Mainstream views of Dutch foreign policy seem to be based upon a persistent assumption that, as a small Western European country, foreign policy is characterized by fundamental stability and continuity. In some regards this stability has almost become a policy and organizational guideline; however, this emphasis on stability as an empirical reality and management standard may be the result of inadequate concepts and models of foreign policy and organizational change. The following research questions are addressed in this article. What are the main carriers and barriers in Dutch foreign policy and organizational change? How can insights from international relations studies, and policy and organization studies be combined to give a model of foreign policy and organizational change? We propose a model based on 11 carriers and barriers for change at four levels of analysis: the international system; the national system; the organizational system; and the individual system. These carriers and barriers are used to explain three types of foreign policy change: policy instruments; strategy and goals; and political and normative foundations. Organizational change concerns: (1) change of roles; (2) change of tasks; (3) change of size of tasks and roles; (4) change of division of tasks and roles; and (5) change of the portfolio of tasks and roles. We discuss Dutch foreign policy towards its former colony Surinam and end with some suggestions for further research.
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In January 2017, relations between Greece and Turkey were under severe strain when warships from both sides engaged in a brief standoff near a pair of uninhabited Greek ‘islets’ in the Aegean, whose sovereignty is disputed by Turkey. Theoretically informed by the literature of foreign policy analysis, we examine how the Greek diplomats, military officers and political analysts interpreted Turkey’s behaviour at that particular time. The article considers the following research question: which factors, from a Greek point of view, explain Turkey’s foreign policy in the Aegean in January 2017? Our theoretical expectation is that, in the aftermath of the coup attempt in Turkey, Greek diplomats, military officers and political analysts would ascribe domestic calculations into Turkey’s activities. We employed Q- methodology to uncover socially shared perspectives on this topic. Based on our findings, we uncovered two viewpoints: (1) Turkey’s diachronic strategy in the Aegean and (2) the strongman style. According to the former and most widely shared viewpoint, a consistent ‘rationalist’ strategy to change the status quo in the Aegean explains Turkey’s behaviour. According to the second one, the belief system of Turkey’s leadership legitimises the use of force in the conduct of foreign policy.
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In today’s foreign language (FL) education, teachers universally recognise the importance of fostering students’ ability to communicate in the target language. However, the current assessments often do not (sufficiently) evaluate this. In her dissertation, Charline Rouffet aims to gather insight into the potential of assessments to steer FL teaching practices. Communicative learning objectives FL teachers fully support the communicative learning objectives formulated at national level and embrace the principles of communicative language teaching. Yet, assessments instead primarily focus on formal language knowledge in isolation (e.g., grammar rules), disconnected from real-world communicative contexts. This misalignment between assessment practices and communicative objectives hampers effective FL teaching. CBA toolbox The aim of this design-based PhD research project is to gather insight into the potential of assessments to steer FL teaching practices. To this end, tools for developing communicative classroom-based assessment (CBA) programmes were designed and implemented in practice, in close collaboration with FL teachers. Rouffet's dissertation consists of multiple studies, in which the current challenges of FL education are addressed and the usage of the CBA toolbox is investigated. Findings reveal that assessing FL competencies in a more communicative way can transform teaching practices, placing communicative abilities at the heart of FL education.
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his paper develops a new, broader, and more realistic lens to study (lacking) linkages between government policy and school practices. Drawing on recent work in organization theory, we advance notions on cluster of organization routines and the logic of complementarities underlying organizational change. This lens allows looking at how schools do (not) change a cluster of organization routines in response to multiple, simultaneous demands posed by government policies. Thirteen purposively selected Dutch secondary schools responding to three central government policies calling for concurrent change were analyzed, taking the schedule of a school as an exemplary case of a cluster of organization routines. Five distinct responses were distinguished, which can be sorted according to their impact on the whole organization. The study fnds that ten of the thirteen schools did not change anything in response to at least one of the three policies we studied. However, all schools changed their cluster of organization routines, which impacted the whole organization in response to at least one of the three government policies. Therefore, looking at combinations of responses and considering the impact of change on school organizations qualifes ideas about schools being resistant to policy or unwilling to change and improve.
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A welcome policy can be embedded in a municipal authority organisation in a number of different ways. Each has its own strengths and weaknesses. To be effective, the local policy makers must be clear on how they hope to make use of the welcome policy and how this will benefit or suffer from different organisational structures. No one ‘ideal’ structure will ‘fit’ all municipal situations in Europe. However, to be aware of the strengths and weaknesses of the organisational structure that most closely resembles the local situation can increase the chances of successful policy implementation.
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This article addresses European energy policy through conventional and transformative sustainability approaches. The reader is guided towards an understanding of different renewable energy options that are available on the policy making table and how the policy choices have been shaped. In arguing that so far, European energy policy has been guided by conventional sustainability framework that focuses on eco-efficiency and ‘energy mix’, this article proposes greater reliance on circular economy (CE) and Cradle to Cradle (C2C) frameworks. Exploring the current European reliance on biofuels as a source of renewable energy, this article will provide recommendations for transition to transformative energy choices. http://dx.doi.org/10.13135/2384-8677/2331 https://www.linkedin.com/in/helenkopnina/
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In this article, we examine the relationship between important types of policies for asylum permit holders in the Netherlands and the improvement in their command of Dutch. As far as asylum policy is concerned, we find that participation in activities in the asylum seekers reception centre – and in particular, following Dutch language classes – contribute to an improvement in Syrian asylum permit holders’ command of Dutch. On the other hand, a prolonged period of stay and frequent relocations between reception centres are not favourable. Asylum permit holders who have successfully completed the civic integration programme have a better command of the language than asylum permit holders who are still undergoing the programme. An important finding is that there seems to be a sort of double deficit in the area of civic integration: not only do the elderly and lower educated make less progress in learning Dutch, but they are also the ones more likely to receive a dispensation from the civic integration requirement, which places them at a further disadvantage. Third, we find that early participation in the labour market or as a volunteer is also beneficial for language proficiency.
