In 2010, the three Dutch Caribbean islands of Bonaire, St. Eustatius, and Saba (the BES islands) were constitutionally integrated into the Netherlands, and were administratively reorganized on the basis of the Dutch municipal model. While this reform was anticipated to mitigate some of the governance problems of these islands, so far this expectation has remained unmet. Using the literature on the effects of smallness on the relation between formal and informal politics as a baseline, this article investigates why the new institutional structure has so far not resulted in improved governance in the Caribbean Netherlands. On the basis of three stages of field research resulting in over forty semi-structured interviews with political elites on the three islands, the analysis highlights the influence of two contextual factors – the small scale and the political culture of the postcolonial Caribbean – that have a powerful, and in many ways negative, impact on governance performance. Subsequently, the article highlights the inapplicability of the Dutch municipal model to the Dutch Caribbean islands, and also pays attention to a number of differences between the three islands, which are explained on the basis of their divergent historical and demographic trajectories, as well as differences in individual leadership.

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.