2025
2026
Management en
sturing van
professionele
organisaties
MASTERPROGRAMMA OOW
KOJO_8
1
,Inhoud
Chapter 1 – The school [/organisation] as a social system ..................................... 5
1.1. Theoretische basis van organisatiewetenschap ........................................... 5
1.2. Ontwikkeling van organisatiedenken ........................................................... 6
1.3. De school als sociaal systeem .................................................................... 8
1.4. Interne subsystemen van de school ............................................................ 9
1.5. Feedbackmechanismen ............................................................................. 9
1.6. De school als lerende organisatie ................................................................ 9
Chapter 3 – Structure ........................................................................................ 10
3.1. Wat is structuur?...................................................................................... 10
3.2. De bureaucratische structuur ................................................................... 10
3.3. Organisatiestructuur in scholen ................................................................ 11
3.4. Structurele dimensies (Hoy & Miskel, 2012) ............................................... 14
3.5. Coordination and Control Mechanisms ..................................................... 15
3.6. Organisatiestructuren volgens Mintzberg (1979) ......................................... 15
3.7. Structural Contingency Theory ................................................................. 16
3.8. Structural Change and School Effectiveness .............................................. 16
Chapter 5 – Organizational culture ..................................................................... 17
4.1. Wat is organizational culture? ................................................................... 18
4.2. Niveaus van organisatiecultuur (Schein, 1985; 2010) .................................. 20
4.3. Functies van organisatiecultuur ................................................................ 21
4.4. Organisatieklimaat vs. -cultuur ................................................................. 21
4.5. Soorten schoolculturen (Hoy & Miskel, 2012; Deal & Peterson, 1999) .......... 22
4.6. Sterke vs. zwakke culturen ........................................................................ 24
4.7. Het ontstaan en behoud van cultuur .......................................................... 25
4.8. Leiderschap en cultuur ............................................................................. 25
4.9. Verandering van organisatiecultuur ........................................................... 25
4.10. Culturele congruentie ........................................................................... 27
4.11. Cultuur, effectiviteit en leren ................................................................. 27
Chapter 6 – Organizational climate .................................................................... 29
6.1. Definitie en kernkenmerken van organizational climate .............................. 29
6.2. Organizational climate vs. organizational culture ....................................... 30
, 6.3. Vormen van schoolklimaat ....................................................................... 31
6.4. A Climate of Openness (Halpin & Croft, 1963) ............................................ 31
6.5. A Climate of Organizational Health (Hoy & Feldman, 1987) ......................... 33
6.6. Organizational Climate Index (OCI) ........................................................... 34
6.7. A Climate of Citizenship (DiPaola & Hoy, 2005)........................................... 35
6.8. Schoolklimaat verbeteren ......................................................................... 35
Chapter 7 – Power and politics ........................................................................... 36
7.1. Macht als kernconcept ............................................................................. 36
7.2. Bronnen van macht (French & Raven, 1959) ............................................... 36
7.3. Macht en afhankelijkheid .......................................................................... 38
7.4. Macht in organisatiestructuren ................................................................. 38
7.5. Macht, autoriteit en invloed ...................................................................... 39
7.6. Machtsverdeling en leiderschap ................................................................ 40
7.7. Politiek gedrag in organisaties ................................................................... 40
7.8. Typen politiek gedrag (Hoy & Miskel, 2012) ................................................. 43
7.9. Theorieën over macht en politiek ............................................................... 43
Chapter 8 – External environments (and accountability of schools) (pg. 268-287) . 44
8.1. Scholen als open systemen ...................................................................... 44
8.2. Typen omgevingen ................................................................................... 47
8.3. Externe invloeden op scholen ................................................................... 48
8.4. Environmental Pressures en Organizational Responses .............................. 55
8.5. Resource Dependence Theory (Pfeffer & Salancik, 1978) ............................ 56
8.6. Institutional Theory .................................................................................. 58
8.7. Accountability in Education ...................................................................... 60
8.8. Omgaan met accountability-eisen............................................................. 60
8.9. De school als boundary-spanning organization .......................................... 60
Chapter 10 – Decision Making in Schools ............................................................ 61
