International Education in Manitoba: Exploring Leadership Practices in Policy Contexts
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| Title: | International Education in Manitoba: Exploring Leadership Practices in Policy Contexts |
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| Language: | English |
| Authors: | Tamtik, Merli |
| Source: | Canadian Journal of Educational Administration and Policy. 2018 (187):18-30. |
| Availability: | Canadian Association for the Study of Educational Administration. Available from: College of Education, University of Saskatchewan. Tel: 306-966-7619; Web site: https://journalhosting.ucalgary.ca/index.php/cjeap/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Foreign Countries, International Education, Educational Policy, Power Structure, Participative Decision Making, Elementary Secondary Education, Instructional Leadership, Educational Practices, Stakeholders |
| Geographic Terms: | Canada |
| ISSN: | 1207-7798 |
| Abstract: | International education has become an increasingly important, yet complex policy sector in Canada. When shared responsibilities and competing interests exist across governments and educational institutions, the need for policy coordination emerges. This study focuses on the province of Manitoba and its policy coordination practices in K-12 international educational. A framework is proposed to analyze the role educational administrators in policy process focusing on: (a) actor dynamic, (b) process dynamic, and (c) outcome dynamic. Data for this study were collected through a qualitative case study approach that applied document analysis and semi-structured interview techniques. Findings suggest that leadership practices go beyond the structure of single institutions, and increasingly have a shared nature involving school administrators, governments, and membership organizations. Characteristics such as shared stakeholder interests, formal power position, and the interdependence of resources play an important role in fostering the leadership practices in policy contexts. |
| Abstractor: | As Provided |
| Number of References: | 53 |
| Entry Date: | 2018 |
| Accession Number: | EJ1197553 |
| Database: | ERIC |
| Abstract: | International education has become an increasingly important, yet complex policy sector in Canada. When shared responsibilities and competing interests exist across governments and educational institutions, the need for policy coordination emerges. This study focuses on the province of Manitoba and its policy coordination practices in K-12 international educational. A framework is proposed to analyze the role educational administrators in policy process focusing on: (a) actor dynamic, (b) process dynamic, and (c) outcome dynamic. Data for this study were collected through a qualitative case study approach that applied document analysis and semi-structured interview techniques. Findings suggest that leadership practices go beyond the structure of single institutions, and increasingly have a shared nature involving school administrators, governments, and membership organizations. Characteristics such as shared stakeholder interests, formal power position, and the interdependence of resources play an important role in fostering the leadership practices in policy contexts. |
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| ISSN: | 1207-7798 |
