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The current study aims to analyze the curriculum of selected knowledge management (KM) programs at universities in the USA, Europe, Australia and Asia within current and historical contexts to understand the scope and nature of the requirements in KM programs. By comparing the results from programs, a baseline understanding of what the overall requirements within these programs has been developed. This may provide benefits for the profession, as this baseline can provide a clearer understanding of the skills and knowledge elements that are present or absent in the current academic programs. In addition to better informing the KM community of what graduates of these programs may know, this information can provide a basis for academic program improvement and, ultimately, better use of KM in professional practice.

The basic approach in this study is a comparative analysis of curriculum in master-level programs in English that are focused on KM. In the current study, historical references to programs in KM were identified through prior research in the topic area. Current programs were identified through standard reference sources. The course titles and program descriptions for current programs are further analyzed using text analytics tools to understand the relationship of topics within and between programs.

The concept of KM as a distinct program of study appears to be stable but the number of programs is declining. The number of new master degree programs in KM has not significantly increased in the past 15 years, whereas many programs have been discontinued or have been reduced to the certificate/diploma level. Of the programs that exist today, we see that a greater variety in home locations of these programs which tend to imply coverage of the field is becoming increasingly diverse in its approach. Overall, it appears that the KM programs are moving toward transformation or integration with allied fields.

There has been very limited study of the curriculum within KM programs. Most of the research performed dates from 2010 or earlier. The current study adds a unique contribution to the literature by looking at earlier iterations of KM programs and compares those to the current state of the curriculum in KM programs and their successor programs in an attempt to understand how the field may be developing and changing.

In this chapter, the focus is placed on the interplay between the broader policy context and the content of postgraduate studies in educational administration and leadership in an effort to understand how it influences the conscience of future school administrators about their role and mission. The socio-cultural theory of Basil Bernstein is used for analysing the process of symbolic control regulated by the notions of classification, framing and meaning orientation which operate simultaneously for establishing dominant practices and forming individual consciences through postgraduate studies. Specifically, the analysis is based on information derived from the official websites of all the existing postgraduate programmes in school administration and leadership in two countries, Greece and UK, which represent two polar cases as regards the degree that new forms of educational management have permeated into their educational systems.

This chapter provides a critical and comprehensive review of the internationalisation literature. It starts with a brief discussion of the main factors and features that need to be considered when internationalising the educational administration and leadership field. This is followed by a critique of the internationalisation of education and the many challenges that hinder the achievement of proper internationalisation. The third section provides an overview of the internationalisation models and practices in different disciplines such as psychology, sociology and political science, which is followed by a discussion on the internationalisation of education organisations in different countries with some examples from Arab and non-Western countries. The final section presents a critical review of literature on internationalising the curriculum and how culture competency and knowledge acquisition are key factors in achieving effective internationalisation. The chapter concludes with an overview of the book collection and the main ideas and concepts discussed in each chapter.

For sustainable strategies to be developed in business schools, it is essential to understand which sustainability drivers and barriers are identified by academic managers and coordinators in the implementation of sustainable practices. In this scenario, the study aims to understand the barriers and possible drivers for the implementation of sustainability practices in Brazilian business schools. The subjects are managers and coordinators of business schools that are part of the Principles for Responsible Executive Education Network – Principles for Responsible Management Education (PRME) Chapter Brazil/UN.

Descriptive research with a qualitative approach was conducted to achieve this objective. The study included academic managers, responsible for the general management of academic and administrative activities and coordinators, responsible for supervising and coordinating academic activities in a specific area, of schools that are part of PRME Chapter Brazil (interviews). For data analysis, the content analysis technique was used.

Taking into account the three pillars of sustainability (economic, environmental and social) as categories of analysis, as well as management, curriculum and teaching as subcategories, the study identified 10 barriers and 12 drivers.

The results reveal that both the barriers and the drivers are supported by the social pillar, which focuses on the academic community and society as a whole. The “Management” subcategory was also the most mentioned, indicating guidelines for the strategic academic management of these organizations.

