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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
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
FullText Text:
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  Data: International Education in Manitoba: Exploring Leadership Practices in Policy Contexts
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  Data: 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/
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22International+Education%22">International Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Participative+Decision+Making%22">Participative Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 1207-7798
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  Data: 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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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: International Education
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      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Power Structure
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      – SubjectFull: Participative Decision Making
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Instructional Leadership
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      – SubjectFull: Stakeholders
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      – SubjectFull: Canada
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      – TitleFull: International Education in Manitoba: Exploring Leadership Practices in Policy Contexts
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