Abuse of authority

, 93

Academic careers

, 200

gender and

, 207–209

gender equality

, 200–201

Academic integrity

, 93–95

Academic leadership

, 201

Academic staff

, 83–84

African indigenous education (AIE)

, 216–218

African Philosophies of Education (APE)

, 216, 218–219, 225–226, 228

communalism

, 219

Community Philosophy

, 220

The Dialogue of a Man with his Soul

, 221

epistemic international educational leadership curriculum

, 225, 229, 233–234

Ethnophilosophy

, 220

Holisticism/multiple learning

, 219

Imhotep

, 222

international leadership curriculum

, 223–224

leadership curriculum

, 222–223

Maat

, 221

moral maturity

, 221

Perennialism

, 219–220

Preparedness/Preparationism

, 219

reasonableness

, 220

Tale of the Eloquent Peasant

, 221

Teachings of the Vizier Ptahhotep

, 221

Ubuntu

, 220

Utilitarianism/Functionalism

, 219

AIE. See African indigenous education (AIE)

American Association of School Administrators (AASA)

, 123–124

American National Council for Accreditation of Teacher Education (NCATE)

, 118–119

Analects

, 31–32

Apprenticeship model

, 151

Arab societies

, 122–123

Australian Institute for Teaching and School Leadership (AITSL)

, 124

Bernstein’s theory

, 179

extroverted meanings

, 181–182

introverted meanings

, 181–182

meaning orientation

, 181–182

strong classification (C+)

, 181

strong framing (C+)

, 181

weak classification (C–)

, 181

weak framing (C–)

, 181

Bildung

, 38

Buddhism

, 28–29

education

, 34

karma

, 33

social action

, 34

Cognitive justice

, 164–166

Colonising curriculum

, 48

Communalism

, 219

Community Philosophy

, 220

Confucianism

, 28–29, 31, 33

Contemporary education policy

, 177–178

Corruption

systemic and localised controls

, 108

triangle model

, 107

Cosmopolitanism

, 13–14

Council for the Accreditation of Educator Preparation (CAEP)

, 118

Council of Higher Education (CHE)

, 148

Countervailing logics

, 101

Critical thinking skills

, 84–85

Criticism

, 39

Cronyism

, 93

Cross-border education

, 73

Cross-cultural management

, 8–9, 12, 59

Cultural context

, 128

Cultural security

, 47–48

Curriculum

, 2

anti-racist and justice-based

, 53–54

decolonising

, 48, 57

development

, 71–72

educational administration

, 96–108

internationalisation

, 11, 14, 78, 80

Law of Darülmuallim

, 143–144

leadership

, 57–59

postgraduate

, 181

school administrator training

, 151

traditional and indigenous cultures

, 47–48

training

, 141

Decolonisation of law

, 8

Decolonising curriculum

, 48, 57

Department of Educational Foundations and Administration (DEFA)

, 127

The Dialogue of a Man with his Soul

, 221

Discursive practices

, 169

Dysfunctional behaviour

, 102–104, 108

Economic development

, 71

Educational administration

, 2, 47–48, 139–140

curriculum

, 11, 49, 96, 108

humanism

, 29–30

internationalising

, 2–3, 57, 59

International Relations

, 51

leadership preparation and

, 119–123

principles

, 57–59

sociology

, 52

Turkey

, 141–150

Educational Administration Research and Development Association (EARDA)

, 149

Educational leadership

, 2, 161–162, 178–179

Greece

, 189–190

New Public Management (NPM)

, 178–179

Educational leadership and management (EDLM)

, 118

Educational Leadership Constituent Council (ELCC)

, 118

Educational policy

, 140

Education Congress

, 144–145

Education internationalisation

, 5–7

Education policy

, 178, 190

Ethnophilosophy

, 220

European humanism

, 29, 37, 40

Faculty

curriculum

, 83–84

recruitment

, 70–71, 76

Fake diplomas

, 93–95

Female leaders

, 204–207

Formal curricula

, 84–85

Foundational disciplines

, 8–9

Fraud triangle model

, 107

Gazi Education Institute

, 145

Gender-conscious position

, 210–211

Gendered leadership identity development process

, 201–203

Gender equality

, 209–211

higher education institutions (HEIs)

