In light of a new wave of globalisation, cultural mobility, and criticism of Anglo-American domination, how must educational administrators and leaders respond to the challenges of internationalising their curricula and accommodating diversity?
This edited collection offers conceptual frameworks, models, theoretical approaches, and strategies that can inform and guide the development of a genuinely international curriculum. Offering an in-depth look at cases in countries such as Sweden, the US and UK, Turkey, Oman, Cameroon, the United Arab Emirates, Bahrain, and Australia, the authors investigate how factors such as institutional culture, faculty recruitment and development, learning styles, accreditation and standards, political orientation, policy, and availability of financial resources may either facilitate or inhibit the internationalisation of the curriculum. The collection also includes broader international issues of diverse humanisms, postcolonial issues, and corruption, fraud and abuse in internationalisation that has occurred that need to be addressed in educational administration and leadership curricula to improve internationalisation.
Acknowledging the need for a much broader set of cultural traditions within which educational administrators and leaders are equipped to function, this book provides a critical insight into how they might navigate the challenges of creating a truly international curriculum.
About the Author: Eugenie A. Samier is a Reader in Educational Administration at the University of Strathclyde. Her research concentrates on interdisciplinary, international and comparative public and educational administration and leadership.;
Eman S. Elkaleh is a Lecturer of Management and Leadership and the Senior Admissions Coordinator at Zayed University, United Arab Emirates. Her research revolves around leadership from Islamic and cross-cultural perspectives and curriculum development.
Waheed Hammad is an Associate Professor in Educational Administration and leadership at Sultan Qaboos University, Oman, and Damietta University, Egypt. His research interests include educational administration and leadership and teachers and principals' professional development.
