Directory UMM :Data Elmu:jurnal:I:International Journal of Educational Management:Vol11.Issue6.1997:

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Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 1 / 6 [1997] 2 6 8 –2 7 3 © MCB Unive rs ity Pre s s [ISSN 0951-354X]

The management of development planning in

international schools

P.M .C. Leggate

The Ove rs e as Sc ho o l o f Co lo mbo , Battaramulla, Sri Lanka

J.J. Thompson

Sc ho o l o f Educ atio n, Unive rs ity o f Bath, Bath, UK

Due to increasing interest in school development planning, improvement and effective-ness, more schools are gain-ing greater control over their own school management. Argues that school develop-ment plans should provide an operational structure with a clearly identifi ed direction and priorities. Focuses on the problem of planning within the international school context and investigates specifi c objectives via a survey. Results confi rmed that long-term planning is valued by heads of interna-tional schools and that staff development is integral to planning and implementing strategies.

Development planning in schools

T h e gr ow t h of in t er est in s ch ool im p r ovem en t a n d s ch ool effect iven es s over r ecen t yea r s h a s b r ou gh t w it h it a n in cr ea se in t h e volu m e of lit er a t u r e a n d d eb a t e r ela t in g t o t h e va lu e of d evelop m en t p la n n in g in s ch ools, a n d it s r eleva n ce t o a w id e r a n ge of con t ext s. Wit h t h e m ove t o d ecen t r a liza t ion of s y s t em s of ed u ca t ion wor ldw id e, a n d t h e d e p loy m en t of cen t r a lly p r es cr ib ed cu r r icu la r fr a m ewor k s m a n a ged a n d in t er p r et ed r e gion a lly a n d loca lly, t h er e h a s b ecom e ev id en t a gr ow in g n eed for t h e d esign a n d a d op t ion of clea r p la n s for a ct ion a t t h e in d iv id u a l sch ool level. In cr ea s in gly in t h e s ch ools of t h e Un it ed Kin gd om , Au s t r a lia , N ew Zea la n d a n d Den -m a r k , for exa -m p le, t h er e is ev id en ce of a m or e s u b s t a n t ia l em p h a s is on s ch ool d evelop -m en t p la n n in g. Alt h ou gh t h e t er -m s u s ed t o d escr ib e t h e p la n n in g p r ocess m ay va r y, a s H a r gr eaves a n d H op k in s (1994, p. 1) p oin t ou t :

Develop m en t p la n n in g is a r esp on se t o t h e m a n a gem en t of m u lt ip le in n ova t ion s a n d ch a n ge, a n d t h e p er ceived n eed for a s y st em -a t ic -a n d w h ole-s ch ool -a p p r o-a ch t o p l-a n n in g, esp ecia lly w h er e s ch ools a r e exp ect ed t o b e m or e s elf-m a n a gin g.

T h e con s eq u en ce is t h a t gr a d u a lly m or e sch ools in t h e West er n wor ld a r e ga in in g a gr ea t er con t r ol over t h eir ow n s ch ool m a n a gem en t . In m a n y cou n t r ies t h e m ove t o d ecen t r a liza t ion is a ccom p a n ied by t h e p r ov is ion of a d efi n ed ed u ca t ion a l fr a m ewor k in t h e for m of d es ign a t ed cu r r icu la a lon g w it h sp ecifi ed a s ses sm en t a n d a ccr ed it a t ion p r oced u r es, w h ich d o, in fa ct , p r ov id e gr ea t er op p or t u n it ies for in cr ea sed m a n a gem en t a u t on om y. In b r in gin g a n in t er n a t ion a l p er s p ect ive on s ch ool d evelop m en t Dem p st er

et a l. (1994) n ot e:

…t h e con ce p t of self-m a n a ged sch ools is v it a l t o p olit ica l a n d bu r ea u cr a t ic st r a t e gies for t h e d evolu t ion of a u t h or it y a n d r es p on si-b ilit y t o t h e p oin t of ed u ca t ion a l ser v ice d eliver y (p. 25).

In m a n y cou n t r ies b ot h s t a t e a n d in d e p en -d en t s ch ools a r e -d iscover in g t h a t t h e -d et er m i-n a t ioi-n of t h e fu t u r e of t h e ii-n st it u t ioi-n lies w it h in t h e con t r ol of m em b er s of t h eir s ch ool b oa r d s, com p os ed of elect ed , or select ed , gover n or s wor k in g w it h t h e h ea d a n d

t ea ch in g st a ff, ea ch w it h a r es p on sib ilit y for a p a r t icu la r r ole in t h e p r ocess. In su ch a sit u a t ion t h e n eed for a n over a ll sch ool d evelop -m en t p la n , or t h e sch ool’s eq u iva len t t o t h e cor p or a t e st r a t e gic p la n , b ecom es even m or e p r ess in g. For in a n e got ia t ed p la n t h er e exist s a veh icle for t h e t r a n sla t ion of t h e sh a r ed v ision of t h e sch ool com m u n it y in t o som e for m of coh er en t r ea lit y, t h r ou gh p r ior it ized st r a t e gies a n d a ct ion p la n s w it h in a n a gr eed t im e s ch ed u le.

