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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.

This chapter provides an overview of the postcolonial literatures and their critiques relevant to internationalising curriculum in the educational administration and leadership field. The aim is to both examine the problems culturally and institutionally with primarily Anglo-American globalised curriculum that still holds a hegemonic position internationally as well as identify proposals in diversifying the field to reflect context, policy requirements and practices, and cultural values and principles. Discussed also are a number of initiatives that have been taken that provide a foundation for furthering this kind of curricular development, and a set of principles for internationalising the field that indicate the various levels and factors involved.

The purpose of this chapter is to shed light on humanistic knowledge traditions and highlight their value in informing educational administration and leadership curricula designed for graduate students. We argue that, despite their distinctive features, humanist traditions such as the Confucian, Buddhist, Islamic and European share many core values and practices that should be incorporated into the educational administration and leadership curricula. However, these traditions tend to be overlooked or marginalised by curriculum designers. We argue that incorporating these traditions into educational administration and leadership curricula can contribute to greater internationalisation and achieve a greater diversity. The chapter starts with an exploration of the origins, nature and definitions of humanism. The following parts discuss Confucian, Buddhist, Islamic and European humanist traditions and examine how they can contribute to shaping educational administration and leadership curricula.

In a global context characterised by a growing recognition of the role that educational leaders play in ensuring school effectiveness and the consequent need to design effective leadership preparation programmes, many educational leadership preparation providers around the world have borrowed international standards and frameworks in order to guide their programmes and assure their quality. This trend has been on the rise as a response to globalisation pressures and a growing interest in acquiring international recognition through accreditation agencies. However, this raises important questions about the potential repercussion of using foreign, mainly Western, frameworks to develop or assess national leadership preparation provision. Evidence from relevant literature indicates that these frameworks, when applied to local contexts, need to take contextual factors into account. In this chapter, we engage with existing literature in relation to leadership preparation, internationalisation and professional standards to reflect on our experience of using international standards to develop the Masters in Educational Administration programme offered by Sultan Qaboos University (SQU) in Oman. We hope to contribute to existing internationalisation literature by providing a different perspective on educational administration and leadership preparation from a non-Western tradition, thereby expanding the understanding of meaningful leadership preparation in general.

An attempt is made to redefine educational leadership and to create a new “practical theory” of educative leadership which is of relevance to all concerned with the management of education. The approach, techniques and early outcomes of a research project in Australia designed in 1985 and mounted in 1986 to create the new “theory” are reported.

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.

This study aims to explore how educational leaders in South Korea adopted equity mindsets and how they organized changes to support students' deeper learning during COVID-19.

The authors developed a comprehensive framework of Equity Leadership for Deeper Learning, by revising the existing model of Darling-Hammond and Darling-Hammond (2022) and synthesizing equity leadership literature. Drawing upon this framework, this study analyzed data collected from individual interviews and a focus group with school and district administrators in the K-12 Korean education system.

The participants prioritized an equity stance of their leadership by critically understanding socio-political conditions, challenging unjust policies, and envisioning the big picture of equity-centered education. This led them to operationalize equity leadership in practice and create a more inclusive and supportive environment for student-centered deeper learning. District leaders established well-resourced systems by creating/developing instructional resources and making policies more useful. School leaders promoted quality teaching by strengthening access, developing student-centered curricula, and establishing individualized programs for more equitable deeper learning.

This study builds on scholarship of deeper learning and equity leadership by adding evidence from Korean educational leaders during COVID-19. First, the findings highlight the significance of leaders' equity mindsets in creating a safe and inclusive environment for deeper learning. This study further suggests that sharing an equity stance as a collective norm at the system level, spanning across districts and schools is important, which is instrumental to scale up innovation and reform initiatives. Second, this research also extends comparative, culturally informed perspectives to understand educational leadership. Most contemporary leadership theories originated from and are informed by Western and English-speaking contexts despite being widely applied to other contexts across the culture. This study's analysis underscores the importance of contextualizing leadership practices within the socio-historical contexts that influence how education systems are established and operate.

Leaders' adopting equity mindsets, utilizing bureaucratic resources in creative ways and implementing a school-wide quality curriculum are crucial to supporting students' deeper learning. District leaders can leverage existing vertical and horizontal networks to effectively communicate with teachers and local communities to establish well-recourced systems. As deeper learning is timeless and requires high levels of student engagement, school leaders' efforts to establish school-wide curricula is critical to facilitate deeper learning for students.

The study provides a nuanced understanding of how equity focused leaders responded to difficulties caused by the pandemic and strategized to support students' deeper learning. Existing studies tend to prioritize teacher effects on student learning, positing leadership effects as secondary or indirect. Alternatively, the authors argue that, without leadership supporting an inclusive environment, resourceful systems and student-centered school culture, deeper learning cannot be fully achieved in equitable ways.

This chapter discusses a number of well-known African Philosophies of Education (APE) that could significantly improve the development of an international educational leadership curriculum. These include Preparedness/Preparationism, Utilitarianism/Functionalism, Communalism; Holisticism and Perennialism, Ethnophilosophy, Ubuntu, Community, Reasonableness, Moral Maturity, Maat or Ma'at African philosophies discovered from papyrus manuscripts including Imhotep, The Teachings of the Vizier Ptahhotep, The Tale of the Eloquent Peasant, and The Dialogue of a Man with his Soul, Kemit and As Above so Below, etc. In so doing, I identify the salient values of these philosophies, bringing out their qualities as well as their limitations, and discussing ways in which they could be incorporated into the contemporary field of developing an international leadership curriculum. This chapter first reviews contemporary literature on African Indigenous Education (AIE) and APE and their relevance in developing an international leadership curriculum using a descriptive and analytical interpretive approach then proposes an epistemic leadership theoretical framework to guide the delivery of APE in educational leadership learning. Such a leadership curriculum framework could be developed as part of the de-colonial epistemic movement within the Global South. The chapter concludes that while the link between APE, policy and practice is significant and new in the context of educational leadership curriculum research, its survival depends on the establishment of such a de-colonial epistemic theoretical framework.

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.

Sadegül Akbaba-Altun, PhD, EdD, is currently an associate professor of Educational Administration at Baskent University, Faculty of Education in Turkey. Dr. Akbaba-Altun's educational background includes a BSc in Guidance and Counseling and an MSc in Educational Administration and Supervision, both from METU; a PhD in Institute of Social Sciences with an emphasis on Educational Administration and Supervision from Ankara University; and an EdD in Curriculum and Instruction with the emphasis on Elementary Education from the University of Cincinnati. Her research areas include Chaos Theory, Leadership, Integrating Computer Technologies Into Education, and Supervision.