Electoral campaigning and its financing at the local level have been hardly studied in spite of the growing political significance of municipalities in the Netherlands. Local parties have been barely studied either, even though they gained more than 30 percent of the seats in the local elections of 2014. They have done so without any public subsidy, whereas subsidized national parties can and do support their local branches. This article examines which campaign activities local parties used to attract voters, how these activities were funded, and whether local parties perceived subsidies necessary and desirable. A survey among local parties held just after the local elections of 2014, indicates that their campaigns are by and large a traditional, low-cost affair. They are often not labor-intensive nor technology-intensive, despite the electoral effectiveness of micro-targeting and canvassing. Contributions from local councilors constitute the main source of finance. The survey also shows that transparency of campaign financing can count on widespread support among local parties. They also prefer a level playing field between local parties and local branches of national parties by providing both public subsidies or none, which is an important contribution to the discussion on the current legislative proposals on party financing at the local level.

This article is about how education administrators value complex issues or dilemmas they are confronted with in their governance practices, and which strategies they adopt to cope with them. Professional governance of school organisations was introduced gradually over the past fifteen years, and at the same time governance in education has gained in complexity and raises considerable risks, requiring more time, knowledge and expertise of education administrators. We draw on the theoretical perspective of coping to investigate the potential of education administrators to deal with the complexity, impediments and social and regulatory pressure in their daily practice. Our study consists of a comparative case study of six education administrators in secondary education. Their agency has been researched qualitatively with the help of the hierarchical model of coping strategies of Skinner and colleagues. The results show that the issues and dilemmas education administrators find most complex are about educational innovation and numbers of students enrolled. Education administrators value these issues or dilemmas hardly as threatening, and they adopt various proactive coping strategies to deal with them, such as information seeking or bargaining.

This paper will show how citizens’ summits in the Netherlands cope with diversity of participants and the impact of this on those initiatives. This provides insight in why diversity is hard to reach and what can be done to improve it. Presently, dissatisfaction about the Dutch democratic system is widespread. Solutions are being sought to strengthen Dutch participatory democracy. For this objective, citizens’ summits develop different kind of initiatives. However, citizens participating in these summits are a homogeneous group, namely mainly white, middle aged and highly educated. Mechanisms of exclusion, selection of candidates, homogeneous composition of the organization, and a dominating intellectual/rational way of debating are playing a role here. Citizens with different backgrounds need to be included in these initiatives to obtain a better representation of society’s voices. This notion has been strengthened by theory, which shows that diversity enables more creativity and innovation.