Access to this document was granted through an Emerald subscription provided by emerald-srm:198285 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This paper aims to use the results of three research initiatives to present the life-long learning leader (4L) framework, a model for leadership development intended for use by designers and providers of leadership development programming. Design/methodology/approach -The 4L model is a conceptual framework that emerged from the analysis of one study conducted in Canada and two others conducted in international settings. Findings -The 4L framework contains eight dimensions that leadership development programming should address: career stage, career aspirations, visionary capacity, boundary breaking entrepreneurialism, professional skills, instructional design and assessment literacy, crisis management, and approaches to leadership development. Research limitations/implications -As with all research, findings are subject to researcher biases and limitations. Practical implications -The 4L framework can be used as the basis for graduate programs in leadership, small-and large-scale leadership development initiatives, and cross-cultural leadership development. Implications of the 4L framework are discussed in relation to stakeholder roles, e.g. leaders, professional developers, university leadership preparation programs, employers, policy makers, and researchers. Originality/value -The 4L is a framework for leadership development not only applicable within the field of education but also in broader contexts such as business and industry, health and social services, sports, and government. The 4L framework merits serious consideration by professional development providers and institutions of higher learning as a vehicle for leadership training and nurturing. It is comprehensive in that it suggests particular learning content for leadership development initiatives but it also addresses the processes for effective professional development of adult learners.

Globally, there is increasing pressure on schools to enact change, and the literature indicates that transformational leadership is positively associated with school leaders' effectiveness at implementing positive reforms. Here, we report on a study conducted in the United Arab Emirates (UAE) within the current context of intense educational restructuring in the K-12 system. The purpose was to investigate whether school principals in the UAE practise transformational leadership, and whether they and their teachers perceived principals' leadership styles differently to their western counterparts. This study adopted a mixed methodology, and revealed variation in perceptions between principals and teachers related to whether principals were practising transformational leadership. However, when analysed using Hofstede's cultural framework, this variation may be related to cultural differences between the western orientation of the leadership model adapted by Emirati principals and the Islamic orientation of the population. Therefore, a new model of transformational leadership is proposed, based on a paradigm that may be more appropriate for Middle Eastern/Islamic contexts. This Modified Transformational Model may be useful to those leaders who wish to adopt transformational leadership with cultural accommodations.

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This chapter explores the innovative uses of technology for teachers’ professional development as well as its impact in the classroom on learning and teaching. Two international case studies are included. The first outlines technological innovations in graduate programme delivery within the university context in Canada. The second case presents a multi-dimensional professional development initiative in Australia which has influenced teachers’ and students’ learning. Two models are described: the macrooriented “Webs of Enhanced Practice” that addresses the professional development of educators and experts; and the micro-oriented “Webs of Enhanced Learning” focusing on the learning occurring at the classroom level. These two models represent innovations in the use of technology as they conceptualise the eclectic use of multi-modal, varied technologies to advance the professional development of communities of learners.

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