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Tristan Bunnell - One of the best experts on this subject based on the ideXlab platform.
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Teachers in International Schools: a neglected “middling actor” in expatriation
Journal of Global Mobility: The Home of Expatriate Management Research, 2017Co-Authors: Tristan BunnellAbstract:Purpose The purpose of this paper is to introduce the rapidly growing body of expatriate teachers in International Schools’ as a neglected community of non-corporate expatriates, and presents a research agenda. Design/methodology/approach This paper presents a conceptual framework for identifying a possible reason for this neglect; the teachers in International Schools can be viewed as “middling actors”, caught in a “middle space” of the emergent “business expatriate” concept, between the discussion about corporate expatriates and precariat workers. Findings This paper reveals that the body of expatriate teachers in International Schools is growing rapidly, and is forecast to reach up to 800,000 by 2026, yet the literature still largely neglects their realities of everyday life as an expatriate. Research limitations/implications The concept of an International school defies consensus agreement, and this paper uses data that is academically debatable in its accuracy. The figures should be viewed as the maximum amount. Practical implications The concept of the “middling actor” can be further developed, and International Schools offer a rich area of research for expatriate researchers. Originality/value Teachers in International Schools have escaped discussion as expatriates yet warrant greater attention. This paper introduces the concept of “middling” and the “middling actor” as new, yet potentially useful, sociological concepts. The concept of the “middling actor” within the broad “business expatriate” concept can be developed in many different ways and needs further discussion and theorization.
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International Schools as 'institutions' and the issue of 'legitimacy'
The International Schools Journal, 2016Co-Authors: Tristan Bunnell, Michael FertigAbstract:There is no denying that the number of transnational spaces of education (Hayden, 2011) being classified as ‘International Schools’ has grown enormously over the past two decades (Brummitt, 2007; Brummit and Keeling, 2013). Delegates at the Alliance for International Education World Conference in Bangkok in February 2016 were informed that the host city now has over one hundred ‘International Schools’, compared to having only a handful in the 1990s. This paper is based upon a presentation given at that conference. It has been reported (Gaskell, 2016 p.24) that the past 16 years has seen a ‘staggering growth’ in the number of Schools worldwide being classified as ‘International Schools’, and the ‘market continues to expand at pace.’ The size of this growth, and the underpinning demand for ‘International Schools’, were largely unforeseen (Hallgarten et al, 2015).
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teachers in International Schools a global educational precariat
Globalisation Societies and Education, 2016Co-Authors: Tristan BunnellAbstract:An over-looked global educational development has been the exponential growth of ‘International Schools’. The field in 2014 involved almost 350,000 educators in over 7000 English-medium Schools in non-English-speaking countries. This is expected to rise to half a million educators, mainly American and British, in 10,000 Schools by 2022. The field has never constituted a ‘system’, and it remains largely uninspected, unmonitored and unregulated. There was substantial evidence from both social media comment and real-life reports in the popular press during 2013 and 2014 that the field is becoming an increasingly precarious one for teachers.
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What is International about International Schools? An institutional legitimacy perspective
Oxford Review of Education, 2016Co-Authors: Tristan Bunnell, Michael Fertig, Chris JamesAbstract:AbstractIn recent years, the number of International Schools around the world has increased rapidly largely as a result of growth of new forms of International Schools, which differ markedly from the traditional forms. These new forms: are often operated on a for-profit commercial basis; are usually for children from the local (indigenous), wealthy population; and have been defined as International Schools because they are located in a non-English speaking country and English is the school’s medium of communication. The growth of International Schools of the non-traditional type raises issues about the legitimacy of such Schools. These new forms of International School face particular challenges in establishing themselves legitimately as ‘International’. In this article, we develop a framework which is grounded in institutional theory to analyse the institutionalisation of and the consequent legitimacy of International Schools. We use the three pillars of institutionalisation which, by means of carriers, ...
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Bringing institutionalisation to the fore in educational organisational theory: Analysing International Schools as institutions
2016Co-Authors: Tristan Bunnell, Michael Fertig, Chris JamesAbstract:In this paper, we use institutionalisation theory to analyse the legitimacy of Schools identifying themselves or being identified by others as ‘International’; identify aspects of institutionalisation theory that could be developed; and argue that an institutionalisation perspective should be more central in educational organisation theory. International Schools are an appropriate form of educational organisation to analyse from an institutional perspective. The rapid growth of different types of International Schools with new rationales raises concerns about their legitimacy relative to traditional norms. In applying institutionalisation theory to International Schools, a number of relevant issues arise: the significance of the institution’s primary task and institutional work on it; the centrality of affect in Schools as institutions; and the very different ontological bases for the three pillars of institutionalisation; the significance of the ‘student dimension’ in institutionalisation, the nature of the members of the institution, their dominant mode of interpretation, their motivations and their personality; and the role of teachers’ professionalism in legitimising Schools. We argue that those responsible for establishing the legitimacy of their Schools, will be least challenged by ensuring compliance with the regulative pillar, and most challenged by ensuring conformance to the cultural-cognitive pillar.
