Written by an expert in the field of international education, this comprehensive guide examines the key themes of this evolving field. The book explores the various origins, definitions and classifications of international education, and considers the audiences it serves, including the students, teachers, parents and administrators. It also looks at issues including quality assurance and role of international schools in the future.

The Board

The board

Chapter 7 began with an observation that the terminology used in relation to international school administrators can be confusing. The potential for confusion arises in equal measure in the context of governance. As Mattern points out, some international schools ‘have Governors, while others have Directors – or Trustees or Advisors or Overseers or simply Board members’ (1994: iii). Such differences are more than cosmetic, says Malpass. In particular, he argues, use of the term ‘director’ is misleading in suggesting that board members are expected to ‘direct’ when in fact they are not: ‘trustee’ would be his preferred word to describe the responsibilities involved (1994: 24). Differences in terminology arise in part from the different national origins of the schools in question – ...

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