Alt h ou gh t h e r a t ion a le for h av in g a p la n m ay b e obv iou s, in t h a t it s h ou ld p r ov id e a n op er a t ion a l st r u ct u r e t oget h er w it h a clea r ly id en t ifi ed d ir ect ion in volv in g p r ior it ies t o m eet t h e n eed s of t h e or ga n iza t ion a t a n y p a r t icu la r t im e, d et er m in in g t h e a p p r op r ia t e a p p r oa ch t o t h e d esign a n d im p lem en t a t ion of su ch a p la n r a is es a n u m b er of im p or t a n t q u est ion s w h ich n eed t o b e a d d r essed by t h e sch ool. For t h e gr ou p of sch ools k n ow n collect ively a s “in collect er n a collect ion a l sch ools ” collect h eir p ecu -lia r ch a r a ct er ist ics give r ise t o a p a r t icu la r n eed for s u ch d evelop m en t p la n n in g.

The international school context

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P.M.C. Le ggate and J.J. Tho mps o n The manage me nt o f de ve lo pme nt planning in inte rnatio nal sc ho o ls Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 1 / 6 [1 9 9 7 ] 2 6 8 –2 7 3

t o h ave gr ow n t o in exces s of 1,000 (H ayd en a n d T h om p s on , 1995).

Alon gs id e t h e in cr ea se in t h e n u m b er of in t er n a t ion a l s ch ools, s o a r gu a b ly h a s t h e d e gr ee of d iver s it y of or ga n iza t ion a l t y p e of s ch ools w h ich com p r is e t h e n et wor k in cr ea sed . Wh ile t h e sch ools gen er a lly ca t er for a m u lt in a t ion a l gr ou p of st u d en t s, t h e cu r r icu lu m , a n d in d eed t h e in d iv id u a l p h ilos-op h y, in a n y on e of t h e s ch ools m ay va r y q u it e con s id er a bly fr om t h a t in a n y ot h er. At t em p t s t o ca t e gor ize s u ch s ch ools (Gella r, 1981; H ay -d en a n -d T h om p s on , 1995; Lea ch , 1969; M a t t h ew s, 1989; P ön isch , 1987; Ter w illiger, 1972) h ave so fa r fa iled t o p r od u ce a s in gu la r t a xon om y w h ich a ccou n t s for t h e r a n ge of in s t it u t ion a l va r ia t ion s in volved .

N ot w it h st a n din g t h e con sider a ble va r iet y a m on gst t h e in t er n a t ion a l sch ools t h er e exist a n u m ber of ch a r a ct er ist ics w h ich m a n y, if n ot a ll su ch sch ools, sh a r e in com m on . Ma n y em ploy com m on a ppr oa ch es t o cu r r icu la r pr ovision , m a de possible by t h e developm en t of t h e so-ca lled in t er n a t ion a l cu r r icu la a t a ll a ges t h r ou gh ou t t h e elem en t a r y a n d secon da r y a ge r a n ge. In clu ded in su ch pr ovision a r e t h e In t er n a t ion a l Ba cca la u r ea t e for t h e u pper secon da r y ph a se (In t er n a t ion a l Ba cca la u r ea t e Or ga n iza t ion , 1994a ), t h e In t er n a t ion a l Ba cca la u r ea t e Middle Yea r s P r ogr a m m e (In t er n a t ion a l Ba cca la u r ea t e Or ga n iza t ion , 1994b) a n d t h e In t er n a t ion a l Sch ools Cu r r icu lu m P r oject for t h e elem en -t a r y ph a se (Ba r -t le-t -t , 1993), r ecen -t ly br ou gh -t in t o t h e over a ll u m br ella of t h e In t er n a t ion a l Ba cca la u r ea t e Or ga n iza t ion . Som e n a t ion a l exa m in a t ion s h ave a lso been ext en ded in t o t h e in t er n a t ion a l sch ool n et wor k ; t h ese in clu de t h e In t er n a t ion a l Gen er a l Cer t ifi ca t e of Secon da r y E du ca t ion fr om t h e UK (UCLE S, 1993) a n d a n in t er n a t ion a l ver sion of t h e Adva n ced P la cem en t pr ogr a m m e fr om N or t h Am er ica (Lew is, 1994).