Mary Hayden - One of the best experts on this subject based on the ideXlab platform.
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The Alliance for International Education: Retrospective and Prospective
The International Schools Journal, 2016Co-Authors: Mary HaydenAbstract:AntecedentsQuite when International Schools first came on the education scene is debatable, but it is certainly the case that since their early days such Schools have developed groupings and associations as mutual support mechanisms. As numbers of International Schools have grown over the years, so too has the number of organisations formed to provide support through associations of like-minded Schools (such as the International Schools Association, ISA), the development of appropriate curricula (including the International Baccalaureate, Cambridge International Examinations, Fieldwork's International Primary Curriculum and International Middle Years Curriculum, the College Board's Advanced Placement International Diploma and so on), professional development, recruitment and accreditation (through, for instance, the European Council of International Schools, ECIS and Council of International Schools, CIS), and postgraduate qualifications (offered by institutions including the University of Bath UK and George Mason University USA).For International Schools operating as individual institutions - as in earlier days they largely did - being part of such organisations and associations provided not only mutual support but also a set of external indicators against which stakeholders and other parties could form judgements. While the growth in numbers and scope of such organisations undoubtedly provided positive support for the work of International Schools, the overlap in purpose of the plethora of different organisations and associations began to suggest to some that the potential existed for the creation of a forum that would be inclusive in encompassing all with an interest in International education, whatever the nature of that, interest.Early stirringsArising out of a number of informal and ad hoc discussions between individuals who met regularly at International school conferences and worked together in other International school-related contexts,, a two-day seminar was convened in June 2001 by Jeff Thompson and Mary Hayden of the Centre for the study of Education in an International Context (CEIC) at the University of Bath to discuss the possibility of more organised collaboration that would encompass not only organisations but also individuals with an interest in International education,The seminar brought together a group of individuals known to share an interest in developing the idea of a forum for discussion, debate and the dissemination and exchange of ideas of relevance to those with an interest in International education (CEIC, 2001). Though not formally representing particular organisations, those participating were from a number of different backgrounds and interests: discussion at the seminar identified a number of pointers for moving forward in a collaborative manner. It also built on ideas raised in an article published in the millennium (April 2000) issue of the International Schools Journal) where Mary Hayden and Jeff Thompson raised the prospect of what they tentatively described as an 'alliance" of those with shared interests in International education. It drew also on proposals for forming a so-called 'International school system" previously promulgated by Joe Blaney (1991) and Phil Thomas (1995), as well as on ideas discussed in a February 1999 meeting convened by EC IS in London to discuss collaboration between different agencies and organisations with overlapping International school-related interests.From discussions at the Bath seminar arose the notion that an International conference should be organised to which all with an interest in International education would be welcome to contribute. Thus were the seeds sown and cultivated for the concept of an 'alliance for International education' - the term 'International education' being inclusive in welcoming participation by not only International school teachers and administrators but also those in universities and other educational organisations, as well as in the growing number of Schools in national systems that were by this time promoting concepts such as global citizenship that; were clearly addressing similar ideas to those addressed by many International Schools - albeit using different terminology. …
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International Schools and International Education : Improving Teaching, Management and Quality
2013Co-Authors: Mary Hayden, Jeff ThompsonAbstract:Quality in the curriculum the concept of quality for International Schools (IS) inclusive education in IS the interstitial curriculum assessment approaches for IS student mobility in the International curriculum recruitment of teachers in IS continuing professional development issues supporting IS teachers in national Schools long-term planning and management issues models of management and organization the role of women in senior management school effectiveness and school improvement International Schools and local communities national Schools and International education institutional accreditation regional approaches to IS accreditation.
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Transnational spaces of education: the growth of the International school sector
Globalisation Societies and Education, 2011Co-Authors: Mary HaydenAbstract:One area in which the impact of globalisation can be seen is that of education. This article suggests that there are currently two main aspects of the growing Internationalisation of education at school level: the Internationalisation of national systems of education and the growth in numbers of International Schools worldwide. It is the latter that forms the main focus of the article, beginning with consideration of the background to the development of International Schools. A discussion of the changing nature of International Schools then follows, as this form of education proves increasingly attractive not only to the globally mobile expatriates for whom such Schools were originally founded, but also to those seeking a competitive edge for their child in a globalised market.
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Introduction to International Education: International Schools and their Communities
2006Co-Authors: Mary HaydenAbstract:International Education: the Context International Schools International Schools and Parents International School Students: Who They Are International Schools and Globally-Mobile Students: The School Experience International Schools and Teachers International Schools and Administrators International Schools and the Board International Schools: the Curriculum International Schools: External Influences Future Roles for International Schools
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parental priorities in the selection of International Schools
Oxford Review of Education, 2003Co-Authors: Peter Mackenzie, Mary Hayden, Jeff ThompsonAbstract:The issue of choice of schooling for their offspring is one which exercises many parents based in different parts of the world. For parents whose employment takes them away from their home country and whose children accompany them on such postings, the issue—while different from the experience of parents based solely within national systems—is no less important or complex. This paper investigates the issue of parental choice and priorities within the context of three International Schools in Switzerland, where a study was undertaken to establish the basis on which parents had elected to send their children to one or other of the Schools in question. Based on a survey model of questionnaires and follow-up interviews with parents, the research concludes that a major factor influencing parents is the perceived importance of an English-medium education. Interesting similarities in perceptions to emerge from the study are found amongst parents from the different Schools and amongst parents of primary and secon...
