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This scoping review examines the landscape of educational evaluation research in Asia over the past decade, uncovering the methodologies, themes, and unique regional challenges within this domain. By delving into 62 articles from evaluation-centric journals, the study reveals a predominant focus on learning, teaching, and assessment, highlighting the importance of pedagogical methods and learning outcomes. The review also notes a significant emphasis on institutional-level evaluation, with China leading in contributions. Despite the rich insights offered, this review points to gaps in leadership and evaluation tools, suggesting areas for future exploration. Ultimately, this review aims to enrich global discussions on educational evaluation, emphasizing the need for a comprehensive understanding of Asia's diverse and evolving educational evaluation practices. [ABSTRACT FROM AUTHOR]

The number of international schools has increased significantly this century, with new schools predominately situated in Asia and the Middle East. This growth has also seen a shift from not-for-profit to for-profit education, and from such schools being primarily for children of expatriates to being mainly for host nation children. New actors, such as global chains of international schools, have also entered the arena. This article explores the impact of the contemporary landscape on the professional relationship between international school principals and their governors/owners, by drawing on a study of 12 international school principals in Malaysia. There were five emergent themes from the analysis: principal autonomy; ownership support; principal accountability; principal affective dissonance and the locus of control. There were wide-ranging levels of autonomy given to principals, significant support from owners in terms of financial backing for areas of development and methods of accountability that ranged from formal to informal. Principals seemingly had affective dissonance over working in for-profit schooling and there were issues surrounding the locus of ownership. There is little research in this area, particularly in Asia and this work appears to be the sole work that includes consideration of leadership in international school chains. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This bibliometric review of research sought to document and compare trends in educational leadership and management (EDLM) knowledge production from the emerging regions of Asia, Africa and Latin America. Using a science mapping methodology, the review identified 1171 articles published in nine "core" EDLM journals between 1965 and August 2018. This represented 22% of the full corpus of articles published in these EDLM journals during this period of time. Despite representing a relatively small portion of the overall corpus, these studies from emerging regions grew to comprise 42.5% of the corpus published between 2015 and 2018. Despite this broad pattern of growth, there was also significant geographical variation in the volume of articles published in these journals both between and within the regions. The review also identified "canonical scholars and documents" that have demonstrated lasting influence on this knowledge base. Co-citation analyses also revealed several schools of thought within this literature. The review concludes that the global literature in EDLM is undergoing a significant change in composition. The findings will inform scholarly efforts to develop a more diverse, representative, and globally relevant knowledge base. Recommendations are offered for strengthening the quality and scope of research from emerging regions of the world. [ABSTRACT FROM AUTHOR]

Over the past two decades scholars have called for a more concerted effort to develop an empirically grounded literature on educational leadership outside of mainstream “Western” contexts. This paper reports the results of a review of research topics and methods that comprise the literature on educational leadership and management in Asia between 1995 and 2012. The review of research employed a quantitative descriptive form of systematic review of 478 articles published in eight “core” international journals in educational leadership and management over this period. The review examined trends in publication volume and impact, as well as research topics and methods used by scholars studying educational leadership and management in Asia. The study concluded that Asian scholarship in educational leadership and management remains in the early stages of development. Knowledge production is highly uneven across the continent, with only a few pockets of research excellence. Significant growth trends were observed in terms of scholarly interest in studying leadership in K-12 schools, school change, effects and improvement, and organizational behavior in education. Although qualitative research methods were more popular in this literature prior to 2006, the use of quantitative research methods has increased sharply during the past six years. [ABSTRACT FROM PUBLISHER]

This article looks at high-performing education systems in Asia through the lens of leadership and leadership development. It proposes that the top-performing education systems systematically build the leadership capacity for improvement and that this is part of an implementation science geared to maximizing performance. Drawing upon initial findings from a cross-national comparative study (The 7 System Leadership Study is funded by the University of Malaya and involves Malaysia, Indonesia, Singapore, Hong Kong, Russia, England and Australia.), the article focuses upon two high-performing systems in Asia, Singapore, and Hong Kong. The article concludes by arguing that the top performing systems in Asia, as determined by international comparative data, not only create the leadership capacity to consistently outperform others but also invest in an implementation science that defines, delineates and ultimately, determines exceptional performance. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine the extent to which calls over the past 15 years for increased empirical research on educational leadership and management in Asia have yielded increased knowledge production. The study analyses trends in research about and/or from Asia published in eight core educational leadership journals between 2000 and 2011. We provide an overall picture of the volume and impact of knowledge production in the region, as well as insights into change in the rate of knowledge production from the region over time. The study employs a comparative lens, specifically analysing differences in knowledge production capacity and impact across West, South and East Asia. These comparative analyses extend further to understanding variations in the contributions of different societies and universities across Asia. Although the research identified a disappointing level of overall publication in the region, interesting patterns were revealed with respect to the distribution of publications both across and within the three regions of Asia. Taken together the results suggest that progress in developing an ‘Asian knowledge base’ in this field remains stunted, and that regional capacity to produce empirical knowledge continues to be limited to selected societies and universities. [ABSTRACT FROM AUTHOR]

