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The handle http://hdl.handle.net/1887/43985 holds various files of this Leiden University dissertation
Author: Bekerom, Petra van den
Title: Networking and performance in public organizations : a study of primary schools in the Netherlands
Issue Date: 2016-11-08
Networking and performance in public organizations: A study of primary schools in the Netherlands
Petra van den Bekerom
© P. van den Bekerom, 2016.
isBn 978-94-6299-450-8
Lay out and printing Ridderprint BV, Ridderkerk, the netherlands Cover design Ridderprint BV, Ridderkerk, the netherlands
no part of this thesis may be reproduced, stored in a retrieval system or transmitted in any other form or by any means, without permission from the author or, when appropriate, from the publishers of the publications.
This study was supported by the “Vidi” Program of The netherlands Organization for scientific Research (452-06-001) to René Torenvlied.
Networking and performance in public organizations: A study of primary schools in the Netherlands
Proefschrift
ter verkrijging van
de graad van Doctor aan de Universiteit Leiden, op gezag van Rector Magnificus prof. mr. C.J.J.M. stolker,
volgens besluit van het College voor Promoties te verdedigen op dinsdag 8 november 2016
klokke 16.15 uur
door
Petra Elisabeth Annie van den Bekerom geboren te Venray in 1984
Promotoren: Prof. dr. René Torenvlied (Universiteit Twente) Prof. dr. Agnes Akkerman (Radboud Universiteit) Prof. dr. ir. Vincent Buskens (Universiteit Utrecht)
Promotiecommissie: Prof. dr. Evangelia Demerouti (Technische Universiteit Eindhoven) Prof. dr. sandra Groeneveld (Universiteit Leiden)
Prof. dr. Kenneth J. Meier (Texas A&M University) Prof. dr. Ariana need (Universiteit Twente) Prof. dr. Kutsal Yesilkagit (Universiteit Leiden)
Acknowledgements
i wish to thank all of those who helped me in the realization of this dissertation. it may be a cliché, but cliché or not, it has been an exciting journey and i have been supported by a number of inspiring people along the way, both professionally and personally.
First and foremost, i would like to thank my supervisors René Torenvlied, Agnes Akkerman, and Vincent Buskens. René, thank you very much for giving me the opportunity to become a Ph.D. candidate. Your knowledge, energy, motivation, flexibility and support were vital necessities. i have learned much from you and you have created many more opportunities for me along the way. Agnes, thank you for keeping me focused. Your constructive comments and critical questions helped me to develop this dissertation further. Vincent, thank you for your knowledge and support. Even though we did not see each other very often, you were always willing to help.
i would also like to thank the members of my Doctoral Committee and the Doctoral Opposition Committee who have kindly taken the time to evaluate my dissertation. A special thanks goes to sandra Groeneveld for streamlining the evaluation process.
While working on my thesis, i was fortunate enough to spend two months at the Department of Political science at Texas A&M University. i want to thank professor Kenneth J. Meier for his generous hospitality and the inspiring brainstorm sessions. Thanks also to Ann Klaus, who was most helpful in assisting me in planning my stay and who showed me around Austin.
There are also other people who contributed to this dissertation. i want to thank Joris van der Voet, Dimiter Toshkov, Gerrit Dijkstra, Eduard schmidt, and Machiel van der Heijden, for their useful comments and advice on some of the chapters of this dissertation. Other colleagues contributed to this dissertation in more indirect ways. i want to thank my former as well as current officemates (Lieselotte, Carola, Daphne, Carina, sanneke, Elitsa, Machiel, and Daniëlle) for the “gezelligheid,” coffee breaks, after work drinks, and other distractions.
i owe special thanks to my two paranymphs Carina schott and Jelmer schalk. Carina, thanks for being the “jut” to my “jul”. From colleagues we turned into friends and i really miss sharing an office with you. Jelmer, thanks for having my back and making me appreciate stories about ants and squirrels (and for saving me from “the light”).
On a personal level, i would like to thank my friends who have offered other essential distractions from academic life. Annet, Elles, ilse, indra, Linda, Loes H., Loes P., Maartje, niki, Renée, and Taru, i do not see you as often as i would like, but i want to thank you for your unconditional support. i immensely enjoy the dinners, birthday parties, weddings, new additions to the group, and of course our yearly carnival celebrations. Have we grown up or what?!
Last, i would like to thank my family. And the only way i can express my gratitude is in Limburgian (i.e., Haorsters). Ós pap, ós mam, Coen, Claudia, Jolanda, Pieter, stef, Jens en isa, wát bin ik toch biëstig blie mit jullie! ik wil jullie allemoal bedanke vur jullie liefde, jullie geduld, ut plezeer en de moeie momente thoês in Haors. Pap en mam, hiel erg bedankt vur álles wát jullie vur ós doon. Van “leste-minuut” vastelaovendpekskes tot weekendjes weg, booremos, en nog véul mier.
Petra van den Bekerom The Hague, september 2016
Content
Chapter 1 Introduction
1.1 Public organizations and their environments
1.2 Managerial networking and public sector performance 1.2.1 Theoretical background
1.2.2 Previous empirical research
1.2.3 Limitations of previous research and scientific relevance 1.2.3.1 Managerial networking as a multi-dimensional concept 1.2.3.2 The conditional effect of managerial networking 1.2.3.3 The indirect effect of managerial networking
1.2.3.4 The empirical context of managerial networking studies 1.3 Aims, objectives, and overall research question
1.4 Context and research design 1.4.1 Context
1.4.2 Research design
1.5 Outline of the dissertation 1.6 Relevance for practice
Chapter 2 Networking for environmental shocks 2.1 introduction
2.2 Research context: Dutch primary education 2.3 Theoretical framework
2.3.1 Environmental turbulence and performance 2.3.2 Environmental turbulence and school performance 2.3.3 The moderating effect of managerial networking 2.4 Research design
2.4.1 Data collection 2.4.2 Measures 2.5 Results
2.5.1 Effect of percentage change in the number of students on performance 2.5.2 Moderating effects of managerial networking
2.6 Conclusion and discussion
1718 2222 2425 2627 2728 2831 3132 3338
4142 4445 4546 4850 5051 5757 6062
Chapter 3 Networking for environmental contraints 3.1 introduction
3.2 Research context: Dutch primary education 3.3 Theoretical framework
3.3.1 Red tape and performance 3.3.2 Managing red tape
3.3.3 The moderating effect of managerial networking 3.4 Research design
3.4.1 Data collection 3.4.2 Measures 3.5 Results
3.5.1 Effect of red tape on performance
3.5.2 Moderating effects of managerial networking 3.6 Conclusion and discussion
Chapter 4 Making performance management work 4.1 introduction
4.2 Research context: Dutch primary education 4.3 Theoretical framework
4.3.1 Performance management and performance 4.3.2 The moderating effect of managerial networking 4.4 Research design
4.4.1 Data collection 4.4.2 Measures
4.4.3 Analytical strategy 4.5 Results
4.5.1 Effect of performance management
4.5.2 The moderating effects of managerial networking 4.6 Discussion
4.7 Conclusion
Chapter 5 Transforming input into performance 5.1 introduction
5.2 Research context: Dutch primary education 5.3 Theoretical framework
5.3.1 Throughput in public organizations 5.3.2 Managerial networking
5.3.3 Team involvement and performance
5.3.4 Linking the environment to performance through team involvement 5.4 Research design
6566 6870 7072 7476 7676 8183 8589
9394 95 9797 10299 102103 108111 111114 114117
121122 124125 125127 127128 131
5.4.1 Data collection 5.4.2 Measures
5.4.3 Common method bias 5.4.4 Analytical strategy 5.5 Results
5.6 Conclusion and discussion Chapter 6 Conclusion
6.1 introduction
6.1.1 Managerial networking and organizational performance 6.1.2 Aims, objectives, and overall research questions
6.1.3 Overview of the empirical chapters 6.1.4 Context and research design
6.2 summary of the findings and conclusions of each chapter 6.2.1 The multi-dimensional nature of managerial networking 6.2.2 Networking for environmental shocks (Chapter 2) 6.2.3 Networking for environmental constraints (Chapter 3) 6.2.4 Making performance management work (Chapter 4) 6.2.5 Transforming input into performance (Chapter 5) 6.3 Discussion and suggestions for future research
6.3.1 The multi-dimensional nature of managerial networking 6.3.2 Environmental challenges and performance
6.3.3 The moderating effect of managerial networking on environmental challenges
6.3.4 The interaction between managerial networking and other management activities
6.3.5 The indirect effect of managerial networking 6.3.6 Generalizability of findings
6.3.7 Practical implications
6.4 Limitations and additional suggestions for future research 6.4.1 Studying the concept of managerial networking
6.4.2 Studying the causality between managerial networking and performance 6.4.3 Studying multiple dimensions of organizational performance
6.4.4 Studying several environmental challenges simultaneously References
Appendix Dutch summary Curriculum vitea
131132 136136 139140
143144 144 146147 148149 149151 152153 154155 155157 157 158 159159 160161 161162 162163
165 181 187 205
List of figures
Figure 1.1 Hypotheses of the empirical dissertation chapters Figure 4.1 Regression lines for performance management Figure 5.1 An organization’s technical flows
Figure 5.2 Conceptual model: How management facilitates the educational production function.
Figure 6.1 summary of the results of the empirical chapters List of tables
Table 1.1 Overview of the empirical chapters of the dissertation
Table 2.1 Descriptive statistics and correlations for all variables in the analyses
Table 2.2 Multilevel regression analysis of average Cito test scores: direct effects of percentage change in the number of students
Table 2.3 Multilevel regression analysis of average Cito test scores: moderating effects of managerial networking on the effect of percentage change in the number of pupils on performance
Table 3.1 Descriptive statistics and correlations for all variables in the analysis
Table 3.2 Multilevel regression analysis of average Cito test scores: direct effects of red tape Table 3.3 Multilevel regression analysis of average Cito test scores: moderating effects of
managerial networking on the effect of personnel red tape on performance Table 3.4 Multilevel regression analysis of average Cito test scores: moderating effects of
managerial networking on the effect of general external red tape on performance Table 4.1 introduction of Performance management tools (coding)
Table 4.2 Developments over time in the use of performance management tools Table 4.3 Descriptive statistics and correlations for all variables in the analyses
Table 4.4 Ordinary least squares (OLs) regression analysis of performance management in 2012 and 2014
Table 4.5 Multilevel regression analysis of average Cito test scores: direct effects of performance management
Table 4.6 Multilevel regression analysis of average Cito test scores: moderating effects of managerial networking on the effect of performance management on performance Table 5.1 Descriptive statistics and correlations for all variables in the analysis
Table 5.2 structural model of average Cito test scores: direct effects
Table 5.3 Bootstrapping indirect effects of managerial networking on average Cito test scores via team involvement
35 112 126 131 150
34 56 58 60
82 84 86 88
104 105 109 110 113 115
135 138 139
List of tables in the Appendix
Table A1 school background characteristics and school performance for the schools in the analysis and for schools not in the analysis—Chapter 2 (wave 1)
Table A2 school background characteristics and school performance for the schools in the analysis and for schools not in the analysis—Chapter 3 (wave 1)
Table A3 school background characteristics and school performance for the schools in the analysis and for schools not in the analysis—Chapter 4 (wave 2)
Table A4 school background characteristics and school performance for the schools in the analysis and for schools not in the analysis—Chapter 5 (wave 1)
182 183 184 185
