Review of systematic reviews in educational leadership and management: Methods used, topics explored and geographies covered

Abstract

Following the accumulation and diversification of the knowledge base in the field of educational leadership and management, we have witnessed a boom in systematic reviews of different types focusing on a diverse range of topics in specified geographical boundaries. This study aims to gain insight into the nature and composition of this fast-growing body of systematic reviews in educational leadership and management by examining the methods used, the topics explored and the geographies covered in these reviews through a three-dimensional conceptual model. We analysed 236 systematic reviews spread over 60 journals. Descriptive statistics of frequencies and percentages were used to identify trends. Findings suggest that the conceptual model presented provides important insights into the past, present and future of a knowledge base through its focus on the patterns of knowledge evident in systematic reviews. While affirming the widespread recognition of the value of systematic reviews in the field, the results reveal that systematic reviews have largely focused on a narrow range of topics, suggesting evidence available on many widely explored topics that still await to be synthesised. Reviews focusing on methodological issues have been particularly rare. It is also demonstrated that the field itself has attracted significant attention as a unit of analysis, indicating the interest in mapping the research landscape and understanding the dynamics of the field at global, regional and national levels. Based on these findings, potential gaps have been identified, and suggestions have been made for future directions.