Over the last four decades, International Baccalaureate (IB) schools have become increasingly important in the global market of international education. This is especially evident in Asia Pacific, which has evidenced the fastest growth in IB schools, as well as international schools more generally, across the world over the last decade. Despite this dramatic growth of international education in Asia Pacific, empirical research examining leadership in this context is scarce. This paper addresses this gap through the analysis of case study data collected in five International Baccalaureate Schools in East Asia. The purposes of the report are to explore key challenges facing IB school leaders in the region, and identify implications for researchers and IB school leaders. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the authors discuss the topics of articles in the 2012 issue, including school leadership, education policy, and educational change in East Asian school systems.

This paper argues that it is timely for educational researchers in Asia, and Singapore in particular, to generate cultural- and empirical-knowledge bases in school leadership that will speak to the specific interests of Asian students, educators and practitioners. As economic and social development across Asia gathers momentum, the more advanced Asian systems of education, such as Singapore, Hong Kong and Taiwan, will increasingly have the resources and expertise to launch significant research programmes in school leadership and organisational change, thereby challenging the persistent and present dominance of Anglo-American perspectives. The paper reports a planned large scale research programme for school leadership and organisational change in Singapore. Support for such a programme from all three major stakeholders – the Ministry of Education (MOE), the National Institute of Education (NIE) and school leaders and teachers – is conditional on the research programme leading to school improvement and better student outcomes. The paper sketches the politico–cultural–economic conditions of Singapore in which such an agenda has been formed; describes the main features of the research programme; and then relates its features to a possible broader Asian and international research agenda in school leadership. The planned Singapore programme has congruence with a future international research agenda advocated by scholars for the field of educational leadership. [ABSTRACT FROM PUBLISHER]

The intensified competition of the global, market-based knowledge economy requires change leadership in universities and colleges throughout the world. National policy makers increasingly see knowledge as a core resource of modern economies and a prerequisite for global competitiveness. By implication, the quality of university leadership becomes crucial, both in the West as well as in Asia which has demonstrated the most rapid growth globally over the past decade. This paper explores the nature of leadership of university leadership in 'Confucian cultural lands'. Due to certain characteristics of Confucianism, university leaders in these countries may possess certain advantages in terms of changing their organisations to become more effective in terms of meeting the goals of national policies. This link between leadership and the cultural context is discussed in terms of both potential benefits and costs with respect to leading East Asian universities in this global era. [ABSTRACT FROM AUTHOR]

This article examines how educational leadership defines parental involvement and shapes the nature of home-school collaboration in schools in an Asian context. Results show three major types of principal leadership, or habitus of parental involvement: bureaucratic, utilitarian, and communitarian, which provide a more powerful explanation for the extent and nature of home-school collaboration than parents' capital in this context. The present article adds to the existing literature by application of Bourdieu's concepts of field, habitus, and capital to understand the relationship between principals' leadership and different types of home-school relationships. [ABSTRACT FROM AUTHOR]

As a former colony, Hong Kong's education system has been powerfully influenced by ideas from the West. However, these influences have been mediated by a number of factors of contingency - the most important of which is culture - which shapes implementation, particularly of what counts as successful practice. The aim of this paper is to trace the interpretation and implementation of key ideas about school leadership and to offer some analytical projections into the future based on current trajectories. It explores three broad sets of constraints on the development of leadership practice: the features of the Hong Kong school system, the influence of a Confucian cultural tradition, and the process oriented nature of the professional practice of effective school leadership. The paper concludes by offering an analysis of how this dynamic process view of leadership can be used to understand current attempts to build a school-based approach to educational leadership. [ABSTRACT FROM AUTHOR]

In this article, the author reflects on various issues of the journal that were published in 2013. He mentions topics covered in the issues including Asian universities, internationalisation, and leadership and skills in education system. He states that the journal focuses on higher education and research related to it.