Jeff Thompson - One of the best experts on this subject based on the ideXlab platform.
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International Schools and International Education : Improving Teaching, Management and Quality
2013Co-Authors: Mary Hayden, Jeff ThompsonAbstract:Quality in the curriculum the concept of quality for International Schools (IS) inclusive education in IS the interstitial curriculum assessment approaches for IS student mobility in the International curriculum recruitment of teachers in IS continuing professional development issues supporting IS teachers in national Schools long-term planning and management issues models of management and organization the role of women in senior management school effectiveness and school improvement International Schools and local communities national Schools and International education institutional accreditation regional approaches to IS accreditation.
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Internationalism and globalization as contexts for International education
Compare: A Journal of Comparative and International Education, 2004Co-Authors: James Cambridge, Jeff ThompsonAbstract:A problem with the construction of an inclusive definition of International education is that the word ‘International’ has a variety of connotations. It is proposed that the term ‘International education’ is ambiguous because it appears to refer to contrasting usages in educational studies. International education is frequently discussed in the context of the related field of comparative education, but a different sense of the term has also developed in the context of the theory and practice of education in International Schools and other institutions. This paper compares and contrasts the different usages of the term ‘International education’. It also discusses Internationalism and globalization as contexts for International education, as practised in International Schools and other institutions, particularly with reference to the history and programmes of the International Baccalaureate Organization (IBO).
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parental priorities in the selection of International Schools
Oxford Review of Education, 2003Co-Authors: Peter Mackenzie, Mary Hayden, Jeff ThompsonAbstract:The issue of choice of schooling for their offspring is one which exercises many parents based in different parts of the world. For parents whose employment takes them away from their home country and whose children accompany them on such postings, the issue—while different from the experience of parents based solely within national systems—is no less important or complex. This paper investigates the issue of parental choice and priorities within the context of three International Schools in Switzerland, where a study was undertaken to establish the basis on which parents had elected to send their children to one or other of the Schools in question. Based on a survey model of questionnaires and follow-up interviews with parents, the research concludes that a major factor influencing parents is the perceived importance of an English-medium education. Interesting similarities in perceptions to emerge from the study are found amongst parents from the different Schools and amongst parents of primary and secon...
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International Education in Practice: Dimensions for Schools and International Schools
2002Co-Authors: Mary Hayden, Jeff Thompson, George WalkerAbstract:Contents covers: The history and nature of International education Curricular dimensions of International Schools Professional development in International education The organisation and management of International Schools International Schools and their communities The prospects for International education.
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being International student and teacher perceptions from International Schools
Oxford Review of Education, 2000Co-Authors: Mary Hayden, B A Rancic, Jeff ThompsonAbstract:The past fifty years have witnessed a rapid rise in the numbers of globally mobile professional people whose children accompany them to a variety of postings worldwide, enrolling in what are often referred to as International Schools and experiencing what may be referred to as an International education. Such children can be characterised as being 'International' in some way, and claims are often made for the nature of their educational experiences in terms of its International characteristics. What is less clear is what the description 'International' actually means when applied to such young people. This article describes a piece of research which attempted to begin to answer this question by seeking the views of over 200 teachers and more than 1,200 18-year-old students based in such Schools worldwide. Characteristics considered included International-mindedness, open-mindedness, second language competence, flexibility of thinking, tolerance and respect for others, and comparisons have been made betwee...
J. J. Thompson - One of the best experts on this subject based on the ideXlab platform.
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The management of development planning in International Schools
International Journal of Educational Management, 1997Co-Authors: P.m.c. Leggate, J. J. ThompsonAbstract:Due to increasing interest in school development planning, improvement and effectiveness, more Schools are gaining greater control over their own school management. Argues that school development plans should provide an operational structure with a clearly identified direction and priorities. Focuses on the problem of planning within the International school context and investigates specific objectives via a survey. Results confirmed that long‐term planning is valued by heads of International Schools and that staff development is integral to planning and implementing strategies.
Jae Jung Song - One of the best experts on this subject based on the ideXlab platform.
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for whom the bell tolls globalisation social class and south korea s International Schools
Globalisation Societies and Education, 2013Co-Authors: Jae Jung SongAbstract:This article discusses how in South Korea, English-medium International Schools, initially established to educate foreign residents, have recently transformed themselves into private providers of global education for South Koreans. The article explains the social, economic and political circumstances under which the South Korean government has allowed this transformation to take place in response to the forces of globalisation as well as to South Korean elites' educational demand. The article argues that English-medium International Schools are elite-class reproducing institutions. The role of English, one of the major imperatives of global capitalism, will also be discussed, as this language has been impinging on South Korea's education and labour market.