Abstract
In this issue of Management in Education, we have curated articles geographically located in, and with a particular focus on, Asia and Africa. Our articles draw on empirical data generated from Bangladesh, India, Malaysia and Nigeria. Each article demonstrates the transnational and sometime corporate nature of leadership in the form of professional training such as the efficacy of masters programmes for Principals or in the development of deeper understandings using academic management systems (AMSs).
Additionally, we include an opinion piece
Our first article focuses on award bearing professional development programmes for Principals in Bangladesh. In this longitudinal mixed methods study authors Andrew Jarvis and Simranjeet K. Judge, explored how Principals in Higher education institutions in Bangladesh engaged with a leadership Masters programme funded by the World Bank delivered in Malaysia. Part of the training introduced Principals to different leadership models and enabled them to see their roles as leading rather than solely managing.
In the second article, Justin Joy and Thangasamy Nambirajan explore AMSs in Kerala, India where they analysed the implementation and why their impact deteriorated over time within the Higher Education context. Similar to many major institution interventions, the authors tried to understand more intricately why such systems lose their effectiveness and how this could be ameliorated. The research deployed an action research approach where usage reports were analysed. Through developing and delivering training on the AMS researchers found that the usage increased by both students and faculty members.
We then move to Malaysia for our third piece where Donnie Adams, Kenny Cheah, Noni Nadiana Md Yusoff and Lei Mee Thien examine school leadership practice during the global pandemic. The article generated data from interviews with thirty-two school leaders investigating how their lead their schools during the crisis, where such a crisis by its nature demands different ways of leading. The authors conclude that providing leadership that was hopeful, sensitive to the situation at hand and effectively communicating particularly with the demand of leading ‘remotely’ at times.
Our fourth article by Umar Abboh Abdul HA Majid, Lyander Isamail Abdussalaam and Mohammad Fareed pose the question: does working conditions matter in the performance of college lectures? The authors argue that high performance in terms of recruitment, training and development are key foundations for improving the performance of college educators in polytechnics in Nigeria. Given the increase in education funding from the Nigerian government the focus now is on improving the system and the article reports on research undertaken with college lecturers. Empirical data were gathered through questionnaires analysed using SPSS software. The authors conclude that training and working conditions are an important factor in developing reciprocity and improving performance.
Our opinion piece by Ayman Hefnawi, highlights the importance of middle leaders and their role in sustaining quality learning outcomes. Hefnawi argues that middle leaders need support and differentiated professional development where such development needs to be long term and sustained. This, the author argues, is centred on senior leadership support and the recognition of the multidimensional nature of middle leadership.
As editors, we are proud of the diversity of authorship in MiE not least because this shines an important light on educational leadership and management practice within underrepresented contexts. We hope our readers enjoy reading these articles as much as we have.
Footnotes
Author biographies