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The chapters in this book focus on how higher education can cultivate and promote a more inclusive and equitable environment in higher education, especially with regard to gender diversity as well as those non-conforming, non-heteronormative groups. The chapters in this volume cover the broad picture/context of diversity in various countries as well as a specific focus on gender. The chapters discuss the factors relating to inclusion and equity, what is driving campuses to be more inclusive, and practical steps and case studies that higher education institutions can implement to create more inclusive and equitable learning environments. Finally, this volume discusses the need for inclusive leadership which involves building institutional capacity for inclusion and creating the right conditions under which inclusion and equity can grow and thrive and crafting policies and practices whose end result is to create a culture of inclusion.

The purpose of this paper is to investigate the issue of school-based management (SBM) in elementary schools in the Arab education system in Israel, comparing schools experienced in SBM, schools beginning to use SBM and schools that do not use SBM.

A quantitative research used a structured questionnaire to gather responses from 214 teachers from ten Arab schools in Israel, 70 from schools that do not practice SBM, 64 from schools beginning to use SBM and 80 from schools defined as experienced in the use of SBM. The questionnaire included six parts.

Findings indicated that perceived improvements in pedagogy, organizational structure and participation in decision making were strikingly evident in schools with experience of SBM, more than in the two other types of school. Contrastingly, perceived improvements in budget management were more evident in schools beginning to use SBM. It was also found that teachers teaching in schools with experience in SBM reported the highest levels of satisfaction while teachers teaching in schools that do not use SBM reported lowest levels of satisfaction. The most influential dimension of satisfaction was teachers’ participation in decision making.

The paper is original in its context, uniqueness, social and practical contribution.