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This article examines the underlying nature of the Islamic policy studies tradition as it relates to higher education, as an approach that shares some characteristics with public policy theory in Anglo-American contexts, but also has distinctive differences in values and practices. This includes similarities and differences in the major dimensions of policy studies that serve as a framework: the policy context, policy cycle, policy actors, policy instruments, and decision-making models in relation to the political system and governance. Differences in public policy like any aspect of administration are a function of cross-cultural factors, public administration structures, and higher education used to qualify civil servants. The first section of the paper examines pre-Islamic traditions of governance and higher education in the Middle East region that laid the foundation for subsequent regimes in the Middle East and later influencing the development of governance, policy and administration in the West. The second section examines the development of policy in the Islamic period, identifying those features most distinctive and influential in shaping policy values, participants and processes. The final section compares the models of public policy studies in an Islamic context and the Anglo-American model, demonstrating that many shared characteristics and dimensions exist, but there are critical differences in the foundations, roles, and practices in policy development.

This paper constructs a culturally appropriate model for Muslim women's empowerment in management and leadership positions that addresses sustainability goals of quality education, gender equality, economic growth and reducing inequalities, as well as national and cultural differences from Western women's empowerment models. The approach to model building begins with two sources of evidence for women's empowerment—first, the empowerment of women recognised in the Qur'an and Sunnah, and in the historical-biographical record, particularly in the early Islamic period that draws to some extent on hermeneutics. This is followed by identifying four approaches that can be used in constructing a comprehensive model of Muslim women's empowerment: Bourdieu's social, cultural and intellectual capital theory; multiple modernities theory that recognises societal diversity; cultural security arguments for the preservation of cultures; and postcolonial critiques that argue for diversity through decolonising. The main argument of this paper is that sustainability goals cannot be achieved without a model appropriate to the valuational, cultural and societal context in which women are educated and work. The final section of this paper proposes a multidimensional and multilevel model that can be used as a guidance for empowering Muslim women in management and leadership positions. The model construction is based partly on Côté and Levine's psychosocial cultural model that identifies multiple levels and dimensions of identity, role and social institution construction. This article contributes to the current literature by proposing a theoretical foundation and a multidimensional model that can inform and shape the empowerment of Muslim women in management and leadership positions in different societies.

Intro -- Series Editors' Foreword -- Preface -- References -- Contents -- Editors and Contributors -- 1 Editors' Introduction: An Overview of the Educational Administration and Leadership Curriculum: Traditions of Islamic Educational Administration and Leadership in Higher Education -- Introduction -- The Changing Nature and Critiques of the Field -- Education in the Islamic Traditions -- Administration and Leadership in the Islamic Traditions -- Chapter Overviews -- References -- Foundational Theories and Models -- 2 The Humanist Roots of Islamic Administration and Leadership for Education: Philosophical Foundations for Intercultural and Transcultural Teaching -- Introduction -- Humanistic Principles in Islam and the West -- Humanism in the West -- Humanism in Islam -- The Humanistic Ideal of Islamic Educational Administration and Leadership -- Conclusion -- References -- 3 A Critical Approach to Developing Culturally Relevant Leadership Curricula for Muslim Students -- Introduction -- Habermas' Critical Theory -- Knowledge and Human Interests -- Communicative Action -- A Critical Theory Model for Developing Culturally Relevant Curricula -- Author's Own Experience in Using the Model -- References -- 4 Leadership Development in the UAE: Critical Perspectives on Intercultural Pedagogies in a Graduate Education Programme -- Introduction -- Neoliberal Impact on Higher Education in the Middle East -- Pedagogical Approaches to the Teaching of Educational Leadership in the UAE -- The 'Fit' Between Theory and Practice -- Conclusion -- References -- Current Controversies and Challenges -- 5 The Knowledge Base on Educational Leadership and Management in Arab Countries: Its Current State and Its Implications for Leadership Development -- Introduction -- Educational Leadership Development: The International Context.

In light of a new wave of cultural mobility, how must educational leaders respond to the challenges of internationalising their curricula and accommodating diversity? This timely project bridges a gap in the field of educational administration by showcasing the development of curricular internationalisation across several countries.