Most of t h e sch ools a r e in d ep en d en t in st it u -t ion s gover n ed by b oa r d s w i-t h con sid er a ble a u t on om y, a lb eit su b ject t o con sid er a t ion s of loca l n eed a n d in t er n a t ion a l r ecogn it ion or a ccr ed it a t ion . Wh ile t h is offer s gr ea t fl exib il-it y a n d op p or t u n il-it y for in n ova t ion , il-it a lso p r esen t s a sit u a t ion in wh ich t h e sch ool m ay exp er ien ce a va r iet y of a p p r oa ch es t o d evelop -m en t over wh a t ca n b e a ver y sh or t p er iod of t im e. T h is r ela t ive la ck of st a b ilit y, in la r ge m ea su r e, a r ises fr om t h e n a t u r e of t h e r a p id t u r n over in st u d en t s a n d st a ff t h a t m a n y of t h e sch ools exp er ien ce, in clu d in g t h a t of h ea d s t h em selves. T h is in t u r n h igh ligh t s t h e even gr ea t er n eed for ca r efu l p la n n in g t o en su r e con t in u it y a n d con sist en cy in t h e over a ll d evelop m en t of t h e sch ool. In a

r esea r ch st u dy w it h over 300 h ea d s in in t er n a -t ion a l sch ools, Haw ley (1994) id en -t ifi ed a

r a n ge of sch ool ch a r a ct er ist ics wh ich cor r e-la t e w it h lon gev it y in p ost . Per t in en t t o t h e p r esen t d eb a t e w a s t h e fi n d in g t h a t h ea d s r em a in lon ger in t h ose sch ools wh er e t h e sch ool b oa r d p olicy is d efi n ed by a w r it t en p olicy m a n u a l. Th e m ed ia n sch ool h ea d d u r a -t ion w a s fou n d -t o b e 4.7 yea r s for -t h ose wh o wor k in sch ools w it h a w r it t en b oa r d p olicy m a n u a l bu t on ly 2.7 yea r s in sch ools w it h n o w r it t en p olicy. T h e r ea lit y of t h is k in d of in t er n a t ion a l m ob ilit y, w it h ch a n ges in t h e a d m in -ist r a t ion , b oa r d m em b er sh ip, h ea d s, t ea ch in g st a ff, st u d en t s a n d p a r en t a l b ody, is t h a t d evel-op m en t h a s oft en b een sp a sm od ic. In su ch cir cu m st a n ces t h e lin k b et ween t h e p la n n in g p r ocess a n d t h e n a t u r e of t h e lea d er sh ip of t h e in st it u t ion b ecom es im p or t a n t .

Leadership and planning

A cr u cia l issu e, th er efor e, for th e fu tu r e devel-opm en t of a n in ter n a tion a l sch ool is th e pr ob-lem of defin in g a n d m a in ta in in g a

con sisten t vision in th e fa ce of fr equ en t ch a n ges in th e lea der sh ip w ith in th e sch ool. Th e r ole of th e lea der in su ch cir cu m sta n ces h a s been descr ibed a s on e of con du ctin g a n d gu idin g wh ich in tu r n im plies th e n eed for a destin a tion , or a t lea st a dir ection . In th e ca se of m a n y in ter n a tion a l sch ools, su ch dir ection w ill be pu r su ed n ot on ly by a n in dividu a l (say th e h ea d) bu t possibly by a gr ou p (th e sen ior m a n a gem en t tea m , for exa m ple) over a per iod of tim e. Th e n eed for th is dir ection to be clea r ly iden tified a n d sta ted w ith in a defin ed pla n or policy docu m en t is of cr itica l im por ta n ce.

Given t h e d iver sit y w it h in t h e in t er n a t ion a l sch ool p op u la t ion , it m ay well b e t h a t su ch p la n s w ill t h em selves va r y en or m ou sly a s w ill, t h er efor e, t h e sp ecifi c r oles of t h e lea d er s in im p lem en t in g t h em . As Hod gson et a l. (1994, p. 118) fou n d w it h in t h e UK con t ext :

h ea d t ea ch er s wou ld h ave k ey, a lt h ou gh n ot n ecessa r ily id en t ica l r oles.

H ow m u ch m or e t r u e t h is is lik ely t o b e for in t er n a t ion a l s ch ools, w h er e st a ff b r in g for -w a r d p r ev iou s exp er ien ce fr om a -w id e r a n ge of n a t ion a l a n d cu lt u r a l b a ck gr ou n d s. Cer -t a in ly exp ec-t a -t ion s w ill d iffer.

