About the ISEA Journal
International Studies in Educational Administration (ISEA)
ISEA is published three times a year online by the Commonwealth Council for Educational Administration and Management. It is a double-blind, peer-reviewed academic journal, published in English.
ISEA has been publishing high quality research articles in the field of educational leadership from across the world for over four decades. The journal is one of the oldest journals in the educational leadership field; the field’s longest running journal, Journal of Educational Administration preceded ISEA by ten years, and the journal of the University Council for Educational Administration, Educational Administration Quarterly, preceded it by eight years.
The CCEAM began in 1970 as the Commonwealth Council for Educational Administration. With funding from the Commonwealth Foundation, the CCEA was soon able to establish its two main publications, with the Newsletter beginning in 1971 (now Managing Educational Matters), and the academic journal, CCEA Studies in Educational Administration (SEA), in 1973. Initially published twice a year, in 1994 under the editorship of Macpherson, the sequential numbering of SEA ended with number 59, and the volume and issue format adopted for the first issue of 1995 – volume 23, number 1 – along with a new name, International Studies in Educational Administration. Over this period the size was increased from 64 pages in 1994, to 90-100 pages from 1996. When Evers and Wong became editors in 2001, the journal went to a consistent three issue per year schedule and introduced a special issue in addition to the two regular issues. When Lumby and Foskett became editors in 2007 they reflected on the role of the ISEA within the CCEAM and what it meant to have an international journal. They noted the role of the journal in connecting educational communities from diverse countries as these communities explored how to improve education. They also emphasised the value of inclusion, permitting papers from diverse ontologies and epistemologies. Above all, there was an emphasis on quality so that the journal can stand tall amongst the other journals in our field. The journal is continuing the tradition of diversity, inclusion and quality, matters that Walker wrote about in the first article of the first issue in 1971.
The journal seeks contributions that advance the understanding of the successful management and leadership of educational institutions from early childhood to post compulsory settings in any country of the world. Whilst membership of CCEAM is mainly throughout Commonwealth countries, the circulation of ISEA is global. As the production and distribution of the journal is entirely digital, there is scope to present articles that may differ in format from traditional print based journals. Articles can be of any length, although most will likely remain within the traditional 5-7,000 word range. Suggestions for special issues, and innovative ways to construct articles are encouraged. Please contact the editor with any suggestions or ideas.
Whilst the journal seeks contributions from all involved in the educational leadership field, in particular, members of the CCEAM are invited to consider how they can contribute to the journal. This might be through contributing articles based on empirical, historical, or critical traditions, reviews of relevant publications, serving on the Editorial Board, or being a reviewer of articles.
Submitting your manuscript to ISEA
All manuscripts should be emailed to: ISEAsubmissions@gmail.com
Preparing your manuscript submission. Please review and adhere to the following:
Notes for Authors
Manuscripts can be based on empirical, historical or critical traditions, with all methodological approaches welcomed. As the journal is entirely electronic there is scope to present articles that may differ in format from traditional print-based journals. Collaborations between several researchers are welcomed and can be accommodated in an entire or partial special issue. It is a scholarly, refereed journal and observes the normal processes of blind review.
Manuscripts should be written in English and formatted in a professional manner adhering to the style of articles published in the journal. Generally, manuscripts are between 5,000 to 7,000 words in length, but manuscripts outside of this range can be accommodated. For review purposes the front page should include the article title, the names of all authors and their institutional affiliation. The second page should include the title, an abstract of between 150-300 words, and up to six keywords. Headings and sub-headings should be clearly indicated, and all Tables and Figures should be placed in their preferred position within the text. The institutional affiliation and email address of all authors are required.
This is checked to conform to the most common usage found in The Oxford Dictionary. For style, the editors use guidance from the Style Manual (Commonwealth of Australia, 6thEdition, 2002). Please note: The publishers reserve the right to copyedit, proof-read and correct all articles for publication.
The journal uses a variation of the in-text and reference list style of the American Psychological Society. Articles using other referencing styles can be reviewed, but for publication the papers must conform to the journal style.
Examples are provided below of the particular reference list style used in ISEA for common citations.
Gurr, D., & Drysdale, L. (2008). Reflections on twelve years of studying the leadership of Victorian schools. International Studies in Educational Administration, 36(2), 22-37.
Note that doi information can be provided where it is available and should be placed after the end of the citation.
Day, C., & Gurr, D. (Eds) (2014). Leading Schools Successfully: Stories from the field. London, UK: Routledge.
Gurr, D. M., & Drysdale, L. G. (2016). Australia: The Principal as Leader – A Review of Australian Principal Research, 2006–2013. In H. Ärlestig, C. Day, & O. Johansson (Eds), A Decade of Research on School Principals Cases from 24 countries (pp. 187-209). Dordrecht, Netherlands: Springer.
Yep, M. (2005), Principal and Teacher Perceptions of Shared Leadership, Unpublished DEd thesis, University of Melbourne.
Gurr, D., & Nicolazzo, M. (2014). Leading Improvement in Literacy. Presentation at the Commonwealth Council for Educational Administration and Management Conference, Fredericton, Canada.
Fullan, M., & Quinn, J. (2010). Capacity Building for Whole System Reform (retrieved from www.michaelfullan.ca/media/13435862150.html).
Papers (including abstracts) accepted and published become the copyright of the Commonwealth Council for Educational Administration and Management (CCEAM). This enables the CCEAM and its publisher to ensure full copyright protection and to disseminate the article, and the journal, to the widest possible audience through various formats. Once articles have been published in International Studies in Educational Administration (ISEA) authors are free to use them elsewhere without permission from CCEAM or the publisher, provided that acknowledgement is given to ISEA as the journal of original source of publication.
An electronic copy of the journal, in Adobe Acrobat PDF file format, will be provided to authors from which they may make off-print.