Educational Administration and Leadership in Greece and the UK: A Comparative Study on the Interplay between the Policy Context and the Relevant Postgraduate Courses in the Two Countries

Abstract

In this chapter, the focus is placed on the interplay between the broader policy context and the content of postgraduate studies in educational administration and leadership in an effort to understand how it influences the conscience of future school administrators about their role and mission. The socio-cultural theory of Basil Bernstein is used for analysing the process of symbolic control regulated by the notions of classification, framing and meaning orientation which operate simultaneously for establishing dominant practices and forming individual consciences through postgraduate studies. Specifically, the analysis is based on information derived from the official websites of all the existing postgraduate programmes in school administration and leadership in two countries, Greece and UK, which represent two polar cases as regards the degree that new forms of educational management have permeated into their educational systems.