Aga in , t h e p oin t is st r essed by H a r gr eaves a n d H op k in s (1991, p. v iii):

ever y sch ool h a s t o fi n d it s ow n u n iq u e a p p r oa ch t o d evelop m en t p la n n in g; t h is is essen t ia l if t h er e is t o b e r ea l p r ogr es s in m a k in g t h e sch ool a m or e effect ive a n d r ew a r d in g p la ce for t ea ch er s a n d s t u d en t s.

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d evelop m en t p la n , w h ich w ill p r ov id e t h e fr a m ewor k for t h e a n n u a l op er a t ion a l p la n (p. 10).

Alt h ou gh t h e d evelop m en t p la n m ay b e s im -p le in es s en ce it sh ou ld a ls o b e:

r ea list ic, n eit h er t oo a m b it iou s n or in su ffi-cien t ly d em a n d in g…t h er e sh ou ld b e n o m or e t h a n t h r ee or fou r m a jor p r ior it ies, t h ou gh ea ch p r ior it y m ay con t a in a n u m b er of ele-m en t s (Ha r gr eaves a n d Hop k in s, 1991, p. 40).

T h e dy n a m ics of w h o s h ou ld b ecom e a ct ively in volved in t h e p r ocess is a d d it ion a lly a n im p or t a n t d im en sion in t h e exer cis e. If t h e s t r a t e gic p la n n in g exer cis e ca n in volve a b r oa d -b a s ed r e p r es en t a t ion fr om t h e en t ir e s ch ool com m u n it y in a con s u lt a t ive p r ocess t h en t h er e is lik ely t o b e a s en se of d r aw in g t oget h er t o com m on goa ls. As n ot ed in t h is con n ect ion by H aw k es (1991):

in t h is sen s e t h e St r a t e gic P la n ca n in cr ea se t h e s y n er gy of a sch ool, p a r t icu la r ly if t h e com m u n it y h a s a r ea l s en se of ow n er sh ip of t h e p la n (p. 1).

A n u m ber of differ en t m odels h ave been pr o-posed a s w ays for w a r d in r espect of th e pr ocess of developm en t pla n n in g, a n d th ey a r ise fr om differ en t pa r ts of th e wor ld. All in cor por a te com m on a spects wh ich essen tia lly r equ ir e a sch ool to ga th er a clea r u n der sta n din g of its con text, to iden tify th e goa ls a n d pr ior ities wh ich sh ou ld be a ddr essed, to decide h ow su ch goa ls sh ou ld be r ea ch ed, to deter m in e th e m ea n s for im plem en tin g th e ch osen pr ior ities a n d to pr ovide a m ea n s of eva lu a tin g th e level of su ccess. Th e va r ia bles in th ese m odels a r e deter m in ed to a la r ge exten t by th e level of pa r ticipa tion a n d th e n a tu r e of involvem en t in th e decision -m a k in g pr ocess w ith in th e sch ool com m u n ity. It is im por ta n t for sch ools to espou se a m odel wh ich w ill n ot on ly look to sh or t-ter m solu tion s to cu r r en t pr oblem s bu t wh ich w ill pr ovide a fr a m ewor k for a n evolu -tion a r y a ppr oa ch to developm en t.

In or d er t o d is cover h ow s u ch is su es a r e a d d r ess ed in t h e con t ext of t h e in t er n a t ion a l s ch ools n et wor k , a n a r en a w h ich h a s b een r ela t ively u n d er -r es ea r ch ed in t h e p a st , it w a s d ecid ed t o u n d er t a k e a n in it ia l s t u dy of cu r -r en t p -r a ct ice in a -r a n ge of in t e-r n a t ion a l s ch ools.

Design of the study

Wit h in t h e p r elim in a r y con t ext of t h e s t u dy it w a s d ecid ed t o id en t ify t h e s p ecifi c ob ject ives t o b e in vest iga t ed so t h a t a n a p p r op r ia t e r es ea r ch s t r a t e gy cou ld b e id en t ifi ed . T h e ob ject ives w er e a s follow s :

• to deter m in e th e exten t to wh ich

developm en t pla n n in g cu r r en tly exists in

in ter n at ion a l sch ools, a n d t h e st a t u s w h ich it is p er ceived t o en joy ;

• t o a s cer t a in t h e exp ect a t ion s of h ea d s for t h e ext en t of p a r t icip a t ion of ot h er a gen t s in t h e p r ocess of lon g-t er m p la n n in g; a n d • t o s u r vey t h e p er ce p t ion s of t h e n a t u r e of

lea d er sh ip r oles w it h in in t er n a t ion a l sch ools.