10.1. Wat is decision making/besluitvorming? ................................................ 61
10.2. Classical model: optimizing volgens klassieke rationele besluitvorming ... 62
10.3 Alternatieve besluitvormingsmodellen....................................................... 63
10.5. Groepsbesluitvorming in scholen .......................................................... 69
10.6. Participatief beslissen........................................................................... 70
, 10.7. Besluitvorming en schoolleiderschap..................................................... 71
10.8. Evaluatie en Feedback .......................................................................... 71
Chapter 11 – Shared decision making: Empowering Teachers.............................. 72
11.1. De rationele beslissingscyclus .................................................................... 72
11.2. Modellen van gedeelde besluitvorming ........................................................ 74
11.2.2. Het Hoy-Tarter Model (1992, 1993, 2003) .................................................. 77
11.3. Empowerment en implementatie ................................................................ 79
11.4 Valkuil: Groupthink (Janis, 1985) .................................................................. 80
11.5. Praktische richtlijnen .................................................................................. 81
Chapter 13 – Leadership (pg. 426-456) .................................................................. 82
13.1 Wat is leiderschap? ..................................................................................... 82
13.2 Belangrijkste benaderingen van leiderschap ................................................. 83
13.3 Moderne perspectieven op leiderschap ........................................................ 88
13.4 Leiderschap in scholen ................................................................................ 98
Extra literatuur .................................................................................................. 99
Academisch optimisme (Hoy, Tarter & Woolfolk Hoy, 2006; Hoy, 2012; Edubron,
2023) ................................................................................................................. 99
A.1. Academisch optimisme op twee niveaus ................................................. 100
A.2. Effecten en empirisch bewijs ................................................................... 100
A.3. Academisch optimisme als cultuurcomponent ........................................ 100
A.4. Implicaties voor schoolcultuur en leiderschap ......................................... 101
A.5 Cultuur meten en academisch optimisme................................................. 101
A.6. Conclusie – Cultuur, klimaat en academisch optimisme ........................... 104
Extra voor examen ............................................................................................ 104
2026
Management en
sturing van
professionele
organisaties
MASTERPROGRAMMA OOW
KOJO_8
1
,Inhoud
Chapter 1 – The school [/organisation] as a social system ..................................... 5
1.1. Theoretische basis van organisatiewetenschap ........................................... 5
1.2. Ontwikkeling van organisatiedenken ........................................................... 6
1.3. De school als sociaal systeem .................................................................... 8
1.4. Interne subsystemen van de school ............................................................ 9
1.5. Feedbackmechanismen ............................................................................. 9
1.6. De school als lerende organisatie ................................................................ 9
Chapter 3 – Structure ........................................................................................ 10
3.1. Wat is structuur?...................................................................................... 10
3.2. De bureaucratische structuur ................................................................... 10
3.3. Organisatiestructuur in scholen ................................................................ 11
3.4. Structurele dimensies (Hoy & Miskel, 2012) ............................................... 14
3.5. Coordination and Control Mechanisms ..................................................... 15
3.6. Organisatiestructuren volgens Mintzberg (1979) ......................................... 15
3.7. Structural Contingency Theory ................................................................. 16
3.8. Structural Change and School Effectiveness .............................................. 16
Chapter 5 – Organizational culture ..................................................................... 17
4.1. Wat is organizational culture? ................................................................... 18
4.2. Niveaus van organisatiecultuur (Schein, 1985; 2010) .................................. 20
4.3. Functies van organisatiecultuur ................................................................ 21
4.4. Organisatieklimaat vs. -cultuur ................................................................. 21
4.5. Soorten schoolculturen (Hoy & Miskel, 2012; Deal & Peterson, 1999) .......... 22
4.6. Sterke vs. zwakke culturen ........................................................................ 24
4.7. Het ontstaan en behoud van cultuur .......................................................... 25
4.8. Leiderschap en cultuur ............................................................................. 25
4.9. Verandering van organisatiecultuur ........................................................... 25
4.10. Culturele congruentie ........................................................................... 27
4.11. Cultuur, effectiviteit en leren ................................................................. 27
