Zoekresultaat: 2 artikelen

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Jaar 2017 x
Artikel

Copingstrategieën bij onderwijsbestuur: over hoe onderwijsbestuurders complexe vraagstukken of dilemma’s waarderen en hanteren

Tijdschrift Beleid en Maatschappij, Aflevering 3 2017
Trefwoorden School boards, School board governance, Coping strategies, Proactive coping, Secondary education
Auteurs Hoogleraar Edith Hooge en Alumnus Nancy Plasmans
SamenvattingAuteursinformatie

    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.


Hoogleraar Edith Hooge
Edith Hooge is hoogleraar onderwijsbestuur bij TIAS, Universiteit van Tilburg.

Alumnus Nancy Plasmans
Nancy Plasmans is alumnus van de TIAS Executive Master Management in Education en teamleider bij Heerbeeck International College, scholengroep voor voortgezet onderwijs Best-Oirschot.

    This paper analyses ministerial expertise of senior ministers and junior ministers (in Dutch: staatssecretarissen) who held office in the Netherlands between 1967 and 2015. Expertise is differentiated between two independent dimensions: technical knowledge with respect to the subject matter of the portfolio, and political knowledge and skills. Results indicate that both types of ministers have considerable political and technical expertise, but junior ministers have relatively and significantly more often technical expertise and senior ministers more often have political expertise. Furthermore, the complete outsider (lacking both technical and political skills) is a rather rare phenomenon in both types of ministers. Besides, although it follows from the watchdog junior minister theory that political expertise is needed to function effectively as a watchdog, there is not a significantly higher frequency of political expertise in the junior ministers when the junior minister and the senior minister are from different parties than when they are from the same party.


Astrid Elfferich
Astrid Elfferich is researchmasterstudent Political Science and Public Administration aan de Universiteit Leiden. Haar onderzoek betreft naast parlementaire geschiedenis intergenerationele rechtvaardigheid en daaraan gekoppelde politieke vraagstukken, zoals de opslag van nucleair afval en het vergrijzingsprobleem.
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