Given t h e ext en t of t h e d iver sit y a m on g t h e gr ou p of in t er n a t ion a l sch ools wor ldw id e, t h e p r oblem s a ss ocia t ed w it h a ssem blin g a r e p r e-sen t a t ive sa m p le of s u ch sch ools a r e for m id a ble, esp ecia lly in t h e a b sen ce, a lr ea dy n ot ed , of a n a gr eed cla ss ifi ca t ion of t h e in st it u t ion s. Sin ce a m a jor in t en t ion of t h e st u dy w a s t o ga t h er in for m a t ion on t h e r a n ge of iss u es p er ceived by in t er n a t ion a l sch ools in d evelop m en t p la n n in g, h et er ogen eit y w it h in t h e sa m p le w a s a gr ea t er r eq u ir em en t t h a n h om ogen eit y w it h r esp ect t o r e p r esen t a -t ion ; gen er a lizib ili-t y w a s u n lik ely -t o b e a n ou t com e of su ch a st u dy.

Beca u se of t h e d es ir a b ilit y for h et er ogen e-it y e-it w a s d ecid ed t h a t t h is st u dy sh ou ld b e con d u ct ed t h r ou gh a su r vey. T h e in st r u m en t sh ou ld b e a p ost a l q u est ion n a ir e, w h ich wou ld fa cilit a t e a ccess t o a r ea son a ble n u m -b er of t h e geogr a p h ica lly w id ely d isp er sed sch ools. A m or e p er son a lized a p p r oa ch t h r ou gh st a n d a r d ized in t er v iew s wou ld h ave en a bled a n a d d it ion a l set of is su es t o b e exp lor ed w h ich wou ld n ot b e fea sible u sin g t h e q u est ion n a ir e, bu t con s id er a t ion s of cost a n d r esea r ch er t im e m a d e su ch a n a p p r oa ch im p r a ct ica ble.

By d r aw in g on cu r r en t lit er a t u r e in t h e fi eld of sch ool d evelop m en t p la n n in g it w a s p ossible t o a ssem ble a list of is su es fr om w h ich t o exp lor e p er ce p t ion s of t h e r ole a n d r a t ion a le for lon g-t er m p la n n in g a n d st r a t e-gic d evelop m en t in t h ese sch ools. Su ch a list wou ld st r ict ly on ly h ave va lid it y in t er m s of u sa ge w it h in t h e ed u ca t ion a l sy st em s fr om w h ich t h ey w er e d r aw n ; p a r t of t h e b r oa d er in t en t ion of t h e cu r r en t st u dy w a s t o fi n d ou t t o w h a t ext en t t h a t va lid it y cou ld b e m a in t a in ed in t h e d iffer en t con t ext of t h e in t er n a -t ion a l sch ools. Qu es -t ion n a ir e i-t em s w er e gen er a t ed , p ay in g d u e a t t en t ion t o t h ose a sp ect s of q u est ion n a ir e d esign id en t ifi ed by

in ter a lios Op p en h eim (1992) a s op t im izin g

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p la n n in g p r ocess a n d im p lem en t a t ion of d evelop m en t p la n n in g. T h e select ion of closed it em s com b in ed w it h op p or t u n it y for fr ee r es p on s es w a s con s id er ed t o b e a n a p p r o-p r ia t e com b in a t ion , b ea r in g in m in d t h e d esir a b ilit y t o k ee p t h e in st r u m en t a s con cise a s p oss ible for com p let ion by bu s y p r ofes sion -a ls. Cod in g -a n d -a n -a ly sis of t h e r es p on s es w -a s a lso fa cilit a t ed by su ch a d es ign .

T h is s u r vey t a r get ed t h ose w it h in t h e in t er -n a t io-n a l sch ools w h o w er e clea r ly i-n volved i-n a n y d evelop m en t p la n n in g w h ich wou ld t a k e p la ce – t h e h ea d s or su p er in t en d en t s. Id en t i-fy in g ot h er s w h o m ay b e in volved for t h e p u r p os es of a n sw er in g t h e q u es t ion n a ir e it s elf w a s t h ou gh t t o b e t oo p r oblem a t ic, a n d u n n eces sa r y for t h is sm a llsca le st u dy. In for -m a t ion con cer n in g t h e ext en t t o w h ich ot h er s w er e in volved wou ld , h ow ever, b e sou gh t fr om t h e h ea d s. (In w h a t follow s, t h e t er m “h ea d s ” w ill b e u s ed collect ively for t h ose r es p on d in g t o t h e s u r vey.)

