The pedagogy of regulation: Strategies and instruments to supervise learning from adverse events
Diverse scholars have argued that standards and performance measurements are “instruments of control” that have a profound influence on the day-to-day lives of individuals and organizations, causing constitutive effects. Regulatory bodies increasingly use standards to oversee and monitor the regulated. This paper discusses the Dutch Health and Youth Care Inspectorate’s use of both standards and a performance measurement system introduced to monitor how Dutch hospitals investigate and learn from serious adverse events. Rather than focusing on how standards affect regulated practices and organizations, our study examines how the use of these instruments affects the standard maker, that is, the Inspectorate. We explore how the Inspectorate’s work practices, standards, and coupled performance measurement system influence its regulatory pedagogy, reviewing practices, and decisionmaking. We conclude that standards and performance measurement systems are not by definition “instruments of control” as their constitutive effects are (under)determined by the relationships in which they are enacted.
|Keywords||constitutive effect, healthcare regulation, pedagogy, performance measurement, standards.|
|Persistent URL||dx.doi.org/10.1111/rego.12242, hdl.handle.net/1765/115162|
|Journal||Regulation & Governance|
Kok, J.H, Leistikow, I.P, & Bal, R.A. (2019). The pedagogy of regulation: Strategies and instruments to supervise learning from adverse events. Regulation & Governance. doi:10.1111/rego.12242