IJHEM 2054-9849 2054-9857 https://doi.org/10.24052/IJHEM/ 13 Volume 07 Issue 02 2021-02-01

76 https://ijhem.com/details&cid=76 2021-03-19 The quality of postgraduate education largely depends on effective supervision of postgraduate students. Nowadays, the supervisory role has become more challenging due to different ethnic, cultural, political, economic, linguistic, and educational backgrounds of postgraduate students where their attraction and retention are paramount for educational institutions. Students’ satisfaction balancing studies and other interest is also important during their postgraduate learning experience and supervision is challenged to assist towards this direction as well. Literature about postgraduate supervision has focused on describing the ever-lengthening lists of functions that must be carried out. The present study, through a critical literature review methodology and reflection upon personal practice, explores how postgraduate supervisors can support & engage students with their studies balancing other demands and interests, what are the challenges supervising international students, and how, the supervisory team can manage internal conflicts, function better and more efficiently. The key conclusions show that facilitating development of skills important for students’ ’studies and lives, bridging studies and other demands /interests together, rewarding students’ success, responding to cultural and educational differences & personal interests, and finding ways all members of the supervisory team to work more effectively can lead to more efficient and effective postgraduate supervision.   Allison , D., Cooley , L., Lewkowicz , J., and Nunan, D. (1998). Dissertation writing in action: The development of a dissertation writing support program for ESL graduate research students. English for Specific Purposes, 17(2),199-217. Bartlett, A. and Mercer, G. (2000) ‘Reconceptualising discourses of power in postgraduate pedagogies’, Teaching in Higher education, 5(2), pp. 195-204. Biggs, J. Learning & Development guide, University of Newcastle http://www.etl.tla.ed.ac.uk//docs/guide5.pdf Delamont, S., Atkinson, P. and Parry, O. (2004) Supervising the Doctorate – a Guide to Success, Maidenhead: Open University Press. Firth, A. and Martens, E. (2008) ‘Transforming supervisors? A critique of post-liberal approaches to research supervision’, Teaching in Higher Education, 13(3), pp. 279-289. Kamler, B. and Thomson, P. (2014). Helping doctoral students write: Pedagogies for supervision. New York: Routledge. Manathunga, C. and Goozee, J. (2007) ‘Challenging the dual assumption of the ‘always/already’ autonomous student and effective supervisor’, Teaching in Higher Education, 12(3), pp. 309-322. Phillips, E. M. and Pugh, D. S. (2000) 3rd edition How to Get a PhD, Maidenhead: Open University Press. Rugg, G. and Petre, M. (2004) The Unwritten Rules of PhD Research, Maidenhead: Open University Press. Sambrook, S., Stewart, J. and Roberts, C. (2008) ‘Doctoral supervision…a view from above, below and the middle!’, Journal of Further and Higher Education, 32(1), pp. 71-84. Waghid, Y. (2006) Reclaiming freedom and friendship through postgraduate student supervision, Teaching in Higher Education, 11(4), pp. 427-439. Wisker, G. (2015). The challenges of supervising students from other countries. https://www.timeshighereducation.com/blog/challenges-supervising-students-other-countrie https://ijhem.com/cdn/article_file/2021-03-19-22-03-28-PM.pdf Evangelia Fragouli supervision postgraduate students research culture 5488 56 6

77 https://ijhem.com/details&cid=77 2021-03-19 Purpose: The purpose of this paper is to systematically review the literature on the professional development of educational administrators in the world, based on empirical and theoretical evidence with special reference to educational administrators and school principals in several countries. Design/Methodology: An interpretative analysis on literature covering professional development, pre-service training, in-service training programmes, mentoring, models of education leaders, coaching and the history of education in Sri Lanka and also the background information of the Education Administrative Service in Sri Lanka is carried out. Findings:  Training and professional development date back to several centuries and it was found that the influence of imperialists, mainly the British was dominant in the Sri Lankan modern education system and professional development programmes. Sri Lanka continues to implement training and development with the least changes in contents and scopes compared to the past.  