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High-Performing Education Systems in Asia: Leadership Art meets Implementation Science

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Abstract

This article looks at high-performing education systems in Asia through the lens of leadership and leadership development. It proposes that the top-performing education systems systematically build the leadership capacity for improvement and that this is part of an implementation science geared to maximizing performance. Drawing upon initial findings from a cross-national comparative study (The 7 System Leadership Study is funded by the University of Malaya and involves Malaysia, Indonesia, Singapore, Hong Kong, Russia, England and Australia.), the article focuses upon two high-performing systems in Asia, Singapore, and Hong Kong. The article concludes by arguing that the top performing systems in Asia, as determined by international comparative data, not only create the leadership capacity to consistently outperform others but also invest in an implementation science that defines, delineates and ultimately, determines exceptional performance.

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Notes

  1. http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.

  2. Trends in International Mathematics and Science Study.

  3. http://timssandpirls.bc.edu/timss2011/downloads/T11_IR_M_Executive_Summary.

  4. Attributed to Paula Kwang.

  5. For the purpose of the PISA assessment, the cognitive processes involved in problem solving are grouped into four problem-solving processes:

    • Exploring and understanding. This involves exploring the problem situation by observing it, interacting with it, searching for information and finding limitations or obstacles; and demonstrating understanding of the information given and the information discovered while interacting with the problem situation.

    • Representing and formulating. This involves using tables, graphs, symbols or words to represent aspects of the problem situation; and formulating hypotheses about the relevant factors in a problem and the relationships between them, to build a coherent mental representation of the problem situation.

    • Planning and executing. This involves devising a plan or strategy to solve the problem, and executing it. It may involve clarifying the overall goal, setting subgoals, etc.

    • Monitoring and reflecting. This involves monitoring progress, reacting to feedback, and reflecting on the solution, the information provided with the problem, or the strategy adopted. (OECD 2014, p. 31).

  6. Seven System Leadership Study.

  7. This research study is adopting a comparative, mixed methods design, incorporating documentary analysis, surveys and multi-site, qualitative case studies (Eisenhardt 1989; Maxwell and Loomis 2003; Merriam 1998; Tashakkori and Teddlie 2010; Yin 2002). Case study accounts are being developed using a common analytical framework that will enable systematic comparison between the leadership development approaches in different countries. Specific cross-case analysis techniques will be deployed, such as case-ordered effects matrix, variable-by-variable, casual models, and casual networks (Miles and Huberman 1994.

  8. For more information on the research study email.7systemleadership@gmail.com.

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Authors and Affiliations

  1. University of Malaya, Kuala Lumpur, Malaysia

    Alma Harris, Michelle S. Jones, Donnie Adams, Corinne Jacqueline Perera & Sailesh Sharma

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  1. Alma Harris
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  2. Michelle S. Jones
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  3. Donnie Adams
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  4. Corinne Jacqueline Perera
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  5. Sailesh Sharma
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Correspondence to Alma Harris.

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Harris, A., Jones, M.S., Adams, D. et al. High-Performing Education Systems in Asia: Leadership Art meets Implementation Science. Asia-Pacific Edu Res 23, 861–869 (2014). https://doi.org/10.1007/s40299-014-0209-y

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