The issue of training and appointment of school administrators has consumed substantial attention from educational scholars for several decades. The literature has witnessed a growing amount of research effort in investigating and identifying the effective ways of training and appointing school principals. However, there are also political, social and cultural aspects to this endeavour, which potentially influences the practices pertaining to training and appointment of school principals. This chapter represents scholarly efforts to discuss issues on the training and appointment of school administrators in Turkey within its historical and political background. Thus, first, it focuses on the historical journey of the field of educational administration in Turkey. This journey has been categorised under three phases: The Ottoman Era, Early Years of Turkish Republic and the 1950s Onwards. Second, this chapter discusses school principalship in Turkey with a specific focus on political and legal dimensions. Finally, the chapter ends with an overall evaluation of the practices and policies pertaining to school administration curriculum in Turkey.

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.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This article explores the roles and the expertise of Hong Kong in the internationalization of public administration education.

The methodology is based on the data of 5 internationalization initiatives of one Hong Kong university with its internationalization partners in Macau, Korea, Australia, Russia and Finland. The data obtained lasted for a period of 18 months, from September 2019 to March 2021.

The finding of this study revealed that (1) there are 5 “pubtropolis roles” (roles of a public administration metropolis) of Hong Kong in the internationalization of public administration education in China, Asia, Asia-Pacific, Belt-and-Road and Europe. The findings also revealed that (2) Hong Kong served as a pubtropolis with its “5C” expertise in curriculum innovation, customized training, competence framework, competence assessment and comparative policy.

As the methodology of this article is based on the data of 5 internationalization initiatives of one Hong Kong university by one academia only, further studies can be conducted at department, faculty or university level for multiple academia.

There are two practical implications: (1) The more the roles of a city, the broader the view in its internationalization of public administration initiatives; (2) Hong Kong could further tap on its expertise in “5C” in public administration: curriculum innovation, customized training, competence framework, competence assessment and comparative policy to exert its “geo-management” power.

This article argues that public services can be improved by the setting up of “Sabbatical Leave Scheme for Internationalization of Public Administration” by respective governments to sustain the impacts observed.

It is from the author's original work.

The authors describe the challenges and opportunities associated with developing an interdisciplinary sustainability programme in an emerging economy and illustrate how these are addressed through the approach taken for the development of the first postgraduate programme (MSc and PhD) in sustainability science at the National Autonomous University of Mexico (UNAM). The purpose of this paper is to outline an approach that has a potential for application in other parts of Latin America and perhaps more broadly in other world regions sharing some of the same challenges and opportunities as found in Mexico.

The implemented collaborative framework enabled a transformation of disciplinary research and teaching at UNAM into a postgraduate programme designed to generate cutting-edge educational and research capabilities. The approach to curriculum and programme design emphasized the process and methodological framework for curriculum development as much as the outcome itself. It entailed three primary elements: theory on collaborative processes; the curriculum design approach; and a formative and summative evaluation.

Several of the challenges faced were related to the nature of the institution (mainly because of the complexity of its organization and the emphasis in maintaining disciplinary boundaries), as well as to the curriculum development and design approach (acceptance of a competency-based programme appropriate for the MSc but considered restrictive for the PhD). The experience the authors relate in this paper exemplifies how to cope with such challenges. The approach enabled the emergence of a shared vision that was appropriated by all the participants. This ultimately empowered them in the presentation of the curriculum to their disciplinary peers. Furthermore, the approach facilitated the creation of a programme that remained salient along the process, while increasingly gained legitimacy and credibility among the academic community.

In Mexico, the number of sustainability practitioners and scientists is still insufficient, and there is a clear lack of capacities in key themes and tools. UNAM combines a strong scientific tradition and a foundational mandate to serve both the country and humanity and is, thus, a natural platform for developing a higher education programme in sustainability science. The approach taken in the development of UNAM’s programme has useful lessons for the development of similar programmes in other developing nations facing similar educational and institutional challenges.

This model not only resulted in an innovative and novel programme in sustainability education but also, in the process, strengthened the competencies of diverse stakeholders through a systematic collaborative framework that fosters sustainability as a social learning process. Such experience illustrates the advantages of implementing a collaborative approach to enable the emergence of a critical mass capable to handle the diversity presupposed by a curriculum in sustainability science. It also shows how such a collaborative process can be implemented to overcome the limited resources, lack of experience in sustainability education and strong disciplinary focus that hampers the advancement of higher education in institutions similar to UNAM.