T h e p ilot in g of t h e q u es t ion n a ir e w a s con d u ct ed in a n in t er n a t ion a l sch ool w it h in w h ich it w a s k n ow n t h a t d evelop m en t p la n -n i-n g t ook p la ce, w it h m em b er s of t h e s e-n ior m a n a gem en t t ea m . Res u lt s fr om t h e p ilot sch ool r esp on s es w er e n ot in clu d ed in t h e m a in s t u dy a n d , a ft er a d ju s t m en t s a r is in g fr om com m en t s r ela t in g t o a m b igu it y of exp r ess ion a n d gen er a l cla r it y of layou t , t h e q u es t ion n a ir e w a s for m a lly a d op t ed a s t h e r esea r ch in st r u m en t .

T h e q u es t ion n a ir e w a s s en t t o 70 s ch ools wor ldw id e, select ed t o r efl ect t h e h et er oge-n eou s gr ou p t a r get ed . Sch ool size, t y p e, a ge r a n ge, loca t ion a n d in st it u t ion a l h is t or y w er e con s id er ed in con su lt in g a n u m b er of d iffer -en t in t er n a t ion a l sch ools d ir ect or ies a s a b a sis for s elect ion . Com p let ed q u est ion n a ir es w er e r eceived fr om t h e h ea d s of 40 d iffer en t in t er n a t ion a l sch ools, a r es p on s e r a t e of 57 p er cen t . T h e r a n ge of sch ools r es p on d in g r efl ect ed a s im ila r d e gr ee of h et er ogen eit y a s t h a t con s t r u ct ed in t h e or igin a l select ion .

Findings

Follow in g a d escr ip t ion of t h e n a t u r e a n d m a gn it u d e of t h e r esp on se t o t h e q u est ion -n a ir e t h e ou t com es of t h e r esea r ch w it h r esp ect t o t h e t h r ee ob ject ives a lr ea dy d efi n ed , t oget h er w it h t h e in fer en ces wh ich ca n b e d r aw n for ea ch of t h em , a r e id en t ifi ed a n d a gen er a l set of con clu sion s fr om t h e r esea r ch a s a wh ole, a s it a p p lies w it h in t h e con t ext of t h e p a r t icu la r sa m p le d r aw n , a r e offer ed .

Nature of the response

T h e r es p on d in g sch ools w er e loca t ed in 30 cou n t r ies sp r ea d a r ou n d t h e m a jor r e gion s of

t h e wor ld in clu d in g E u r op e, N or t h Am er ica , Sou t h Am er ica , Afr ica , Asia , Au st r a la sia a n d t h e Mid d le E a st . N o sin gle cou n t r y h a d m or e t h a n t h r ee sch ools r e p r esen t ed a n d t h e va st m a jor it y h a d on ly on e. Over 75 p er cen t of t h e sch ools offer ed in t er n a t ion a l cu r r icu la , t h e m ost w id ely q u ot ed of w h ich w a s t h e In t er n a -t ion a l Ba cca la u r ea -t e. E ven -t h ose sch ools w h ich for m a lly offer ed p r ogr a m m es lea d in g t o n a t ion a l q u a lifi ca t ion s em p h a s ized t h e in t er n a t ion a l p er sp ect ive w h ich t h ey sou gh t t o b r in g t o t h e ed u ca t ion p r ocess w it h in t h e sch ool.

It w a s in ter estin g to n ote th e n a tion a lity r epr esen ta tion r epor ted a m on g th e a dm in is-tr a tive sta ff of th e sch ool, wh er e US n a tion a ls (34 per cen t) a n d UK n a tion a ls (27 per cen t) pr edom in a ted. E qu iva len t fi gu r es for th e tea ch in g sta ff (27 per cen t US, 29 per cen t UK) a n d for th e m em ber sh ip of th e boa r d (22 per cen t US, a n d 17 per cen t UK) r efl ect th e w idely r ecogn ized pr esen ce of US a n d UK n a tion a ls th r ou gh ou t th e in ter n a tion a l sch ool

con stitu en cy. Th e r ela tively lower pr opor tion s of US a n d UK n a tion a ls a m on g boa r d m em ber s m ay r epr esen t a sen sitivity to th e n eed to in clu de h ost cou n tr y n a tion a ls or even a le ga l r equ ir em en t to do so. All bu t on e of th e sch ools r epr esen ted in th e su r vey h a d a gover n in g body a n d 63 per cen t h a d a n elected boa r d. T h ese d a t a a r e sim ila r t o t h os e r e p or t ed elsew h er e for t h e r a n ge of in t er n a t ion a l sch ools wor ldw id e (H ayd en a n d T h om p son , 1995). F r om a n a n a ly sis of t h e r es u lt s som e in t er est in g p a t t er n s ca n b e d iscer n ed .

