Connecting research and knowledge on educational leadership in the West and Asia
Adopting a cross-cultural comparative perspective
Bibliographic Data
| ID | 11893506 |
|---|---|
| Authors | Clive Dimmock (0000-0002-2335-8748, University of Glasgow, corresponding author) |
| Year | 2019 |
| Volume | 56 |
| Issue | 2 |
| Pages | 257-277 |
| Publication date | 2019-12-15 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Comparative Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-0068 • E-ISSN: 1360-0486 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03050068.2019.1703393 |
| OpenAlex | W2995553861 |
| Language | EN |
| Citations received | 9 |
| References cited | 56 |
The field of educational leadership has yet to develop a coherent knowledge base that reflects the global diversity of policies and practices. This disconnect – for example between Asian and Western research, presents a major challenge, curtailing authentic knowledge production and transfer. Accordingly, a major objective for the field is the creation of a cross-culturally valid knowledge base with global relevance. This conceptual paper addresses the phenomenon of global knowledge construction in educational leadership and the challenges of achieving coherence and connectivity between bodies of research from diverse politico-socio-cultural settings. In achieving greater connectivity between Asian and Western educational leadership research, a cross-cultural comparative approach is advocated. A comparatively informed universal knowledge base would highlight current ethnocentricity characterizing the field, and the socio-cultural embeddedness of educational leadership. While acknowledging the benefits and challenges of such an approach, the paper advocates four types of cultural and cross-cultural comparative studies, namely, meta studies of large data sets, socio-educational studies placing leadership in a social milieu context; system reform studies based on initiatives to improve education systems; and indigenous studies of educational leadership reflecting the uniqueness of societal cultures. Finally, the paper suggests more robust research methods for achieving authentic cross-cultural connectivity across knowledge bases to secure authentic knowledge production and transfer
Context (archaeology · Cultural diversity · Educational leadership · Educational research · Embeddedness · Geography · Global Leadership · Knowledge base · Knowledge management · Knowledge transfer · Pedagogy · Political science · Public relations · Social science · Sociology · Educational Assessment and Improvement · Parental Involvement in Education · Teacher Education and Leadership Studies
Exploring the Interplay between Teacher Leadership and Self-Efficacy
The effects of instructional leadership, teacher responsibility and procedural justice climate on professional learning communities
Educational leadership styles and practices perceived by academics
The state of research on educational leadership in Mainland China
English-medium journals as a bridge
Postcritical school leadership encounters
Leading policy-aligned sport in high-pressure systems
The relationship between distributed leadership and teacher leadership in China
What motivates teachers to lead? Examining the effects of perceived role expectations and role identities on teacher leadership behaviour
The Learning gap
Equity and Quality in Education
Singapore schools and professional learning communities
A Bibliometric Review of Research on Educational Administration
The Theoretical and Empirical Basis of Teacher Leadership
Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China
Worlds apart? A review of international surveys of educational achievement involving England
Comparative and international education
International education policy transfer – borrowing both ways
Methodological Approaches in Comparative Education
Education policy borrowing and cultural scripts for teaching in China
Lessons from abroad
Pisa for Development
What did Pisa and TIMSS ever do for us
Comparing school accountability in England and its East Asian sources of ‘borrowing’
Ways of knowing, outcomes and ‘comparative education’
Pisa
The seeming ‘round trip’ of learner-centred education
Unseen forces
Comparative Education
Pitfalls and Promises
Explaining the Success of the World’s Leading Education Systems
Problems in Education
Confucian values and school leadership in Vietnam
| Unique citing works | 9 |
|---|---|
| Citations per year | 4,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |