The study shows that, when schools undertake major changes, special attention needs to be given to the multiple tasks that will need to be accomplished to achieve these initiatives. Findings indicate that these tasks require unique, varied and fluid social network configurations that channel collaborative processes and that are supported and constrained by contextual factors that impact collaboration and communication flow.

School choice is centred on parents deciding where and how their children will be educated, and this issue is similar -to varying degrees -for parents all around the world. Parental school choice is the authority that parents exercise in making decisions about where their children will attend school, and choosing a particular educational pathway signifies their capacity to respond on behalf of their children and to address concerns about their development. Most parents have a deep commitment to their children's education since childhood opportunities provide the basis for cognitive learning, health and happiness. Transnational parents want to support their children to the best of their ability. However, cultural, linguistic, economic and other barriers may limit their ability to choose a school in an unfamiliar context. To advance scholarship on transnational families, this article presents a review of the school choice options available to transnational parents residing in Tokyo, Japan.

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For educators, understanding what draws an individual to the teaching profession and, arguably more importantly, what keeps them there, involves recognition of how one's professional identity is located in the classroom. This chapter presents the findings of a pilot study focused on qualitative data stemming from an autoethnographic approach in which one author's own narrative of ‘professional identity' is presented alongside several teaching colleagues at the Eynesbury Institute of Business and Technology (EIBT) in South Australia. EIBT offers full fee-paying pre-university pathways for predominantly international students entering one of two partner universities; The University of Adelaide or The University of South Australia. The multiplicity of social, cultural, and educational factors that have influenced the professional identity of these higher education lecturers are shared with the main objective being self-reflection and collaborative action for learning and teaching improvement.

The concept of being an 'international' citizen is one that describes an increasing number of people worldwide. This has implications for the educational experiences of many students, which can be reflected in the school choices made by their parents. As part of this study, 'international' parents residing in Tokyo were interviewed and the qualitative data gathered were used to compose family profiles; snapshots of the unfolding of their journeys and experiences that were multidimensional. Interviews elicited from these parents detailed information that contributed to a fuller appreciation of international parenting and transnationalism. This article presents nine international family profiles, followed by a subsequent analysis of the international parents' selection of schooling for their only or eldest child in Tokyo.