A Comparison of the Use of Strategic Thinking Skills of Aspiring School Leaders in Hong Kong, Malaysia, Shanghai, and the United States: An Exploratory Study

Cognition is the way we use mental skills to acquire knowledge, manipulate ideas, and process new information and beliefs. The Strategic Thinking Questionnaire (STQ), which measures three such skills--systems thinking-reframing-reflection, was used to collect data from students preparing for school...

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Bibliographic Details
Published in:International education studies 2009-05, Vol.2 (2), p.46
Main Authors: Pisapia, John, Pang, Nicholas Sun-Keung, Hee, Tie Fatt, Lin, Ying, Morris, John D.
Format: Article
Language:English
Subjects:
Administrator Education
Age Differences
Borneo
China (Shanghai)
Cognitive Ability
College Students
Comparative Analysis
Comparative Education
Cross Cultural Studies
Educational Administration
Foreign Countries
Gender Differences
Hong Kong
Inservice Teacher Education
Leadership Training
Malaysia
Malaysia (Kuala Lumpur)
Predictor Variables
Professional Development
Questionnaires
Reflection
Systems Approach
Thinking Skills
Training Methods
United States
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Summary:Cognition is the way we use mental skills to acquire knowledge, manipulate ideas, and process new information and beliefs. The Strategic Thinking Questionnaire (STQ), which measures three such skills--systems thinking-reframing-reflection, was used to collect data from students preparing for school leadership roles at four universities in the United States (USA), Malaysia, Hong Kong, and Shanghai. It was thought that the use of these skills might vary from country to country because of western and eastern cultural norms. Based on self-reported data from 328 educators preparing for school leadership roles we concluded that the use of strategic thinking skills were found in all locations but the variance in their use is more a function of age of respondents, and gender rather than location. These findings have implications for training, professional development, and selection of aspiring leaders.
ISSN:1913-9020
1913-9039
DOI:10.5539/ies.v2n2p46