process, screening of articles and quality assessment. The quality of the studies was assessed by JBI critical appraisal tools for qualitative studies. The components of the dimensions of health system management and leadership capacity were categorized according to the WHO conceptual framework using a content analysis approach.

A total of 17 articles were included in this study. In total, 16 categories of components include human resource information system (n = 5); criteria, plans and procedures for selection and appointment (n = 5); development of education system (n = 11); skills (n = 39); knowledge (n = 8); attitudes (n = 6); behaviors (n = 10); resource and critical management system (n = 7); performance and processes management (n = 3); operational planning for critical systems (n = 4); establish control systems (n = 2); inputs and outputs of organizations (n = 2); accountability and responsibility to customers and stakeholders (n = 4); legal authority and requirements to play the role of managers (n = 9); external and internal environment management (n = 7); establish a system of appreciation and encouragement (n = 6). Each of these categories also contains subcategories.

Identifying prerequisite conditions are necessary for building leadership and management capacity in health systems. Therefore, extracted components provide a simple but coherent framework that can be adapted or modified for use in local situations. The components have a variety of uses, including mapping current activities, needs assessment, planning leadership and management development strategies and monitoring and evaluation.

The importance of management capacity in the health sector has been increasingly recognized. The World Health Organization (WHO) (2008) has claimed that limited “management capacity” in low-income countries is one of the main obstacles toward achieving health-related goals. The aim of this study is to answer the research question: “What are the elements of management and leadership capacity of senior managers from the perspective of senior managers.”

Semi-structured individual interviews were conducted with 20 senior health managers. Sampling method was purposive. Data were collected using a researcher-made interview guide. The transcribed text was analyzed using framework analysis.

Five main themes emerged from the analysis are: (1) competencies required for managers; (2) selection and appointment of managers; (3) establishment of managers' database; (4) deployment of functional support system; and (5) environmental sensitivity. Each of these themes contains sub-themes.

Due to the COVID-19 pandemic, the interviews were conducted virtually. This may have had an impact on obtaining wealthy data because in a face-to-face interview, it is possible to question and answer, get additional explanations and understand the interviewee's mentality.

Extracting elements of management and leadership capacity helps managers to assess management capacity and leadership comprehensively and effectively. In addition, effective and useful operations can be done to strengthen the management and leadership capacity.

This is the first study that has identified the main elements of management and leadership capacity from the perspective of senior health managers in Iran. This article provides the components of the health system management and leadership capacity that can be used at top management level.

Clinical leadership, researcher capacity and a culture of clinical inquiry are needed in the clinical workforce. The purpose of this paper is to report on a program which was used to develop and support clinicians to explore practice, implement innovation, translate evidence and build researcher capacity.

This pragmatic paper presents a case study of a nursing and midwifery clinician-researcher development program. The multi-site, multi-modal program focused on education, mentoring and support, communication networks, and clinician-university partnerships strategies to build workforce capacity and leadership.

Over 2,000 staff have been involved in the program representing a range of health disciplines. The study day program has been delivered to 500 participants with master classes having over 1,500 attendees. The research mentor program has demonstrated that participants increased their confidence for research leadership roles and are pursuing research and quality assurance projects. Communication strategies improved the visibility of nursing and midwifery.

This case study was conducted in one health district, which may not have relevance to other geographical areas. The small numbers involved in the research mentor program need to be considered when reviewing the findings.

The program has been a catalyst for developing a research culture, clinical leadership and research networks that strengthen workforce capacity. Building researcher skills in the workforce will better support quality healthcare and the examination of everyday practice.

Building a culture of healthcare that is based on inquiry and evidence-based practice will lead to more appropriate and consistent healthcare delivery. Consumers have the right to expect health clinicians will challenge everyday practice and have the skills and capability to translate or generate best evidence to underpin professional and service delivery.

This paper provides strategies for building workforce researcher capacity and capability. The program provides opportunity for building research networks and role modeling the value and importance of research to practice and quality improvement.