It was further found that authorities paid little attention to the effectiveness of the training and development but rather were concerned about the compliance requirements. At present, education leaders undergo training programmes, and improvements in leaders are also seen at varying degrees. The study finds that educational leaders who are good at leadership skills and competencies produce better results in terms of both students’ performances and school management. However, though the use of technology in training was trivial, the need for more sophisticated, comprehensive, and sustainable training for educational leaders for better performance is highlighted. Practical implications: Provision of training and development is perceived by authorities as a practice and not as a key driver of improving school performance and effective management. The outcome of the study can be used to further enhance and implement professional development and training programmes for educational leaders with an outcome-oriented approach. Therefore, the findings will help lay a foundation for policymaking and their implementation can be broadened to enhance the quality of education in Sri Lanka. Aho, E., Pitkanen, P., & Sahlberg, P. (2006). Policy Development and Reform Principles of Basic and Secondary Education in Finland since 1968. The World Bank, Washington, D.C. Aseltine, J. M., Faryniarz, J. O., & Rigazio-DiGilio, A. J. (2006). Supervision for learning: A performance-based approach to teacher development and school improvement. ASCD. Beyer, B. (2009). An Imperative for Leadership Preparation Programs: Preparing Future Leaders to Meet the Needs of Students, Schools, and Communities. International Journal of Educational Leadership Preparation, 4(1), 1-12. Bottoms, G., & O'Neill, K. (2001). Preparing a new breed of school principals: It's time for action. ERICa Bottoms, G., & O'Neill, K. (2001). Preparing a new breed of school principals: It's time for action. Branch, G. F., Hanushek, E. A., & Rivkin, S. G. (2013). Measuring the impact of effective principals. School Leaders Matter, 13(1), 62-69. Browne-Ferrigno, T., & Muth, R. (2004). Leadership mentoring in clinical practice: Role socialization, professional development, and capacity building. Educational administration quarterly, 40(4), 468-494. Bubb, S., & Earley, P. (2010). Helping staff develop in schools. Sage. Busch, J. R., O’Brien, T. P., & Spangler, W. D. (2005). Increasing the Quantity and Quality of School Leadership Candidates Through Formation Experiences. Journal of Leadership & Organizational Studies, 11(3), 95-108. Bush, T., Kiggundu, E., & Mooros, P. (2011). Preparing new principals in South Africa: the ACE: School Leadership Programme1. South African Journal of Education, 31(1). Caldwell, B., Calnin, G., & Cahill, W. (2003). Analysis of Headteacher/Principal Training. Effective educational leadership, 1, 111. Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). Teacher credentials and student achievement: Longitudinal analysis with student fixed effects. Economics of Education Review, 26(6), 673-682. Clotfelter, C. T., Ladd, H. F., Vigdor, J. L., & Wheeler, J. (2007). High-poverty schools and the distribution of teachers and principals (CALDER Working Paper 1). Washington, DC: Urban Institute. Coffin, C. (1997). Constructing and giving value to the past: An investigation into secondary school history. Genre and institutions: Social processes in the workplace and school, 196-230. Colenso, P. (2005). Education and social cohesion: developing a framework for education sector reform in Sri Lanka Compare, 35(4), 411-428.  Cosner, S., & Jones, M. F. (2016). Leading school-wide improvement in low-performing schools facing conditions of accountability. Journal of Educational Administration. Crow, G. M., & Matthews, L. J. (1998). Finding one's way: How mentoring can lead to dynamic leadership. Corwin Press, 2455 Teller Road, Thousand Oaks, CA 91320-2218. Daresh, J. (2004). Mentoring school leaders: Professional promise or predictable problems? Educational administration quarterly, 40(4), 495-517. Darling-Hammond, L., & Bransford, J. (Eds.). (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons. Darling-Hammond, L., Orphanos, S., LaPointe, M., & Weeks, S. (2007). Leadership development in California. Day, C., & Sachs, J. (2004). Professionalism, performativity, and empowerment: Discourses in the politics, policies, and purposes of continuing professional development. International handbook on the continuing professional development of teachers, 3-32. De Silva, K. M. (1981). 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Leadership and Organizational Culture: Can the CEO and Senior Executive Teams in Bureaucratic Organisations Influence Organizational Culture? Academic Leadership Journal, 7(1), 1-11. DuFour, D. (2006). Eaker, & Many. (2006). Learning by doing: A handbook for professional learning communities at work. Elmore, R. F. (2000). Building a new structure for school leadership. Albert Shanker Institute. Gunawardena, G. B., et. al. (2009). Final Report of New Education Act for General Education in Sri Lanka: Context, Issues and Proposals, National Committee for Formulation a New Education Act for General Education https://ijhem.com/cdn/article_file/2021-03-19-22-21-20-PM.pdf J. Sumedha Jayaweera Karunathilake. K Susima Weligamage Professional Development Professionalism Pre-service training In-service training mentoring coaching principalship. 6984 94 3

