Calatayud Salom, M. A. (2015). El liderazgo emergente de los directores escolares en España: La voz del profesorado. Revista Iberoamericana De Educación, 69, 207-228. https://doi.org/10.35362/rie690150
This paper presents the results of a qualitative research entitled "Improving school leadership from the teachers' point of view", with the aim of analysing the perceptions of primary school teachers in Spanish public schools about the leadership profile of the principal demanded by school organizations in order to face educational challenges. In this sense, recent international studies on leadership are reviewed, which provide very significant data on how and in what aspects leadership influences learning and, consequently, results. In addition, qualitative results obtained with a sample of 450 teachers in Spanish public schools are presented. These results have helped us to unveil the essence of the leadership that school organizations request, from the teachers' point of view, and may also help us to glimpse the present and future scenarios of the principal's leadership in Latin American schools.

Graham Wise, Connie Dickinson, Tuntiak Katan & Maria Cristina Gallegos (2020) Inclusive higher education governance: managing stakeholders, strategy, structure and function, Studies in Higher Education, 45:2, 339-352, DOI: 10.1080/03075079.2018.1525698.
Full article: http://www.grahamwise.net/docs/wise%20g%20-%20inclusive%20higher%20ed.pdf
Indigenous higher education governance is a fundamental element of diversity, equality and inclusivity at universities with significant indigenous student populations or stakeholder communities. Management approaches to establish inclusive governance mechanisms are complex and little guidance exists to support university managers to establish indigenous advisory councils. We document the creation of a university indigenous advisory council incorporating 11 indigenous nationalities. We assess the outcomes of that establishment process with the analytical lenses of participation and inclusion; accountability and rule of law; non-discrimination and equality; transparency; and mutual trust and respect. This study provides higher education policy researchers and university managers and with a clear roadmap to establish robust indigenous university governance. In doing so, we aim to empower indigenous leaders to create positive impact in higher education, contributing to high quality education and research for indigenous students and communities.

Alignment Of Total Quality Management In The Higher Education Context:
https://www.researchgate.net/publication/298462542_Challenges_and_InformationTraining_Requirements_for_Managing_and_Governing_Universities_within_the_Framework_of_the_EHEA
This paper aims to adjust the concept of Total Quality Management (TQM) and make it fit for use in higher education institutes. The article describes the results of a design science research. Based on experiences in Egypt and the Netherlands, the characteristics of higher education are defined as well as the specifics of educational processes. These lead to a translation of TQM in educational terms. The experiences result in a model that can be used as framework to implement TQM in higher education institutes. The experiences that form the base for the design are limited to two countries with two different cultures. There is no evidence concerning the use of the model in any other country in the world. It is known that there have been many initiatives to implement TQM in higher education. The combination with quality management in teaching and learning models (Transformative Mode, An Engagement Model of Program Quality, University of Learning Model, A Model for a Responsive University) is scarce as well as application in two such different countries.