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Instructional leadership has taken center stage in recent years as the emphasis on school leaders’ role in improving instructional programs and impacting student learning has increased under the pressures of the accountability movement. While there is a growing literature that has highlighted the indirect impacts of effective instructional leadership on student learning, little is known about these effects in the area of special education. Because this direct involvement in instructional and curricular matters has typically fallen outside the traditional roles of principals and other school leaders, the need for purposeful focus on developing these skills is paramount in a climate that is calling for leaders who can facilitate growth and improvement in student learning, particularly in the area of special education. This chapter explores instructional leadership in the context of special education with a focus on small to mid-sized schools. We identify a set of factors that are critical to the effective implementation of instructional leadership in the area of special education which include, communication, teacher evaluation and supervision, staff development, instructional programing, and instructional design. The chapter goes on to discuss how school leaders can cultivate growth and improvement in special education programming through the use of coaching models and distributed leadership. Lastly we explore the implications for practice including discussions of reforming principal preparation programs and shared leadership.

The purpose of this chapter is to introduce the role of the doctorate as an investment in education, and to consider whose education is being invested in, how and why. We examine the role of postgraduate research within the doctorate and how this may contribute to a self-improving profession, self-improving educational institutions and self-improving education systems.

The methodology is the representation of different chapters from authors that explore the key themes that we introduce in this chapter.

We present the three main findings from a British Educational Leadership, Management and Administration Doctoral Research Interest Group seminar series funded by the British Educational Leadership, Management and Administration Society (BELMAS). First is the progression of a systemic basis for active educational research, engaged with the mobilization of learning-based and pedagogic knowledge leadership within doctoral scholarship, learning and pedagogy. Second is the continued examination of the internationalization of purpose, structure and function in doctoral study through evidence informed leadership. Third is the provision of opportunities to explore ways in which doctoral study may facilitate educational leaders to recognize ‘minoritised’ and marginalized communities, and disrupt dominant discourses that work within patterns of ecologies that ‘pathologise’ diversity and difference.

Here, a clearly stated focus emerged during the seminar series, emphasizing how leaders engaging with doctoral learning have the opportunity to articulate generative transformative theories of human learning for a civic curriculum, and to apply this new knowledge to work for change for students’ full economic, cultural and political participation in the society.

Standard doctoral preparation includes formal training in a specific academic discipline. In some instances, this training includes experience serving on departmental and university-wide committees. Structured leadership education, however, is most often a peripheral concern of the graduate school experience. For a significant number of doctoral students, formal leadership education is simply not considered to be of primary importance to the careers to which they aspire within higher education. Recognizing a need for increased leadership preparation in higher education, this chapter aims to highlight one systematic model for leadership education at the doctoral student level, the Rutgers University PreDoctoral Leadership Development Institute (PLDI).

In this chapter the authors explore what it means to be an inclusive school leader through a discourse that focuses on “out of the box” approaches in preparing future school leaders to push the envelope of inclusive leadership practice. The purpose of this chapter is to (a) define inclusive education and leadership; (b) describe prevailing theoretical frameworks for leadership in inclusive education and build on emerging theories of inclusive psychology and inclusive pedagogy; (c) identify promising practices for leadership in inclusive education; (d) identify emerging understandings of leadership roles in inclusive education; and (e) suggest recommendations for policy, practice, and leadership preparation. In both the USA and the UK, contrasting and polarizing discourses that focus leaders’ attention on attainment and performance for pupils and appear to compete with the leadership role in including (i.e., effectively educating) those students who are known to have achievement gaps (e.g., those with disabilities). Alternative perspectives are offered that frame leadership for inclusive education in terms of broader concepts such as “leadership for learning.”

This chapter explores sustainable development of leadership strategies as a social framework in higher education to help with defining, implementing, and envisioning a sustainable future. Leaders need to develop a sustainable approach for higher education that involves all stakeholders who benefit from having educated citizens to develop common interests that develop and promote sustainable objectives that focus on shared values. An educationally sustainable approach extends beyond a current leader’s time at the institution to continue stable growth and long-term approaches around making decisions, fostering systemic innovation, developing an engaged workforce, and providing quality services and solutions. Leaders need to link sustainable strategies to the school’s mission, values, and finances to help gain consensus and align the decision-making process. In an effort to develop leaders and programs around educational sustainability, governmental organizations have been established to help develop policies and programs to create a sustainable future. Additionally, professional organizations have formed that allow leaders a chance to connect, grow skills, and lead sustainability initiatives. And, higher education institutions have created offices focused around sustainability on campus and educational programs around sustainability leadership to help develop future leaders that are able to take action based on sustainability values and creating an inclusive and reflective process for decision-making. Sustainable leadership has the power to transform society through reorienting the educational system to help people develop knowledge, skills, values, and behaviors for an ever-changing world.

The purpose of this article is to provide a pragmatic example of multi‐stage leadership education model. Leadership education that is multidisciplinary, global, and ethics oriented is a remedy for many of the leadership challenges we are currently facing in the business world.

This article discusses whether we can teach leadership, and if so, what essential skills should be taught in business schools. It also examines the shortcomings of current leadership education curriculum and recommends some major changes that need to be made. This article provides a descriptive overview and historical examination of these issues and techniques.

