Implementing Human Resources Management (HRM) within Dutch VET Institutions: Examining the Fostering and Hindering Factors

Autor/inn/en	Runhaar, Piety; Sanders, Karin
Titel	Implementing Human Resources Management (HRM) within Dutch VET Institutions: Examining the Fostering and Hindering Factors
Quelle	In: Journal of Vocational Education and Training, 65 (2013) 2, S.236-255 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2013.783612
Schlagwörter	Human Resources; Vocational Education; Foreign Countries; Competency Based Education; Teacher Shortage; Professional Development; Reliability; Employee Attitudes; Educational Change; Teacher Behavior; Feedback (Response); Vocational Education Teachers; Administrator Attitudes; Qualitative Research; Educational Policy; Semi Structured Interviews; Netherlands + Suchen Sie Ihr Suchwort? Humankapital; Ausbildung; Berufsbildung; Ausland; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lehrermangel; Reliabilität; Arbeitnehmerinteresse; Bildungsreform; Teacher behaviour; Lehrerverhalten; Ausbilder; Qualitative Forschung; Politics of education; Bildungspolitik; Niederlande
Abstract	Vocational Education and Training (VET) Institutions face serious challenges, like the implementation of competence-based education and upcoming teacher shortages, which urge them to implement Human Resources Management policy and practices (HRM). The implementation of HRM, however, often stagnates. This paper describes a qualitative study--in which 30 policy-makers and executives (members of the board, of the HRM department and line management) from five Dutch VET institutions participated--which was aimed at gaining more insight into the implementation gap of HRM. We identified several impeding and fostering factors, related to the content of the policy, the context in which it had to be implemented and the implementation process itself. Examples of impeding factors were the fact that teachers often did not see the usefulness of HRM practices and managers' incompetence in fulfilling their HRM role. Examples of fostering factors were the linkage between HRM policy and educational policy and a clear communication about the goals and features of the policy. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10