Do we have a system of moral principles that govern our business actions in the world that we call international schools? How are individuals in our sector behaving, when it comes to ‘making deals’ to open/create new schools around the world, as part of the wave that appears to be remarkable growth in international schools?
About Kevin J Ruth
This author has yet to write their bio.Meanwhile lets just say that we are proud Kevin J Ruth contributed a whooping 48 entries.
Entries by Kevin J Ruth
We live in an era of relentless change, and much of it stems from challenges to the status quo. Education has not been insulated from such challenges. International schools have seen challengers in the form of new not-for-profit and for-profit schools alike, especially in those cities with seemingly insatiable demand for international schools.
As much as we talk about innovation in international schools today, we know there is plenty of apprehension to engage in innovation. Apprehension tends to centre on the notion of risk, and, given that boards tend to be conservative by nature, it is hardly a surprise that we’re not seeing more innovation.
When something goes wrong in our organisation, too often the immediate reaction is to search for scapegoats, say Costas Markides and Anita McGahan in the most recent issue of London Business School Review (“Achieving Change that Lasts,” vol 26.1). “We rarely look to rectify the underlying structure of the system that encouraged that individual to […]
Capacity is an important issue for international schools. Recently, when speaking about “Seeing What’s Next,” I challenged over 200 trustees, school heads, and senior leaders to consider a school’s intangible assets and how we might advance our schools by focusing on how we take advantage of them.
A report that focuses rather myopically on how to measure 21st-century skills; it disappoints.
As much as we hear experts and presenters talk about the need for creativity in education in an incessantly dynamic and interconnected world, we see rather dimly when it comes to how to catalyse it.
What if research were being undertaken, evidence of ‘what works’ noted and shared in public forums, yet no espousal and/or application of those results in schools? It would seem difficult to believe that such a thing could be taking place, yet that is precisely the premise of an article in the August 2014 issue of […]
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