[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596779-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596779-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","international-education-in-manitoba-exploring-leadership-practices-in-policy-contexts","International Education in Manitoba - Exploring Leadership Practices in Policy Contexts","","International education has become an increasingly important, yet complex policy sector in Canada. Where responsibilities are shared and interests differ across governments and educational institutions, policy coordination becomes essential. This study examines Manitoba’s K-12 international education policy coordination practices and proposes a framework analyzing actor, process, and outcome dynamics. Data come from qualitative case study document analysis and semi-structured interviews.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/international-education-in-manitoba-exploring-leadership-practices-in-policy-contexts/596779/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/international-education-in-manitoba-exploring-leadership-practices-in-policy-contexts/596779.png","ImageObject",300,407,{"name":42,"@type":43},"Muffet","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What policy challenge does the study identify in Canada’s international education sector?","Question",{"text":63,"@type":64},"The study highlights policy complexity created by shared responsibilities and competing interests across governments and educational institutions, which creates a need for coordination.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What framework does the study propose to analyze leadership in policy processes?",{"text":68,"@type":64},"It proposes analyzing leadership practices through actor dynamics, process dynamics, and outcome dynamics, focusing on how educational administrators act beyond single institutions.",{"name":70,"@type":61,"acceptedAnswer":71},"How were data collected for the Manitoba case study?",{"text":72,"@type":64},"The study used a qualitative case study approach combining document analysis with semi-structured interviews.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596779,1792148660,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","International Education in Manitoba: Exploring Leadership Practices in Policy Contexts  \nMerli Tamtik University of Manitoba  \nAbstract  \nInternational education has become an increasingly important, yet complex policy sector in Canada. When shared responsibilities and competing interests exist across governments and educational institutions, the need for policy coordination emerges. This study focuses on the province of Manitoba and its policy coordination practices in K-12 international educational. A framework is proposed to analyze the role educational administrators in policy process focusing on: (a) actor dynamic,(b) process dynamic, and (c) outcome dynamic. Data for this study were collected through a qualitative case study approach that applied document analysis and semi-structured interview techniques. Findings suggest that leadership practices go beyond the structure of single institutions, and increasingly have a shared nature involving school administrators, governments, and membership organizations. Characteristics such as shared stakeholder interests, formal power position, and the interdependence of resources play an important role in fostering the leadership practices in policy contexts.  \nKeywords: Manitoba international education policy, distributed leadership, K-12 school system  \nIntroduction  \nInternational education has become a policy sector of increasing relevance to Canada. It is viewed as a mechanism to ensure the competitiveness of the national economy and as a tool for securing skilled labor (Sá & Sabzalieva, 2018; Scott, Safdar, Trilokekar, & El Masri, 2015) . The Canadian federal government has declared a goal of attracting 450,000 students to Canada by 2022, focusing on priority markets such as Vietnam, Brazil, China, and India (Government of Canada, 2014) . While education in Canada is a provincial responsibility, international education crosses federal-provincial jurisdictions through policies related to immigration, international trade, economic development, and labour. On one hand, provincial governments might share the promising economic interests associated with international education. On the other hand, they are dependent on the capability of schools and post-secondary education institutions to accommodate the increasing number of international students and provide them with relevant and meaningful educational experiences. As such, international education is a multidimensional and multilayered policy sector with shared responsibilities, where the implementation of international education programs depends on policy coordination and collaboration across stakeholder groups.  \nPerspectives on leadership practices focus mainly on actor dynamic within a group or organization (Gronn, 2000, 2009; Leithwood et al., 2007; Spillane, 2006). However, research suggests that the work of school administrators continues to intensify and becomes more complex as ideologically driven reforms and government interventions increase (Wright, 2008) . With an increased tendency towards horizontal networked governance forms in education policy (Rizvi & Lingard, 2010), there is an emerging opportunity for school administrators to participate in policy decisions, and advocate for organizational interests beyond the boundaries of their own organization. The purpose of this paper is to propose a framework  \nthat allows examining the activities of educational administrators in the policy context beyond their own organization, focusing on the actor dynamic, process dynamic and outcome dynamic. The framework is then applied to analyse the international education policy processes in Manitoba.  \nScholars have been critical of Canada’s policy approaches regarding international education (McCartney & Metcalfe, 2018; Stein & de Andreotti, 2016; Trilokekar & Jones, 2015) . International students are perceived to be “designer migrants”(Hawthorne, 2012),“ideal immigrants”(Scott et al., 2015),“cash,”“competition,” and “charity”(St","cbCaioHcIKToCCVh","https://ap.wps.com/l/cbCaioHcIKToCCVh","pdf",360850,13,"English","# Introduction\n## Leadership practices in policy contexts\n## Policy coordination needs in international education\n## Framework and research approach","[{\"question\":\"What policy challenge does the study identify in Canada’s international education sector?\",\"answer\":\"The study highlights policy complexity created by shared responsibilities and competing interests across governments and educational institutions, which creates a need for coordination.\"},{\"question\":\"What framework does the study propose to analyze leadership in policy processes?\",\"answer\":\"It proposes analyzing leadership practices through actor dynamics, process dynamics, and outcome dynamics, focusing on how educational administrators act beyond single institutions.\"},{\"question\":\"How were data collected for the Manitoba case study?\",\"answer\":\"The study used a qualitative case study approach combining document analysis with semi-structured interviews.\"}]","International Education in Manitoba - Exploring Leadership Practices in Policy Contexts | PDF",1792083701,33]