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In 2017 the UK Government decided that the suite of National Professional Qualifications (National Professional Qualifications for Middle Leadership, National Professional Qualifications for Senior Leadership and National Professional Qualifications for Headship) needs to be updated in order to ensure they remained relevant to the changing shape of the educational landscape, particularly through the expansion of multi-academy trusts (MATs). At the same time, the Government proposed a new National Professional Qualification for Executive Leadership aimed at the CEOs of MATs. The purpose of this paper is to explore the way in which the new National Professional Qualification (NPQ) programmes are having master’s level criteria embedded into them to facilitate a seamless progression into the master’s level study.

The paper combines desk research with reflections on the experience of developing the new NPQ programme within higher education institutions (HEIs) and considers the implications of this upon current and emerging HEI practice and research into educational leadership.

There were a number of key issues highlighted by the paper. Notably, the process of embedding academic criteria into a training programme, which was not used to support the notion of critical reflection. Also, the associated mechanisms of accreditation, existing professional networks and the upskilling of staff delivering the NPQ programme, and a professionally oriented interface between the university, employer and deliverer of the training.

This paper provides an original perspective involving the embedding of master’s level criteria into professional qualifications in the field of educational leadership.

The purpose of this paper is to ascertain the status of recent Korean four-year college students’ acquisition of vocational qualification certificates (hereinafter “certificates” or “qualifications”), the factors that influence certificate acquisition, and the resulting employment and wage effects.

Regression analysis was conducted on the data from the Graduates Occupational Mobility Survey.

The results showed that females and medicine and education majors had higher rates of vocational qualifications, as did the students in provincial as compared to metropolitan areas and students with high grades. In terms of effects on labor market outcomes, vocational qualifications exert a moderate degree of positive influence on employment rate, wage at the time of initial employment, and current wage (i.e. there is a persistent wage effect).

This study will provide policy implications to decrease youth unemployment in Korea and worldwide as well as to build employment services supporting the acquisition of vocational qualifications across various disciplines.

There have, over the last 15 years, been many UK government initiatives aimed at improving the leadership and management of schools but there has never been any compulsion to receive training either before or after taking up post as a headteacher (principal). Greater responsibilities at the school level have resulted in greater pressure from a wide range of sources, including government and the teaching profession, for a more coherent approach to leadership and management development for both middle managers and for headteachers. Examines the initiatives which have been introduced in the last 15 years. Then discusses the need for and the development of the National Professional Qualification for Headship (NPQH) which is being trialled and piloted across England and Wales from 1996‐98.

Postgraduate business education in the higher educational institutions in Japan was poorly developed, and lagged far behind not only the other advanced economies, but in some of the developing countries until the end of the 1980s. However, during the 1990s it has undergone considerable changes as part of the reform in postgraduate education in Japan. This article attempts to explain why MBA education did not develop in Japan in the first place, and then how these changes came about. It also looks at the changes in social and economic backgrounds that promoted and speeded these changes. Finally it attempts to view the future of postgraduate professional education in Japan.

School leadership in England and Wales is legally shared between the full‐time principal and the part‐time volunteers, the school governors. Their professional development opportunities during the last ten years have taken opposite directions. Principals’ development has moved to a training focus, with a nationalised, standardised, competency‐based qualification for aspirant headteachers. Governors’ education remains a non‐standardised, decentralised system but has now become largely school‐based and centred on educational issues. In exploring why such differences have occurred, the reasons suggested concern differing role expectations, training developments in related occupations, centralisation and decentralisation, uncertainties about the objectives of educational leadership and the costs of professional development.

This chapter offers Australian and international insights into leadership development and discusses how aspirant and current middle leaders can use leader and teacher professional standards to foster their professional growth. Standards help inform performance and development planning, and shape feedback and provide a framework for professional learning design. This chapter provides an overview of how systems such as New Zealand, Australia, and Scotland, among others, describe leadership in terms of standards. When used alongside an annual performance and development process, middle leaders can tap into the power of standards to continually sharpen their leadership practice and create a thriving career leading from the middle. Practical guidance is provided for middle leaders to engage with national teacher and leadership standards.

Claims that, for the 1990s, images of careers are multidimensional and individualistic. Notes that employees are encouraged to take responsibility for their own self‐development, incorporate horizontal as well as vertical moves, and forge careers based on “employability”, i.e. learning, networking and reputation. Bases its arguments on the findings of a study into senior executives in the NHS, and explores the consequences of organizational restructuring for the careers of clinical, general and functional managers. Suggests that organizational and professional barriers exist to undermine the notion of the multidimensional career. Argues that prescriptive approaches to career self‐development need to take account of organizational context and that, to meet the challenges of careers in the 1990s, both the organization and the individual need to become more willing to take risks.

The purpose of this paper is to explore the rise of strata manager as a newly emergent profession and note their impact on the governance within medium and high density, strata titled housing such as flats, apartments, town-houses and CIDs.

This research presents finding from a small scale, qualitative research project focused on the interaction between the owner committee of management and strata managers.

The introduction mandatory certification is championed by industry bodies. The strata managers considered they already demonstrated valuable attributes desired by committees of management. These differed to the attributes targeted by the new training regime, and the attributes valued by the committees of management.

This is a small scale pilot study. A larger study will need to be undertaken to confirm these results.

There is a disjunct between the training and what strata managers consider relevant to undertaking their duties. This has significance for the ongoing governance of these properties and industry professionalisation. The resilience of Australia’s densification policies will depend on how learning will translate into better governance outcomes for owners.

One in three people within Australia’s eastern states lives or owns property within strata titled complex (apartments, flats and townhouse developments). The increasing number of strata managers and professionalisation within their industry has the ability to impact an increasing number of people.

The impact of this new profession, and their requirements in terms of expertise has not been fully considered within existing academic literature.

Looks at management development at Ashworth Hospital as part of a continuing programme of professional development. This programme is innovative and revolutionary. It puts control of learning in the hands of the participants who are responsible for driving the programme and share the responsibility for supporting and motivating colleagues.