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p r esen ce of su ch t r a it s w h ich m a k es t h e n eed t o es t a blis h a lon g-t er m m is sion in t h e sch ool s o v it a l. T h a t sa m e d iver s it y, in s t a ff a n d s t u d en t s, m ay a lso b e, for s om e, a s ign ifi ca n t con t r ibu t or t o t h e p r oblem of im p lem en t a -t ion , a l-t h ou gh 85 p er cen -t of -t h e r es p on d en -t s d en ou n ced t h e su gges t ion t h a t sch ools ca n n ot cr ea t e effect ive lon g-t er m p la n s b eca u s e of t h e h igh m ob ilit y fa ct or a m on g st a ff a n d s t u d en t s.

Am on g t h e su gges t ion s m a d e for h in d r a n ce t o t h e p r ocess of lon g-t er m p la n n in g w er e t h e va r iet y of cu lt u r a l exp ect a t ion s of su ch a n exer cis e, lin gu is t ic a n d le ga l com p lexit ies, t h e im p a ct of t r a n sien cy on fi n a n cia l p la n -n i-n g p a r t icu la r ly, lim it ed i-n p u t fr om a lu m -n i a n d u n cer t a in t ies gen er a t ed by ext er n a l for ces, p olit ica l or clim a t ic. In con t r a s t it s h ou ld b e n ot ed t h a t p osit ive fa ct or s w h ich m ay fa cilit a t e t h e lon g-t er m p la n n in g in in t er n a t ion a l sch ools w er e a ls o id en t ifi ed . T h e d e gr ee of in d e p en d en ce a n d a u t on om y en joyed by t h e s ch ools oft en b r in g w it h t h em few er ext er n a l or gover n m en t con t r ols, gr ea t er op en n ess t o ch a n ge, t h e p ot en t ia l t o im p lem en t ch a n ge r a p id ly a n d t h e op p or t u n it y t o p r ov id e effect ively for in d iv id u a l st u -d en t n ee-d s w it h in t h e sch ool.

Participation in development planning T h er e w a s a lm ost t ot a l a gr eem en t w it h t h e st a t em en t t h a t t h e p r od u ct ion of a n effect ive d evelop m en t p la n d ep en d s on a p r ocess of w id e con su lt a t ion a n d in volvem en t fr om m em b er s of st a ff a n d t h e sch ool com m u n it y (95 p er cen t , w it h 46 p er cen t st r on gly a gr eed ), a lt h ou gh t h e id ea t h a t t h e p r ocess n ecessa r ily in volves r ea ch in g con sen su s a m on g su ch a con st it u en cy w a s n ot q u it e so st r on gly h eld (88 p er cen t , w it h 23 p er cen t st r on gly a gr eed ). A d iver gen ce of op in ion occu r r ed b et ween gr ou p s of r esp on d en t s w it h r esp ect t o t h e ext en t t o wh ich t h e w ish es of t h e w id er com -m u n it y sh ou ld b e t a k en in t o a ccou n t . Th er e w a s a clea r in d ica t ion fr om 66 p er cen t of t h e r esp on d en t s t h a t lon g-t er m p la n n in g sh ou ld r efl ect t h e n eed s of t h e loca l com m u n it y, a lt h ou gh 29 p er cen t of t h e h ea d s st r essed t h e im p or t a n ce of m a in t a in in g a b a la n ce b et ween sp ecifi c sch ool a n d com m u n it y in t er est s, w it h lea d er sh ip d efi n it ely com in g fr om t h e sch ool. T h is clea r ly h a s im p lica t ion s for t h e n a t u r e of d ecision m a k in g a t b oa r d level, esp ecia lly in t h ose ca ses wh er e sign ifi ca n t r e p r esen t a t ion fr om t h e loca l com m u n it y is p r esen t .

Leadership and planning

T h er e w a s r a t h er les s a gr eem en t w it h r es p ect t o t h e a u t h or it y w h ich t h e h ea d m igh t com -m a n d in t h e d et er -m in a t ion of t h e d ir ect ion a n d fu t u r e p la n s for t h e sch ool. Wh ile a ll s ch ools a ck n ow led ged t h e im p or t a n ce of

st r on g lea d er s h ip q u a lit ies in t h is r esp ect , t h er e w a s a d iver gen ce of v iew s b et w een t h ose (27 p er cen t ) r esp on d en t s w h o wou ld r e ga r d on ly t h e h ea d a s h av in g t h e r esp on si-b ilit y of id en t ify in g t h e fu t u r e

d ir ect ion a n d p la n s for t h e sch ool, a n d t h e r em a in d er (over 70 p er cen t ) w h o d id n ot sh a r e t h a t v iew. T h e la t t er r esp on d en t s fu r t h er in d ica t ed t h a t it w a s ess en t ia l t h a t t h e h ea d wor k ed w it h a m a n a gem en t t ea m , a s it s ch ief execu t ive officer.

