In our work leading institutional improvement, we focus on social responsibility. We help school leaders and governing bodies to improve how they model social responsibility and how they educate students to develop as socially responsible citizens.
Research and Data
We’ve steadily built our capacity to collect, aggregate and analyse data. We have been working diligently to learn from all of the types of data we collect, building systems to gather, portray and share it in usable forms with our members.
The Results
CIS KnowledgeBase
We are in a unique position in working closely with more than 1,610 schools and universities located in 121 countries. We share data that CIS member schools and higher education institutions can use to inform decisions and set benchmarks.
We offer a series of online data dashboards exclusively for university and school members including:
- Regional Data Dashboard: School leaders can compare key data indicators across the CIS membership network to inform decisions and set benchmarks.
- International Student Financial Aid Data: High school guidance counsellors can use this resource to inform students' university application processes.
- Compensation Surveys: Our annual Head of School Compensation Survey along with a survey for teachers and other school leaders are valuable resources to learn how compensation packages compare to those of other schools of similar size around the world and in your region.
CIS members should visit the CIS Community portal to learn more.
Related content
You can also read about research and data across the CIS community on our blog.
Learn from our research and test your assumptions—how do gender and ethnicity impact the salaries paid to international school leaders? Explore the data and consider how you can introduce equitable remuneration practices in international education
School leaders around the world are navigating educational challenges that test their resilience, adaptability, and leadership skills. 471 international school leaders working in 103 countries shared their experiences with us, responding to a confidential survey which asked for their open-ended responses.
It’s been a remarkable year for the CIS community, filled with new initiatives and significant changes. Read our reflections as we celebrate the great strides we're taking forward together.
This blog draws from the CIS Model: Whole-School Approach to Safeguarding and shares how schools can take a comprehensive approach to protecting children from risks related to the use of generative AI. It's packed with links to resources and guidance.
How do international schools maintain high-quality records of safeguarding and behaviour concerns while protecting and upholding students’ right to privacy and secure data protection? The International Task Force on Child Protection invites international school colleagues to contribute to a survey on practice in this area.
Emerging findings from pedagogy research with participating school leaders, teachers, administrators, parents, and students. Our overall goal is to provide resources through an open source toolkit to support schools as they lead pedagogical change in their communities.
As we reflect on the past year, it's with a sense of pride that we share the milestones and innovations that have marked our journey.
Gaps persist related to gender, ethnicity, and contract type. Learn what the 2023 data shows about the salaries and benefits of 373 heads of school in 106 different countries and what you can do about it.
For many years, we’ve been gathering and analysing head of school salary data from our worldwide membership community of international schools. We look for trends and exclusive insights that we can share with members and the wider community to raise awareness about salary inequities.
These compelling case studies from schools worldwide demonstrate practical examples of how wellbeing data can be used in reality.
How do you approach a data-led, data-fed approach to well-being and illuminate your pursuit of the 'well-being first' school? Matthew Savage suggests ways to measure what really matters.
One way we are linking these two priorities is to share our data analysis expertise via strategic partnerships, most recently to determine diversity baseline data in international schools, collecting data on gender, nationality, and ethnicity of board members, heads of schools, leadership teams, and teachers.
The pandemic has brought uncertainty, loss and hardship to many students graduating from high school this year. We share five ‘big ideas’ emerging in transition programming in the context of the Coronavirus. Plus key findings from a recent survey of 134 high school counsellors across 52 countries, links to research, resources and more.
On #SaferInternetDay (11 February) we join thousands of you in promoting the safe and responsible use of technology for young people. Where do you start when tackling such a broad and complex topic in an international school context? We called on our colleagues at Childnet International and 9ine Consultancy for information, guidance and resources.