, 200

higher education organisations

, 200–201

leadership and careers

, 200–201

male-dominated disciplines

, 208

Sweden

, 207

Gender imbalance

, 208–209

Gender-neutral position

, 210–211

Gender-unconsciousposition

, 210–211

Globalisation

, 5, 28, 48

critique of

, 54

internationalisation strategies

, 70

Governance

educational

, 96–101

institutional

, 101

Greece

, 178

axis of knowledge

, 183–187

axis of power

, 188

education policy

, 190

New Public Management (NPM)

, 189–190

postgraduate programmes

, 182, 196, 198

Gulf Cooperation Council (GCC)

, 118

Guthi

, 34–35

Higher education (HE)

, 70, 89–90, 97

gender and gender equality

, 200–201

gendered leadership

, 201

IHEC model

, 80–85

internationalisation

, 71–72, 91, 108

organisations

, 9–11

policy-making institutions and

, 179

Sweden

, 200

Higher education institutions (HEIs)

, 200, 208

Hinduism

, 33

Holisticism/multiple learning

, 219

Home campuses

, 74–80

Humanism

, 27–28

Buddhism

, 33–35

European

, 29, 37, 40

Islamic

, 35–37

nature and definitions

, 29–31

origins

, 29–31

Humanist Management Network

, 29

Hypothetical educational administration curriculum

, 96, 99–101

dysfunctional behaviour

, 102–108

human relations

, 102–108

institutional governance

, 101

organisational culture

, 102–108

prevailing and countervailing logics

, 101

values, purposes and ideologies

, 101

I-Ching

, 31

IHEC model

formal and informal curricula

, 84–85

strategic priorities

, 80–82

teaching and learning

, 82–84

Imperialism

, 50

Indigenous leadership

, 120–121

Informal curricula

, 84–85

Institutional governance

, 101

Institutional integrity

, 95

Integrity

, 95

Intelligibility

, 161

agency

, 170–172

discursive practices

, 169

leadership

, 167

performativity and

, 166

rules of

, 170–171

Intercultural translation

, 164

Inter-disciplinarity

, 49

International Association of Universities’ (IAU) Global Survey

, 72–73

International Educational Leadership Curriculum (IELC)

, 216

International faculty

, 74–76

Internationalisation

, 4, 70

abroad

, 73

critiques and shortcomings

, 5, 7, 50

curriculum

, 11, 14, 78, 80

educational leadership curriculum

, 211–212

foundational disciplines

, 8–9

higher education (HE)

, 9, 11, 71–72, 91, 108

home campuses

, 74–80

IHEC model

, 80–81, 85

initiatives

, 55–57

maladministration

, 92–95

strategies and challenges

, 72–80

International Leadership Curriculum Policy and Practice (ILCPP)

, 233–234

International orientation

, 72

International Relations

, 51

International students, recruitment

, 76–78

Islam

, 28, 35, 37

Karma

, 33

Kemetism

, 222

Knowledge

ecology

, 163–164

hierarchies

, 160–161

plurality

, 164–165

Law of Darülmuallim

, 143–144

Leader identity

, 200

gender-focused and problem-oriented

, 202–203

Sweden

, 201

Leadership curriculum

, 2–3, 57, 59

Leadership preparation

, 118

Arab

, 122–123

non-Western tradition

, 119

Oman

, 126–134

professional standards for

, 123–126

Maat

, 221

Maladministration

, 90

abuse of authority

, 93

academic integrity

, 93–95

financial control

, 93

institutional integrity

, 95

lack of commitment

, 95

lack of competence

, 95

types of

, 94

Malfeasance

, 95

Marxism

, 50–51

Masters of Education programme

, 161

Medieval

, 29

Ministry of National Education (MoNE)

