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Cross-cultural professional development for mid-career education leaders: What makes for high quality exchange programs and how do we know?

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Abstract:

This paper posits that international professional development programs need to be based on sound research, to be competency-based, and to be evaluated by valid and reliable performance measures. We provide a case study of the design, implementation, and evaluation of an international exchange programs for educational administrators at a U.S. research university.

Grounded in theoretical and empirical literature on professional development, organizational effectiveness, and education reform policy, our study is designed to answer the following research questions: What are the core leadership competencies for system-level school administrators in the context of globalization as perceived by the key stakeholders of internal exchange programs? Are there any key differences among the views from the funding organization, the university faculty, and the international participants? What are the challenges and opportunities in incorporating multiple interests and yielding measureable outcome at both the institutional and individual levels?

Using qualitative research methods, this study provides a full account of the organizational context and multiple perspectives of key stakeholders by following up with two cohorts of participants of an international PD program from 20 countries. We conducted content analyses for institutional policy documents, results of semi-structured interviews, and pre- and post-participation surveys.

Results indicate that PD activities that were designed based on sound research evidence and aligned with the articulated expectations of the key stakeholders were most likely to reach the highest degree of positive impact on the participant’s work once they returned home.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p493532_index.html
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MLA Citation:

Dickson, Nancy. and Cravens, Xiu. "Cross-cultural professional development for mid-career education leaders: What makes for high quality exchange programs and how do we know?" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493532_index.html>

APA Citation:

Dickson, N. D. and Cravens, X. C. , 2011-05-01 "Cross-cultural professional development for mid-career education leaders: What makes for high quality exchange programs and how do we know?" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493532_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper posits that international professional development programs need to be based on sound research, to be competency-based, and to be evaluated by valid and reliable performance measures. We provide a case study of the design, implementation, and evaluation of an international exchange programs for educational administrators at a U.S. research university.

Grounded in theoretical and empirical literature on professional development, organizational effectiveness, and education reform policy, our study is designed to answer the following research questions: What are the core leadership competencies for system-level school administrators in the context of globalization as perceived by the key stakeholders of internal exchange programs? Are there any key differences among the views from the funding organization, the university faculty, and the international participants? What are the challenges and opportunities in incorporating multiple interests and yielding measureable outcome at both the institutional and individual levels?

Using qualitative research methods, this study provides a full account of the organizational context and multiple perspectives of key stakeholders by following up with two cohorts of participants of an international PD program from 20 countries. We conducted content analyses for institutional policy documents, results of semi-structured interviews, and pre- and post-participation surveys.

Results indicate that PD activities that were designed based on sound research evidence and aligned with the articulated expectations of the key stakeholders were most likely to reach the highest degree of positive impact on the participant’s work once they returned home.


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