The EARR has sought to publish research on educational administration conducted across diverse political, economic and socio-cultural contexts. Indeed, publications featured in EARR have both anticipated and traced the evolution of educational administration into a global field of research and practice. Articles published in EARR demonstrate the editors' continuing commitment to theory, empirical research and critical analysis of the field's development. EARR's primary focus is on understanding issues of leadership and management in schools and school systems as well as the higher educayion level. This broad focus includes studies of how leadership is shaped by the cultural and national context of schools and or universities, as well as leadership effects on teachers and teaching, features of the school organization (e.g., culture, climate, health), educational quality and student outcomes. The journal also publishes research on human resource processes including human resource management in education systems, change management, administrator and teacher selection and evaluation, and school leader preparation and development. Although the majority of papers published in EARR are based on studies that report empirical data, the journal does not give priority to quantitative, qualitative or mixed methods research. Regardless of the empirical research paradigm, we expect a high standard of reporting the methods of the research. EARR also remains one of the primary international venues for reporting theoretical critiques and systematic reviews of research. This reflects our belief in the role that journals play in supporting the productive synthesis of knowledge.