, 140

Ministry of Public Education

, 143–144

Misappropriation

, 93

Modernisation process

, 12–13

Moral maturity

, 221

Multi-disciplinarity

, 48

Multi-perspective curriculum

, 56

National Association of Secondary School Administrator (NASSP)

, 123–124

National Educational Leadership Preparation (NELP)

, 15, 118

National Policy Board for Educational Administration (NPBEA)

, 123–124

Neo-colonisation

, 3, 50

Neo-imperialism

, 3, 50

Neoliberalism

, 28

Nepotism

, 93

New Public Management (NPM)

, 178

educational leadership

, 178–179

elements

, 189–190

Greece

, 189–190

market-based principles

, 178–179

United Kingdom (UK)

, 189–190

vs. transactional-bureaucratic

, 180–181

Nongovernmental organisations (NGOs)

, 140

Oman

, 126–128

leadership preparation

, 119

National Strategy for Education

, 118–119

private universities

, 127–128

programme curriculum

, 128–130

programme pedagogy

, 130–133

programme scope

, 133–134

Sultan Qaboos University (SQU)

, 118–119, 128

Organisational culture

, 70–71, 102, 108

Organisational members, mistreatment

, 102–106

Organisational psychology

, 8

Organisation for Economic Co-operation and Development (OECD)

, 150

Orientalism

, 39, 50

Pedagogy

, 5–6, 11, 40, 50, 57, 59, 122–123

Perennialism

, 219–220

Philanthropism

, 34–35

Pluralistic thinking

, 163–164

Postcolonial critiques

, 6, 50, 55

Postcolonialism

, 3, 49

Postcolonial states

, 54

Postgraduate programmes

Greece

, 182, 190, 196, 198

United Kingdom (UK)

, 182, 189–190, 193, 195

Preparedness/Preparationism

, 219

Prevailing discourses

, 169

Prevailing logics

, 101

Professional standards

, 118

educational administration

, 123–126

leadership preparation

, 123–126

Programme curriculum

, 128–130

Programme pedagogy

, 130–133

Psychology

, 49, 84–85

Quality assurance

, 95

Qur’an

, 36

Reasonableness

, 220

Recruitment

international faculty

, 74–76

international students

, 76–78

Renaissance of Islam

, 36

Research-heavy departments

, 204–207

Risk management approach

, 106

Rules of intelligibility

, 171

Scholasticism

, 35

School administration

Greece

, 178

Ministry of Education

, 147

planned training programme

, 146–147

training and appointment

, 140, 152

School principalship, Turkey

, 150–151

training

, 151–153

Self-cultivation

, 38

Skimming

, 93

Social justice

, 57, 71–72

Socio-cultural factors

, 71

Socio-cultural theory

, 188–189

Sociology

, 49, 52

Subjectivities methods

, 54

Sultan Qaboos University (SQU)

, 118–119, 128

Sweden

female leaders

, 204–205

gender equality

, 207

higher education (HE)

, 200

leader identity

, 201

Symbolic control

, 179

Tale of the Eloquent Peasant

, 221

Taoism

, 33

Teacher Training School

, 143–144

Teachings of the Vizier Ptahhotep

, 221

Transactional-bureaucratic model

, 178

Trust, violations of

, 106–108

Turkey

educational administration

, 141, 148, 150

modern

, 144–146

1950s onwards

, 146–150

Ottoman Era

, 141–144

school principalship

, 150–153

training educational leaders

, 140

Ubuntu

, 220

United Kingdom (UK)

, 178

axis of knowledge

, 183–187

axis of power

, 188

New Public Management (NPM)

, 189–190

postgraduate programmes

, 182, 193, 195

United Nations (UN)

, 2

University Council of Educational Administration (UCEA)

, 123–124

US Department of Homeland Security

, 89–90

Utilitarianism/Functionalism

, 219

Volunteerism

, 34–35

Western humanism

, 39

Westernisation

, 47–48

Western thinking

, 160, 163