2004
Volume 89, Issue 2
  • ISSN: 0025-9454
  • E-ISSN: 1876-2816

Abstract

We investigate how task performance by supervisory boards in secondary education is determined by the social dynamics that play within a board. We show how the controlling task plays out different from the advising task. The internal, behavioral dynamics about task conflict, the use of expertise, effort norms and social cohesion all determine the task performance. The outcomes of a survey study among all secondary schools in the Netherlands serves as the empirical underpinning for a process oriented model of good educational governance. As such we contribute to the emerging literature on behavioral governance. Implications of our study includes that anticipating governance that combines both the controlling and the advising task is best served by diversity of ideas and opinions within a board. Particularly since task conflicts in supervisory boards do not lead to less but rather to more social cohesion.

Loading

Article metrics loading...

/content/journals/10.5117/MEM2014.2.HEEM
2014-06-01
2021-09-25
Loading full text...

Full text loading...

/deliver/fulltext/00259454/89/2/s3.html?itemId=/content/journals/10.5117/MEM2014.2.HEEM&mimeType=html&fmt=ahah
http://instance.metastore.ingenta.com/content/journals/10.5117/MEM2014.2.HEEM
Loading
/content/journals/10.5117/MEM2014.2.HEEM
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): Good Governance; secondary education; supervisory boards; task performance

Most Cited This Month Most Cited RSS feed

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error