Dr. Femke Geijsel

Dr. Femke Geijsel

Associate Professor
Expert areas: Health & Education (Education Management, Innovation, Strategy)

Biography

Dr. Femke Geijsel has been an associate professor of transformational school leadership since 2022. Her research activities focus on school development and school improvement, policy implementation and impact within school organization, vision development, strategic innovation, leadership for learning and management in educational organizations. Femke supervises various PhD students and postdocs and is a member of the board of the Policy and Organization division of the Association for Educational Research.
She is academic director of the executive Master of Management in Education at TIAS and also lecturer in the executive Master of Public & Non-profit Management (together with Dr. Eelco van Hout). She develops in-company courses, together with educational organizations and administrative communities. Her research and education activities focus on strengthening analytical and creative capacity among educational managers in balance with professional and administrative governance. She combines her work for TIAS with supporting scientific research and consultancy activities for educational administrators and various administrative and supervisory activities; (as an independent entrepreneur). She contributes to science and educational management finding each other in strategically constructive and creative ways.

Publications

  • Geijsel, F., & Vermeulen, M. (2022). Reflectie op leiderschapspraktijken: Inspiratie voor toekomstig onderzoek. In L. van Wessum, A. Ros & P. Runhaar (Reds.), De schoolleider in verandering. Theorie en praktijk (pp. 80-88). Bookmedia: De Leiderschapsagenda / Didactief.
  • Geijsel, F., Jenniskens, T. , van Langen, A. (2022). Welbevinden, motivatie en zelfregulatie van vo-leerlingen tijdens en na de coronapandemie. Nijmegen: KBA Nijmegen, TIAS School for Business and Society, Stichting OOK.
  • van Leeuwen, J. L., Schaap, H., Geijsel, F. P., & Meijer, P. C. (2022). Early career teachers’ experiences with innovative professional potential in secondary schools in the Netherlands. Professional Development in Education, 1–17. https://doi.org/10.1080/19415257.2022.2129738
  • Geijsel, F., Schenke, W., van Driel, J., & Volman, M. (2020). Embedding inquiry‐based practices in schools: The strategic role of school leaders. European Journal of Education, 55(2), 233-247https://doi.org/10.1111/ejed.12395

  • Nolen, M., Honingh, M., & Geijsel, F. (2020). De juridische positie van de schoolleider nader beschouwd. Nederlands Tijdschrift voor Onderwijsrecht en Onderwijsbeleid, 2, 15-29.
  • Gaikhorst, L., März, V., du Pré, R., & Geijsel, F. (2019). Workplace conditions for successful teacher professional development: School principals’ beliefs and practices. European Journal of Education54(4), 605-620. https://doi.org/10.1111/ejed.12366

  • Basten, F. M. R. C., Geijsel, F., Vermeulen, M., Evers, A. T., & Draaisma, A. J. (2019). 21ste-eeuws leiderschap in onderwijs| onderzoek.Onderzoeksrapportage NRO (project nr. 405-15-545). Heerlen: Open Universiteit.
  • März, V., Gaikhorst, L., Mioch, R., Weijers, D., & Geijsel, F. P. (2018). Van acties naar interacties: Een overzichtsstudie naar de rol van professionele netwerken bij duurzame onderwijsvernieuwing. Amsterdam/Diemen: RICDE, Universiteit van Amsterdam/NSO-CNA Leiderschapsacademie.
  • Schenke, W., van Driel, J.H., Geijsel, F.P., & Volman, M.L.L. (2017). Closing the feedback loop: A productive interplay between practice-based research and school development through cross-professional collaboration in secondary education. Professional Development in Education, 1-21. https://doi.org/10.1080/19415257.2016.1258654
  • van der Bij, T., Geijsel, F.P., & ten Dam, G.T.M. (2016). Improving the quality of education through self-evaluation in Dutch secondary schools. Studies In Educational Evaluation, 49, 42-50. https://doi.org/10.1016/j.stueduc.2016.04.001
  • Geboers, E., Geijsel, F., Admiraal, W., ten Dam, G. (2013). Review of the effects of citizenship education. Educational Research Review, 9, 158-173. https://doi.org/10.1016/j.edurev.2012.02.001
  • Thoonen, E.J., Sleegers, PJ.C., Oort, F.J., Peetsma, Th.T.D., & Geijsel, F.P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors and leadership practices. Educational Administration Quarterly, 47(3), 496-536. https://doi.org/10.1177/0013161X11400185
  • Geijsel, F.P., Krüger, M.L., & Sleegers, P.J.C. (2010). Data feedback for school improvement: The role of researchers and school leaders. Australian Educational Researcher, 37(2), 59-75. https://doi.org/10.1007/BF03216922
  • Geijsel, F.P., Sleegers, P.J.C., Stoel, R.D., & Krüger, M.L. (2009). The effect of teacher psychological, school organizational and leadership factors on teachers’ professional learning in Dutch schools. The Elementary School Journal, 109(4), 406-427. https://doi.org/10.1086/593940
  • Geijsel, F., & Meijers, F. (2005). Identity learning: The core process of educational change. Educational Studies, 31(4), 419-430. https://doi.org/10.1080/03055690500237488