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The purpose of this paper is to undertake a personal, historical, analytical and interpretive investigation of the evolution of the concept of authentic leadership in educational administration/leadership over a number of decades.

The paper includes the author's reflections on his own journey on the topic as well as an analysis of the contributions of great researchers, theorists and writers since early in the twentieth century but, especially, since the early 1960s.

While there is no coherent body of literature on the development of the concept of authentic leadership, there is a general discernible trend starting with a focus on self (know thyself, to thine own self be true); to considering and defining self in relationships; to accepting that there is a moral force behind notions of self-fulfillment; to recognising that authentic leaders operate in a real post-modern (perhaps post-post modern) world of pressures, paradoxes and ethical challenges. This is often a world of standards, assessment and accountability for performance outcomes.

The paper draws on the author's own research journey and legacy on the topic as well as the contributions of “giants in the field” who have continually pushed the envelope when exploring the topic and closely interrelated topics.

An organization is broadly defined to be a formally co‐ordinated effort by groups of individuals to realize specific goals. A university, as an organization, can be distinguished from a wide range of business organizations and government agencies, both by the manner of co‐ordination and the goals of profession. Reviews some characteristics of university academic and administrative organizations in both Australia and China. Includes a comparative examination of supervising organs above the university; governing bodies within the university; teaching organizations of the university between Australia and China, and the classification of China′s universities.

Throughout the world universities are expected to change to match changes in their host environment. In the developed world the value of higher education is often questioned for resources expended, while in developing countries education institutions are particularly valued for the contribution they can make towards national development. In Africa the contemporary view is that, to fulfil their role, higher education institutions have to move away from the traditional “Oxbridge” stance and operate in the context of their host societies. Universities in Africa have attempted to meet demands for relevance without basic alterations in academic styles, organization, governance or for most part in curricula. Herein lies the dilemma. This study investigates the role of Makerere University's contribution to the national development of Uganda. Data for the study are drawn primarily from interviews with key people in Ugandan Higher Education.

The purpose of this paper is to identify the key individuals, associations and significant events contributing to the establishment and first 50 years of successful publication of the Journal of Educational Administration.

This paper is historical in design. Information relevant to its 50 years of publication has been obtained from the JEA's 172 Editorials and from minutes of Editorial Advisory Board and Management Committee meetings, supplemented by personal editorial memoranda.

Recognised as one of the leading generalist international journals in its field, the Journal of Educational Administration has until recently been edited in Australia. The most eminent international scholars in the field have published in the JEA throughout its lifetime. Esteemed scholars have also occupied positions on its Editorial Board. The JEA has enjoyed close and supportive associations with several prominent professional organisations including UCEA and CCEA.

This paper does not include detailed information about the content of the almost 1,000 articles published throughout its history. This is the subject of other specific research undertakings.

The JEA was the first generalist international journal in the field of educational administration. Its first volume appeared in 1963. It has reached the age of 50 years and hence this paper's report of such may provide a basis for similar studies of other journals as they achieve significant milestones.

The aim of the research project reported here was to evaluate the process and outcomes of the in‐depth training programme provided to primary and secondary schools’ boards of trustees by the Far North Rural Education Assistance Programme (REAP) in New Zealand. Practical research questions were developed from an analysis of the policy context and programme contracts. The international research literature on mentoring and effective support programmes was then examined. Data were collected using four methods: documentary analysis; case studies of eight selected school communities; a survey of all members of 24 participating boards’ of trustees; and a focus group interview of programme consultants. Construct validity, multiple data types and sources, reasonable survey response rates, bias control strategies and triangulation permitted tentative conclusions and provisional recommendations to be drawn. It was found that the REAP scheme was valued for three main reasons; it built governance capacity in school communities; delivered “free”, appropriately‐scaled, culturally sensitive and customized support on‐site; and it improved the ability of schools to self‐manage improvements. It was also found that the Far North REAP Office played a key role in conceptualizing, developing, brokering and managing these board mentoring services, and developed a model of brokerage that might be usefully replicated through the Ministry of Education’s contracting processes.

Summarizes the policy context, the methodology and the interim findings of a research project intended to produce an indigenous theory of educative leadership in Malaysia. Reports the findings from the first phase of the project. Focuses on the forms of leadership service values in Malaysian school communities as adjudged by exemplary principals and head teachers.

The purpose of this paper is to invite educational managers and management educators to reflect critically on practice.

Using the point of Socrates' death, the paper suggests ways of reflecting on actions using ethically‐critical, socially‐critical, environmentally‐critical, politically‐critical and globally‐critical perspectives.

Ways and means are found of reflecting on actions with special reference to the concept of value and the unique nature of knowledge organizations.

The paper is of value in recommending a blend of Rawlsian egalitarian liberalism and Deweyan democratic and educative pragmatism to support ways of being critical in management education, research and in practice.

This paper develops a theoretical framework to guide future inquiry into board governance of independent schools.

The authors' approach is to integrate literatures related to corporate and educational boards, motivation, leadership and group processes that are appropriate for conceptualizing independent school board governance processes.

Shows that the institutional role of an independent school board is likely to be quite different, and considerably more significant than the role of a board of a systemic school.

This paper develops an original theoretical framework that will provide a sound basis for investigation of an important but neglected aspect of educational administration in Australia.

This paper reports the planning processes used in one of New Zealand’s premier schools of fine art. Elam has a culture of exuberant individualism, high productivity and disciplinary sectionalism. There is a belief that it is cantankerously and inevitably unbiddable, and yet, paradoxically, it is well enough organised to shape New Zealand’s cultural identity, consistently producing some of its finest visual artists and designers. Processes were drawn from action research, organisational development and educative leadership theory to develop a collective purpose with goals and objectives, and program plans and budgets for 1998. It is shown that there was no “minor miracle” involved, just the death of a myth about Elam’s incapacity to learn as a School.