Access to this document was granted through an Emerald subscription provided by emerald-srm:198285 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This paper aims to use the results of three research initiatives to present the life-long learning leader (4L) framework, a model for leadership development intended for use by designers and providers of leadership development programming. Design/methodology/approach -The 4L model is a conceptual framework that emerged from the analysis of one study conducted in Canada and two others conducted in international settings. Findings -The 4L framework contains eight dimensions that leadership development programming should address: career stage, career aspirations, visionary capacity, boundary breaking entrepreneurialism, professional skills, instructional design and assessment literacy, crisis management, and approaches to leadership development. Research limitations/implications -As with all research, findings are subject to researcher biases and limitations. Practical implications -The 4L framework can be used as the basis for graduate programs in leadership, small-and large-scale leadership development initiatives, and cross-cultural leadership development. Implications of the 4L framework are discussed in relation to stakeholder roles, e.g. leaders, professional developers, university leadership preparation programs, employers, policy makers, and researchers. Originality/value -The 4L is a framework for leadership development not only applicable within the field of education but also in broader contexts such as business and industry, health and social services, sports, and government. The 4L framework merits serious consideration by professional development providers and institutions of higher learning as a vehicle for leadership training and nurturing. It is comprehensive in that it suggests particular learning content for leadership development initiatives but it also addresses the processes for effective professional development of adult learners.

PurposeThe purpose of this paper is to present an overview of the principal preparation programming available to school leaders in Kenya and Tanzania.Design/methodology/approachThe authors analyzed information about the educational leadership programmes offered by a range of public and private institutions in East Africa. Data were gathered primarily through document analyses based on publicly available information describing certificate, diploma, and degree programs related to principal preparation in Kenya and Tanzania.FindingsA description is offered of the intended client group for leadership preparation programmes along with an overview of programme content, structure, delivery modes, and credentialing. Gaps were noted in the areas of instructional leadership, educational technology, and visioning. Further, the authors noted the insufficient capacity of educational institutions in East Africa to prepare new principals or to offer ongoing professional development.Research limitations/implicationsThe study was limited to publicly available documents. There is a marked need for more detailed empirical reports of principal preparation in sub‐Saharan Africa.Practical implicationsThe suitability of the content of existing principal preparation programs warrants closer examination.Originality/valueThis report contributes to the understanding of principal preparation in sub‐Saharan Africa in terms of its capacity, content, and delivery modes.

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This overview describes the linkages between new technologies and educative leadership, the theme of this special issue. It discusses the tension between the pervasiveness of technology in society and educators’ apparent uncertainty about how to best use information and communication technology. Also, the foci of the following articles that are written from a variety of international perspectives are summarized, and a set of critical questions about how new technologies are reshaping our understandings of leadership are offered. In addition, some of the educational challenges and opportunities associated with technology are described, and a rubric that can be used to consider the capacity to link new technologies and educative leadership is proposed.

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This paper is intended to provide an overview of trends in European education and to offer a framework for considering the elements of school management. Design/methodology/approach -This paper reports elements of the planning and implementation of a graduate-level leadership development initiative in Bulgaria. Findings -Several lessons learned were garnered from this project. First, models of leadership development must be adaptable to local organizational and system cultures. Second, international leadership development programs should expose participants to different approaches to learning and promote reflective analysis of the various approaches. Expansion of train-the-trainer models should be planned from the beginning of projects and consider status differences between trainers-of-trainers and trainees who become trainers. Finally, sustainability must be included in planning.Research limitations/implications -The international leadership development program is reported from the perceptions of those who participated in the delivery and in the accreditation process. Others may perceive the program differently. Practical implications -Management training needs to be practiced so program participants should have opportunities to practice, receive feedback, and dialogue. Experiential learning is essential. New educational ideas may need long incubation periods in the settings where they are introduced. Originality/value -Leadership development program in East Europe are a relatively recent phenomenon and lessons learned will resonate with providers of leadership preparation programs in other settings.