78 https://ijhem.com/details&cid=78 2021-03-19 Internationalized curriculum development is critical to all institutions aiming to approach internationalisation coherently. Research on the internationalisation of the curriculum (IoC) focuses on the curriculum concept encompassing all aspects of learning and teaching (Kemmis & Fitzclarence, 1991). It works at formal, hidden and informal levels. The present work is a critical review of a research piece opinion by Sue Robson (2015) ‘Internationalisation of the Curriculum: Challenges and opportunities’ emphasising the contribution to this matter of the Higher Education Academy (HEA internationalisation framework  but also showing what is missing and needs to take place concluding that a more comprehensive framework would have better-added value for internationalising higher education. Adams S. (2001), Transnational education project report and recommendations, Confederation of European Rectors’ Conferences. Caruana, V. (2009). The internationalisation of UK higher education: from ‘technical observance’ to ‘relational participation. Eliss, 2(1), 1-28. Caruana, V. & Spurling, N. (2007) The internationalisation of UK higher education: a review of selected material.  Project Report. York: Higher Education Academy. De Vita, G. & Case, P. (2003) Rethinking the internationalisation agenda in UK higher education Journal of Further and Higher Education, 27 (4 ), 383-398. De Vita, G. (2007). Taking stock: An appraisal of the literature on internationalising HE is learning. In E Jones and S Brown (eds.), Internationalising Higher Education. London: Routledge, pp. 154-167. Fielden, J. (2007). Global horizons for UK universities. London: Council for Industry and Higher Education. Gorard, S., Smith, E., May, H., Thomas, L., Adnett, N. & Slack, K. (2006). Review of widening participation research: addressing the barriers to participation in higher education: A report to IHFCE by the University of York, Higher Education Academy. Green, MF (2002) Address to panel session at International Association of Universities international conference, Internationalisation of higher education: policy and practice, Lyon-Rhone-Alpes, France. Killick, D (2008) Internationalisation: graduate attributes for a globalising world’. Higher Education Academy conference, Transforming the student experience, Harrogate, 1st July. May, H. & Bridger, K. (2010) Developing and embedding inclusive policy and practice in higher education. York: Higher Education Academy. Onise, A.  (2015) Conceptualising internationalisation strategies for higher education institutions, Central and Eastern European Journal of Management and Economics, 3(3), 229-242. Rezaei, H., Yousef, A., Larijani, B., Dehnavieh, R., Rezaei, N., Adibi, R. (2018). Internationalisation or globalisation of higher education. Journal of Education and Health Promotion. 7(1), 1-15. Robson, S. (2015). Internationalisation of the curriculum: Challenges and opportunities, Journal of Perspectives in Applied Academic Practice, 3(3), 50-52. Stromquist N.P. (2007). Internationalisation as a response to globalisation: radical shifts in university environments, Higher Education, 53(1), 81–105. Su, Y (2008) Assessing graduate attributes for employability in the context of lifelong learning: the holistic approach. Available at: www.iaea2008.cambridgeassessment.org.uk/ca/digitalAssets/164891_Su.pdf Qiang Z. (2003), internationalisation of higher education: towards a conceptual framework, ,Policy Futures in Education. 1 (2), 248-270. Van der Wende M. (1997), Missing links: the relationship between national policies for internationalisation and those for higher education in general, in: National policies for the internationalisation of higher education in Europe, ed. Kalvemark T., van der Wende M., National Agency for Higher Education, Stockholm, 1,10-38. Warren, D. (2002) Curriculum design in a context of widening particiaption in higher education. Arts and Humanities in Higher Education, 1, 85-99 https://ijhem.com/cdn/article_file/2021-03-19-22-33-04-PM.pdf Evangelia Fragouli Curriculum Higher education Internationalization 6168 50 2

79 https://ijhem.com/details&cid=79 2021-03-19 This paper sought to find out the reasons why in the view of faculty members and officers, some academic Deans in public universities are ineffective leaders. Faculty members and officers of some faculties and schools in University of Cape Coast were requested to first say why in their view; some Deans in University of Cape Coast turn out to be ineffective leaders. Second, they were also requested to give their views on the consequences of leadership failure. Using a qualitative design, the investigators sampled eight (8) faculty members and four (4) faculty officers purposively from four Faculties in University of Cape Coast. Interviewees were asked to consider their own Deans first. A thematic narrative analysis was used to analyse data from the interviews and reported. The results showed that Deans fail due to poor posture, poor interpersonal skill, unclear vision and direction and communication failure. The paper has shown that the consequences of a Dean’s failure affect individual members within the faculty, and create disaffection thus, affecting organisational output. It was therefore recommended that