Conclusions

T h e d a t a ga t h er ed t h r ou gh t h e q u est ion n a ir e su r vey in clu d ed a r a n ge of fr ee r esp on se com m en t s w h ich p r ov id ed in sigh t s in t o a n u m b er of a d d it ion a l issu es r ela t in g t o t h e d evelop m en t p la n n in g p r ocess. T h ey d id , h ow ever, con fi r m t h a t , in t h e v iew s of t h e h ea d s, t h er e is a h igh r e ga r d for t h e va lu e of t h e lon gt er m p la n n in g p r ocess in in t er n a -t ion a l sch ools. T h er e is a ls o a s-t r on g sen se of com m it m en t t o t h e con ce p t of sch ool d evelop -m en t p la n s in t h ese in s t it u t ion s. T h a t t h is is in k ee p in g w it h cu r r en t t r en d s in t h e USA a n d in Br it a in is u n su r p r is in g in v iew of t h e in d ica t ion in t h is su r vey t h a t n a t ion a ls fr om t h ose cou n t r ies for m a sign ifi ca n t p a r t of t h e m ob ile st a ffin g p op u la t ion in su ch sch ools, esp ecia lly a t sen ior m a n a gem en t levels.

T h e d ifficu lt ies exp er ien ced in t h e im p lem en t a t ion of sch ool d evelop m en t p la n n in g ca n n ot , h ow ever, b e

u n d er est im a t ed . T h e p r ov ision of a n effect ive fr a m ewor k t o id en t ify t h e elem en t s of t h e p r oced u r es in volved is a m a jor p r ior it y, w h ich a gr ea t m a jor it y (80 p er cen t ) of t h e sch ools h ave a t t em p t ed t o a d d r ess. T h e n eed t o en su r e t h a t su ch a veh icle is con s ist en t w it h t h e s ch ool’s p h ilosop h y, a n d m ission st a t em en t , w a s st r essed in t h e fr ee r esp on se com m en t s p r ov id ed by t h e h ea d s. T h is h a s a lso b een exp r ess ed els ew h er e a s t h e n eed t o en su r e t h a t t h e st y le of t h e m a n a gem en t sy st em in a n in t er n a t ion a l sch ool is com p a t ible w it h it s esp ou s ed va lu e sy st em (H ayd en a n d T h om p son , 1996). T h e im p or t a n ce of t h e fu ll su p p or t of t h e sch ool b oa r d in t h e im p lem en t a t ion of t h e ch a n ge w a s a lso m en tion ed fr equ en tly by r espon den ts.

T h e im p or t a n ce of on goin g com m u n ica t ion w it h t h e d iffer en t a gen cies in volved w it h t h e p r ocess w a s seen t o b e cr u cia l, esp ecia lly in a sit u a t ion w h er e t h er e is a h igh t u r n over of t ea ch in g st a ff a n d p a r en t s. T h e p r ov ision of a p p r op r ia t e d ocu m en t a t ion , a t r e gu la r in t er va ls, by t h e lea d er sh ip w a s con s id er ed essen -t ia l.

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sh ou ld b e s een a s in t e gr a l t o t h e p la n n in g a n d im p lem en t a t ion st r a t e gies. T h is w ill h ave con s eq u en ces for or ga n iza t ion a l a n d fi n a n -cia l p r ov is ion a s p a r t of t h e over a ll sch em e. Alt h ou gh it w a s a n t icip a t ed a t t h e ou t s et t h a t t h e m a jor fa ct or s in t h e p r ocess of d evel-op m en t p la n n in g in in t er n a t ion a l sch ools wou ld h ave cen t r ed on t h e d is a dva n t a ges of sh or t -t er m con sid er a t ion s a r is in g fr om t h e t r a n s ien t s t a ff, st u d en t a n d p a r en t a l b od ies, it is clea r t h a t t h e b elief is w id ely h eld , by h ea d s a t lea s t , t h a t t h e cr ea t ion of a r a t ion a l fr a m e-wor k for p la n n in g a n d im p lem en t a t ion , m a t ch ed t o ca r efu lly p r ior it ized goa ls for fu t u r e d evelop m en t , m a k in g t h e b est p oss ible u s e of ava ila ble r es ou r ces, is a p os it ive con t r i-bu t ion t o m eet in g t h e n eed s of in t er n a t ion a l sch ools.

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