Intercultural Coaching: Developing Educational Leadership in the United Arab Emirates
This study backgrounds educational leadership reform in the United Arab Emirates. Various learning theory, coaching and mentoring approaches are considered within Stelter’s third-generation coaching model. Using the emerging, constant-comparative derivative of ‘grounded theory’, six case studies are...
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| Format: | Thesis |
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Curtin University
2017
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| Online Access: | http://hdl.handle.net/20.500.11937/65366 |
| _version_ | 1848761128162689024 |
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| author | Cameron, Gregor Ewen |
| author_facet | Cameron, Gregor Ewen |
| author_sort | Cameron, Gregor Ewen |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This study backgrounds educational leadership reform in the United Arab Emirates. Various learning theory, coaching and mentoring approaches are considered within Stelter’s third-generation coaching model. Using the emerging, constant-comparative derivative of ‘grounded theory’, six case studies are analysed within an interpretive research paradigm. Data presentation and discussion considers the extent to which unique coaching and mentoring approaches are evident in this intercultural context and the set of factors that enhance or inhibit coaching relationships. |
| first_indexed | 2025-11-14T10:26:45Z |
| format | Thesis |
| id | curtin-20.500.11937-65366 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:26:45Z |
| publishDate | 2017 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-653662018-02-09T01:38:21Z Intercultural Coaching: Developing Educational Leadership in the United Arab Emirates Cameron, Gregor Ewen This study backgrounds educational leadership reform in the United Arab Emirates. Various learning theory, coaching and mentoring approaches are considered within Stelter’s third-generation coaching model. Using the emerging, constant-comparative derivative of ‘grounded theory’, six case studies are analysed within an interpretive research paradigm. Data presentation and discussion considers the extent to which unique coaching and mentoring approaches are evident in this intercultural context and the set of factors that enhance or inhibit coaching relationships. 2017 Thesis http://hdl.handle.net/20.500.11937/65366 Curtin University fulltext |
| spellingShingle | Cameron, Gregor Ewen Intercultural Coaching: Developing Educational Leadership in the United Arab Emirates |
| title | Intercultural Coaching: Developing Educational Leadership in the United Arab Emirates |
| title_full | Intercultural Coaching: Developing Educational Leadership in the United Arab Emirates |
| title_fullStr | Intercultural Coaching: Developing Educational Leadership in the United Arab Emirates |
| title_full_unstemmed | Intercultural Coaching: Developing Educational Leadership in the United Arab Emirates |
| title_short | Intercultural Coaching: Developing Educational Leadership in the United Arab Emirates |
| title_sort | intercultural coaching: developing educational leadership in the united arab emirates |
| url | http://hdl.handle.net/20.500.11937/65366 |