the University Council and Management should consider reviewing the current policy of voting deans into office if it even calls for amendments in the 2016 Statute of the University Allio, R. J. (2007). Bad leaders: How they get that way and what to do about them. Strategy and Leadership, 35(3), 12-17. http://doi.org/10.1108/10878571311290016. Bennis, W. & Nanus, B. (1985). Leaders: The strategies for taking charge. New York: Harper and Row. Belet, D. (2016). Enhancing leadership skills with action learning: a promising way to improve the effectiveness of leadership development. Development and Learning Organisations, 30(6), 13 – 15. http://dx.doi.org/10.1108/DLO-06-2016-0049. Braun, V. & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3, 77-101. http://dx.doi.org/10.1191/1478088706qp063oa Coll, K.M., Niles, S.G., Coll, K., A., Ruch, C.P., & Stewart, R.A. (2018). Education Deans: Challenges and Stress. Journal of Organisational and Educational Leadership, 4(1), 2. https://digitalcommons.gardner-webb.edu/joel/vol4/iss1/2. Crouch, M., & McKenzie, H. (2006). The Logic of Small Samples in Interview-Based Qualitative Research. Social Science Information, 45, 483-499.              https://doi.org/10.1177/0539018406069584 Creswell, JW (2014). Research design. Qualitative, Quantitative and Mixed Methods Approaches. (4th ed). Lincoln: Sage Publications. Diamond, M. A. (2000). Academic Leadership: Turning Vision into Reality. London: The Ernst and Young Foundation. Guest, G., Bunce, A. & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability.  Field Methods, 18, 59-82.              http://dx.doi.org/10.1177/1525822X05279903 Hurrell, S. (2016). Rethinking the soft skills deficit blame game: Employers, skills withdrawal, and the reporting of soft skills gaps. Human Relations, 69, 605–628. doi:10.1177/0018726715591636. Hislop, D. (2003). Linking human resource management and knowledge via commitment: a review and research agenda. Employee Relation, 25(2), 182-202. https//doi.org/10.1108/01425450310456479. Katz, R. L. (1955). Skills of an effective administrator. Harvard Business Review, 33(1), 33 – 42. Lincoln, Y.S. & Guba, E. (1985). Naturalistic Enquiry. Beverly Hills, CA: Sage. Kitto, S. C., Chesters, J., & Grbich, C. (2008). Quality in qualitative research. Medical Journal of Australia, 188(4), 243-246. doi: 10.5694/j.1326-5377. 2008.tb01595.x Longenecker, O.C., & Ariss, S. S. (2004). Who goes and stays? Industrial Management. 46(3), 8 – 13. http://dx.doi.org/doi:10.3726/978-3-653-00958-3/3       Longencker, O.C., & Ariss, S. S. (2005). Why service organisations fail to get desired results: The front-line manager’s perspective. International Journal of Effective Management, 2(1), 6 – 16. Longenecker, C. O. Neubert, M. J. & Fink, L. S. (2007). Causes and consequences of managerial failure in rapidly changing organisations. Business Horizons 50(2) 145-155. Longenecker, C. O., Simonetti, J. L., & Sharkey, T. W. (1999). Why organisations fail: the view from the front‐line. Management Decision, 37(6), 503–513. http://dx.doi.org/doi:10.1108/00251749910278023 Longenecker, O. C., & Simonetti, J. L. (2001). Getting results: Five absolutes for High performance. San Francisco: Jossey-Bass. Mumford, M. D., Zaccaro, S. J., Connelly, M. S., & Marks, M. A. (2000). Leadership skills. The Leadership Quarterly, 11(1), 155–170. http://dx.doi.org/ doi:10.1016/s1048-9843(99)00047-8 Newby, P. (2010). Research methods for Education, Harlow, Essex, Pearson Education Ltd. Northouse, P. (2013). Leadership: Approach and Practice. (6th ed.). Thousand Oaks, California: Sage Publishing. Nowell, L. S., Norris, J. M., White, D. E. & Moules, N. J. (2017). Thematic analysis: striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16, 1-13.              https://doi.org/10.1177/1609406917733847 Otara A. (2015). Academic Dean and the Challenges of Meeting Changing Expectations within a Competitive Higher Education Environment in Africa, 6(2), 134-143. http://doi.org/10.1080/00091383.1995.10544672. Pretorius, M. (2009). Leadership liabilities of newly appointed managers – arrive prepared. Strategy & Leadership, 37(4), 37-42.3 Squire, G. (2001). Management as a professional discipline. Journal of Management Studies, 38(4), 473-487. Williams-June, A. W. (2014). To change a campus, talk to the dean. Retrieved from https://www.chronicle.com/article/To-Change-a-Campus-Talk-to/150197 Windsor, C., Douglas, C., & Harvey, T. (2012). Nursing and competencies: A natural fit: The politics of skill/competency formation in nursing. Nursing Inquiry, 19, 213–222. doi:10.1111/j.1440- 1800.2011.00549.x Wong, L. (2008). Data analysis in qualitative research: A brief guide to using Nvivo. Malaysian Family Physician: The Official Journal of the Academy of Family Physicians of Malaysia, 31, 14-20. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4267019/. https://ijhem.com/cdn/article_file/2021-03-19-22-47-55-PM.pdf Georgina Asi Owusu Rev. Isaac Barfi Sarbeng Paul Kwesi Mensah Bernice Owusu Sekyere Nancy Oduro Asabere Raphael P. K. Andoh Deans leadership failure faculty members faculty officers organisational goals 6562 34 1