Rumbling on performativity_Frits Simon

general sense my research was authorized by the President of the Board, who I kept
informed.
Still there is the ethics of consequence. What will happen when outsiders read about
the micro-politics in the UAS? The persons involved in my research may be confronted
with reactions they could not have foreseen when consenting with the research.
Based on my experiences in former presentations the readers will like and be interested
in what they read. I really do hope they do not like it because they get a kick out of
the ‘irrationality’ in what happened, but because they like the care people show in
taking their job seriously.
By that having answered my questions 3 and 4 I suggest that if my research should
have some consequences for educational or institutional policy, in general I would suggest
to develop less policy and to have many more conversations about what is done,
what to do and how to do. However, the more specific contribution of my research to
the field of (educational) OMS (question 5) will be subject of the next paragraph.
7.7 Contributions to the field of (educational) OMS
To reflect upon the contributions of my research to the field of OMS I make a difference
between two outlooks how to build on my research.
One outlook departs from the assumption that a complex responsive process-perspective
on research is one of the many possibilities of doing research, as if a researcher
should be prepared (and able) to choose the method which fits to the problems
raised. This approach fits in with Verschuren’s (2009) methodological relativism. It is
an approach which can be found in the way Homan (2014) locates a complex responsive
process-approach next to other communities, as if these communities can build
on this research. From this approach it is relatively obvious to reflect upon further
research and implications.
My second outlook on the contributions of my research conjectures that a complex
responsive process-approach offers a different perspective on what is happening and
on what might be possible to change. From that conjecture I use the findings of my
research to take a position in the broader discussions about education. To illustrate
the potential of the research from a complex responsive process-approach I will briefly
explore the radical educational reforms as proposed by the association “Beter Onderwijs
Nederland” (Better Education Netherlands - founded in 2006).
Further research and implications when my research is located next to other communities
Homan (2014) makes a difference in the academic status of the research based on a
complex responsive process-approach for the different communities which might be
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