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Whilst until the late 1980s most migration issues developed in a parallel manner but with national specifics, important differences showed up during the 1990s and at the beginning of this decade. Since the middle of the 1990s, there has been an obvious change in policy towards migrants and foreigners in the Netherlands, and those changes have been more or less “exported” to our neighbouring countries and even to the level of the EU. Integration into society with the maintenance of the immigrant’s own culture has been replaced by integration into the Dutch society after passing an integration examination. The focus of this article is to investigate those changes and to compare the implementation of those policies in the Netherlands/Limburg and Germany/NRW, where the official understanding of not being an immigration country was dominant until the end of the 1990s, and where integration has only recently become an important political issue. Both countries are now facing similar challenges for better integration into the society, especially into the educational system. Firstly, the autors describe migration definitions, types, the numbers of migrants and the backgrounds of migrant policies in Germany and the Netherlands up until the middle of the 1990s. Secondly they discuss the integration policies thereafter: the pathway to a new policy and the Action Plan Integration in Germany, and the central ideas of the Civic Integration of Newcomers Act (WIN) in the Netherlands. Integration policy in the Netherlands is highly centralised with little differentiation on the local governmental level when compared to South Limburg. Thirdly, the autors investigate the cross-border cooperation between professional organisations and educational institutions in the Euregio Meuse-Rhine, and the involvement of social work institutions and social workers in their process of integration into the local society and the exchange of each others’ experiences (the ECSW and RECES projects).
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With regard to the increasing global competition for highly-skilled labour, the group of mobile international students is becoming more and more prominent in the considerations of national policy-makers. One concrete idea is to develop policies in order to bind international students and foreign knowledge workers and make them valuable contributors to the country, economically but also in terms of social and cultural aspects. The Dutch government has put this issue on the agenda and emphasized their interest in binding international talent to the Netherlands. Therefore, it is crucial to learn about the factors, which are decisive in staying and going and which are particularly appealing or unappealing about the Netherlands. In order to contribute to this process, a study was done among international students, alumni, and staff at The Hague University of Applied Sciences. This study's findings have been validated and enriched by the results of a broader survey which has been conducted among the talented international students participating in the Nuffic NL4Talents conference of 4 February 2013 in The Hague. This study suggests that two principal reasons are relevant in residence decisions: career perspective and personal factors, such as having a Dutch partner or circle of friends. Additionally, a number of further factors seems to influence whether internationals want to stay in the Netherlands. All these factors are classified in four groups: those related to the Netherlands in general, to the region/city of residence, personal aspects and aspects related to the university. With regard to the Netherlands, appealing factors appear to be the standard of living, the socio-political environment in the Netherlands and the supposedly welcoming Dutch culture. There are, however, people - in particular those who cannot fully enjoy all rights of the EU citizenship - who feel underprivileged in terms of administrative procedures and in their everyday life in the Netherlands. When it comes to the regional aspects in The Hague, appealing factors are apparently the clean and safe environment to live as well as the availability of several offers for leisure time, including an attractive cultural agenda. Here, the housing situation - more precisely the cost and quality of accommodation - appears as a rather unappealing aspect. In terms of personal considerations, the family-friendly environment in the Netherlands has been rated as particularly appealing. Also having a Dutch partner or Dutch friends may encourage international students to stay and work in the Netherlands. The findings suggest, however, that international students are more embedded in an international circle of friends than linked with the locals. Only few respondents felt being actively excluded from Dutch circles, but a majority agrees that it is difficult to establish bonds with the local population. At the same time, it has been raised that international students voluntarily live in their expat bubble. Lastly, the university experience can contribute to retaining international students. Here, appealing factors were the international study environment which makes the foreign student feel at home, as well as the level and focus of education at The Hague University of Applied Sciences. By contrast, critical views have been raised in relation to a suggested lack of career counselling and support in learning the Dutch language at university. Based on these findings, the report concludes with some recommendations which might serve as a springboard to develop strategies to bind international talent. As the discussion of findings shows, the insights of this study can be validated by insights of a related study that has recently been conducted by Agentschap NL and the advice of the Social and Economic Council of the Netherlands. Based on the findings, the report concludes with a number of recommendations outlining how national, regional, local authorities as well as universities can help to retain more international talent in the Netherlands.
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Human behaviour change is necessary to meet targets set by the Paris Agreement to mitigate climate change. Restrictions and regulations put in place globally to mitigate the spread of COVID-19 during 2020 have had a substantial impact on everyday life, including many carbon-intensive behaviours such as transportation. Changes to transportation behaviour may reduce carbon emissions. Behaviour change theory can offer perspective on the drivers and influences of behaviour and shape recommendations for how policy-makers can capitalise on any observed behaviour changes that may mitigate climate change. For this commentary, we aimed to describe changes in data relating to transportation behaviours concerning working from home during the COVID-19 pandemic across the Netherlands, Sweden and the UK. We display these identified changes in a concept map, suggesting links between the changes in behaviour and levels of carbon emissions. We consider these changes in relation to a comprehensive and easy to understand model of behaviour, the Opportunity, Motivation Behaviour (COM-B) model, to understand the capabilities, opportunities and behaviours related to the observed behaviour changes and potential policy to mitigate climate change. There is now an opportunity for policy-makers to increase the likelihood of maintaining pro-environmental behaviour changes by providing opportunities, improving capabilities and maintaining motivation for these behaviours.
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