A major finding can be drawn from this paper is that the present leadership education curriculum in business schools is not adequate in many regards and more work needs to be done.

Business schools need to focus on revitalizing the leadership education curriculum to come up with a program that prepares students with practical and dynamic skills that enables them to be the future business leaders. A long‐term approach to leadership education rather than a short‐term effort is suggested.

By incorporating multidisciplinary, global‐oriented and ethical leadership education, we believe that this article on leadership education can effectively address the major challenges of the new millennium.

We are seeing a growing number of efforts to strengthen the capacity of leaders in higher education, such as those programs offered by the American Council on Education and the Big Ten Academic Alliance; yet, the existing scholarly literature is limited in this area. The purpose of this paper is to add to the body of scholarship on academic leadership education by summarizing the current state of formal training and development initiatives within the Association of American Universities (AAU), focusing primarily on the experiences and perspectives of academic deans and associate deans.

This study consisted of a qualitative review of current academic leadership initiatives promoted on the AAU member institution websites. Additionally, the author conducted interviews with deans and associate deans from AAU institutions to explore dominant themes associated with academic leadership in more detail.

An analysis of the AAU member websites led to the development of a comprehensive matrix consisting of nearly 30 single-spaced pages of leadership initiatives, separated by institution and coordinating office(s). Based on the interviews with deans and associate deans, three communication-centered themes related to the study and practice of academic leadership emerge: academic leadership as the art of cultivating relationships, academic leadership as a direct response to “wicked problems,” and academic leadership as a mosaic of administrative competencies.

Acknowledging the value of their experience in variety leadership development programs, the responses from current deans and associate deans may encourage the development of future programs in this area – programs that provide opportunities for faculty and staff collaboration and equip current and future leaders with the skills and concepts for navigating the complex and contested environment within which contemporary colleges and universities must survive. Additionally, the initial findings from this project may be included in the curriculum of formal and informal academic leadership initiatives.

As leading academic research institutions, one may expect to find a number of well-developed best practices in the area of leadership training and development. Focusing on this group provides a useful benchmark for understanding the methods and content of academic leadership programs. Furthermore, representing the diversity of American research institutions, the AAU provides a broad sample of institutions for this research project. As a point of entry into this area of research, the conversations with deans and associate deans, coupled with the findings of the AAU website review, provide a unique perspective into academic leadership development – an area of growing scholarly and applied importance.

Disaster restoration concerns the mitigation and repair of buildings and property resulting from natural and man-made disasters. This paper aims to investigate current attitudes with respect to disaster restoration project management leadership and its associated education.

Relevant literature is presented to provide some background with respect to disaster restoration projects, project management and leadership education. This is followed by a questionnaire survey that seeks opinion from appropriately qualified industry practitioners on a series of important issues with respect to the topic.

The results provide some insight into disaster restoration leadership education and methods. It was found that varied degrees of support existed on issues involving knowledge, teaching approaches and delivery modes.

This research focuses on leadership and education as it pertains to the restoration of buildings post disaster. It does not delve into leadership education with respect to disaster management in general.

Appropriate education and training of industry participants needs to take place to ensure that qualified people undertake restoration projects. This study informs disaster restoration educators and industry with respect to leadership education and methods.

There have been many studies on leadership and education. However, this study has a specific focus on how disaster restoration practitioners view leadership and its associated education within their field.

In 2007, Birmingham City University (formerly the University of Central England) and the West Midlands NHS Strategic Health Authority developed and implemented the LEAP (Leadership, Education and Partnership) project. The project extended and developed further a successful leadership development programme, which had run in the West Midlands for healthcare educators working in both higher education (HE) and NHS organisations.The LEAP project aimed to develop genuine partnership and collaborative working among health and social care education providers from a range of HE and NHS organisations in the West Midlands. This paper describes the leadership programme approaches and activities, the underpinning leadership and management theories and concepts, and the way in which these were woven together in the leadership development programme. Examples of some of the theoretical models and frameworks used in the programme, and reflections on how these helped to develop participants' knowledge, skills and approaches to collaboration and partnership working are also detailed.

This paper aims to describe the evolution of Sanokondu, highlighting the rationale, achievements and lessons learnt from this initiative. Sanokondu is a multinational community of practice dedicated to fostering health-care leadership education worldwide. This platform for health-care leadership education was conceived in 2014 at the first Toronto International Summit on Leadership Education for Physicians (TISLEP) and evolved into a formal network of collaborators in 2016.

This paper is a case study of a multinational collaboration of health-care leaders, educators, learners and other stakeholders. It describes Sanokondu’s development and contribution to global health-care leadership education. One of the major strategies has been establishing partnerships with other educational organizations involved in clinical leadership and health systems improvement.

A major flagship of Sanokondu has been its annual TISLEP meetings, which brings various health-care leaders, educators, learners and patients together. The meetings provide opportunities for dialog and knowledge exchange on leadership education. The work of Sanokondu has resulted in an open access knowledge bank for health-care leadership education, which in addition to the individual expertise of its members, is readily available for consultation. Sanokondu continues to contribute to scholarship in health-care leadership through ongoing research, education and dissemination in the scholarly literature.

Sanokondu embodies the achievements of a multinational collaboration of health-care stakeholders invested in leadership education. The interactions culminating from this platform have resulted in new insights, innovative ideas and best practices on health-care leadership education.