Chapter 6 – Organizational climate .................................................................... 29
6.1. Definitie en kernkenmerken van organizational climate .............................. 29
6.2. Organizational climate vs. organizational culture ....................................... 30
, 6.3. Vormen van schoolklimaat ....................................................................... 31
6.4. A Climate of Openness (Halpin & Croft, 1963) ............................................ 31
6.5. A Climate of Organizational Health (Hoy & Feldman, 1987) ......................... 33
6.6. Organizational Climate Index (OCI) ........................................................... 34
6.7. A Climate of Citizenship (DiPaola & Hoy, 2005)........................................... 35
6.8. Schoolklimaat verbeteren ......................................................................... 35
Chapter 7 – Power and politics ........................................................................... 36
7.1. Macht als kernconcept ............................................................................. 36
7.2. Bronnen van macht (French & Raven, 1959) ............................................... 36
7.3. Macht en afhankelijkheid .......................................................................... 38
7.4. Macht in organisatiestructuren ................................................................. 38
7.5. Macht, autoriteit en invloed ...................................................................... 39
7.6. Machtsverdeling en leiderschap ................................................................ 40
7.7. Politiek gedrag in organisaties ................................................................... 40
7.8. Typen politiek gedrag (Hoy & Miskel, 2012) ................................................. 43
7.9. Theorieën over macht en politiek ............................................................... 43
Chapter 8 – External environments (and accountability of schools) (pg. 268-287) . 44
8.1. Scholen als open systemen ...................................................................... 44
8.2. Typen omgevingen ................................................................................... 47
8.3. Externe invloeden op scholen ................................................................... 48
8.4. Environmental Pressures en Organizational Responses .............................. 55
8.5. Resource Dependence Theory (Pfeffer & Salancik, 1978) ............................ 56
8.6. Institutional Theory .................................................................................. 58
8.7. Accountability in Education ...................................................................... 60
8.8. Omgaan met accountability-eisen............................................................. 60
8.9. De school als boundary-spanning organization .......................................... 60
Chapter 10 – Decision Making in Schools ............................................................ 61
10.1. Wat is decision making/besluitvorming? ................................................ 61
10.2. Classical model: optimizing volgens klassieke rationele besluitvorming ... 62
10.3 Alternatieve besluitvormingsmodellen....................................................... 63
10.5. Groepsbesluitvorming in scholen .......................................................... 69
10.6. Participatief beslissen........................................................................... 70
, 10.7. Besluitvorming en schoolleiderschap..................................................... 71
10.8. Evaluatie en Feedback .......................................................................... 71
Chapter 11 – Shared decision making: Empowering Teachers.............................. 72
11.1. De rationele beslissingscyclus .................................................................... 72
11.2. Modellen van gedeelde besluitvorming ........................................................ 74
11.2.2. Het Hoy-Tarter Model (1992, 1993, 2003) .................................................. 77
11.3. Empowerment en implementatie ................................................................ 79
11.4 Valkuil: Groupthink (Janis, 1985) .................................................................. 80
11.5. Praktische richtlijnen .................................................................................. 81
Chapter 13 – Leadership (pg. 426-456) .................................................................. 82
13.1 Wat is leiderschap? ..................................................................................... 82
13.2 Belangrijkste benaderingen van leiderschap ................................................. 83
13.3 Moderne perspectieven op leiderschap ........................................................ 88
13.4 Leiderschap in scholen ................................................................................ 98
Extra literatuur .................................................................................................. 99
Academisch optimisme (Hoy, Tarter & Woolfolk Hoy, 2006; Hoy, 2012; Edubron,
2023) ................................................................................................................. 99
A.1. Academisch optimisme op twee niveaus ................................................. 100
A.2. Effecten en empirisch bewijs ................................................................... 100
A.3. Academisch optimisme als cultuurcomponent ........................................ 100
A.4. Implicaties voor schoolcultuur en leiderschap ......................................... 101
A.5 Cultuur meten en academisch optimisme................................................. 101
A.6. Conclusie – Cultuur, klimaat en academisch optimisme ........................... 104
Extra voor examen ............................................................................................ 104
