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Abstract

Change is critical in most organizations. International schools attempting to redefine 21st century education for their students are constantly innovating pedagogies and school structures. International schools tend to be dynamic, fast paced, nimble learning environments constantly innovating to meet the demands of evolving student populations. Hayden, Rancic, and Thompson (2000) found common characteristics of international schools included open-mindedness, flexibility of thinking, and action with the pragmatic skills of students. International schools in the East Asia region are well resourced and often looking for ways to differentiate themselves in the highly competitive global educational marketplace. The International School Consultancy (2016) reported international schools in Asia are growing faster than any other market in the world claiming 54% of international schools worldwide. All too often, though, international schools wanting to remain relevant adopt innovations only to see them lose momentum and evanesce. Indeed, sustaining changes and making them remain in light of staff or school leadership turnover in many ways is the holy grail of institutionalizing educational innovations in international schools.

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