Emerging technologies in global communication: Using appreciative inquiry to improve the preparation of school administrators
Calabrese, Raymond L., 1942- Roberts B.E. McLeod, Scott Niles, Rae Christopherson, Kelly Singh, Paviter Berry, Miles
Calabrese, Raymond L., 1942-
Roberts B.E.
McLeod, Scott
Niles, Rae
Christopherson, Kelly
Singh, Paviter
Berry, Miles
Other Names
Location
Time Period
Advisors
Original Date
Digitization Date
Issue Date
2008-09-19
Type
Article
Genre
Keywords
Communication technologies,Cross-cultural studies,Educational administration,Globalization,Narratives
Subjects (LCSH)
Citation
Raymond L. Calabrese, B.E. Roberts, Scott McLeod, Rae Niles, Kelly Christopherson, Paviter Singh, Miles Berry; Emerging technologies in global communication: Using appreciative inquiry to improve the preparation of school administrators. International Journal of Educational Management 19 September 2008; 22 (7): 696–709. https://doi.org/10.1108/09513540810908593
Abstract
Purpose - The purpose of this paper is to describe how practitioners from Canada, the UK, Singapore, and the USA, university educational administration faculty from the USA, and the editor of a premier international journal of educational management engaged in a collaborative process to discover how to improve the preparation and practice of educational administration on a global basis. Design/methodology/approach - An appreciative inquiry theoretical research perspective was used to discover a positive core of experiences that could add to cultural proficiency as it relates to educational administration. Findings - In each cultural context, the central nature of the highpoint stories focused on appreciative ways to work with other people. The stories suggest that relationships and collaboration are at the heart of an educational administrator's practice. It was discovered that twenty-first century educational administrators operating in a global context believed that they could become difference makers in education. Originality/value - The findings from this study provide encouragement for extended global collaboration for practicing educational administrators as well as those who are responsible for their preparation. The findings also suggest that using collaborative technologies in the framework of a cross-cultural educator partnership can enhance the preparation and practice in educational administration programs. © Emerald Group Publishing Limited.
Table of Contents
Description
This is an open access article under the CC by license
Publisher
Emerald Group Publishing Ltd.
Journal
International Journal of Educational Management
Book Title
Series
Digital Collection
Finding Aid URL
Use and Reproduction
Archival Collection
PubMed ID
ISSN
0951354X