Management En Strategische Sturing Van Een Professionele Organisatie
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Samenvatting MSS - Management & Strategische Sturing (+ grote inhoudstafel voor een vlot open boek examen)
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Management En Strategische Sturing Van Een Professionele Organisatie
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Universiteit Antwerpen (UA)
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Educational Administration
Bijzonder uitgebreide samenvatting met als doel om vlot door het open boek examen te gaan. Zowat alles van dat jaar staat in deze samenvatting opgenomen. Voor andere examentypes dan open boek is deze samenvatting te uitgebreid.
Hoofdstukken 1, 3, 5, 6, 7, 8, 10, 11, 13 + aantekeningen uit lessen en slides.
November 4, 2022
121
2021/2022
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oow
mss
management
strategische sturing
onderwijs
opleiding
ua
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Management En Strategische Sturing Van Een Professionele Organisatie
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UA FSW OOW MSS | 2021-2022
MANAGEMENT EN STRATEGISCHE STURING
Inhoud
Introductie ............................................................................................................................................ 14
Leiderschap en management............................................................................................................ 14
Strategische Sturing .......................................................................................................................... 15
Strategie: waarom? ....................................................................................................................... 15
Strategie: hoe? .............................................................................................................................. 16
Visie en missie ................................................................................................................................... 16
Een goede missie?......................................................................................................................... 16
Hoofdstuk 1: organisaties als sociale systemen.................................................................................... 17
Variatie in managementactiviteiten (Quinn) .................................................................................... 17
Mentor, stimulator, innovator, bemiddelaar, controleur, coördinator, producent, bestuurder . 17
Theorie, praktijk en onderzoek ......................................................................................................... 18
Theorie en onderzoek (p5)................................................................................................................ 19
Theorie en praktijk (p7) .................................................................................................................... 20
Een systeemperspectief (p9) ............................................................................................................ 20
Rational-Systems Perspective: closed to open (p9) ...................................................................... 21
The beginning – scientific management: a rational and closed machine model (p10) ............ 21
Taylorisme ............................................................................................................................. 21
Drie principes ............................................................................................................................ 21
Division of labor, span of control, homogeneity (hoofddoel, -proces, klant, locatie) .......... 21
Een hedendaagse kijk: een rationeel en open structureel model (p12)................................... 21
Formalisatie........................................................................................................................... 22
Beperkingen van het RSP ...................................................................................................... 22
Natural-Systems Perspective: closed to open (p14) ..................................................................... 22
Organisme-metafoor ................................................................................................................ 22
The beginning – Human Relations: A natural and closed organic model ................................. 22
Mary Parker Follet, Hawthorne studies, informele organisatie ........................................... 22
RSP (effectiviteit) ↔ NSP (voldoening, motivatie) .............................................................. 23
Een hedendaagse kijk: Human Resources - een natuurlijk en open model.............................. 23
Open system: an integration (p19) ................................................................................................... 23
Input → transformatie → output (feedback)................................................................................ 23
Structurele en dynamische concepten (Barnard) ..................................................................... 23
Kerneigenschappen van Open Systemen (p21) ................................................................................ 24
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Negen centrale concepten i.r.t. open systemen ........................................................................... 24
Social-Systems Model: basis assumptions (p23) .............................................................................. 24
Sleutelelementen van het sociaal systeem in scholen ..................................................................... 25
De interne elementen van het systeem........................................................................................ 26
Structuur (p26) .......................................................................................................................... 26
Individu (p27) ............................................................................................................................ 26
Cultuur (p29) ............................................................................................................................. 27
Politiek (p29) ............................................................................................................................. 27
Technische kern (p30) ............................................................................................................... 27
Omgeving en uitkomsten (congruence postulate, prestatie, effectiviteit) .......................... 27
Feedback loops ......................................................................................................................... 28
De school als lerende organisatie ..................................................................................................... 28
Effectieve lerende organisaties..................................................................................................... 29
Hoofdstuk 3: structuur in scholen/organisaties ................................................................................... 30
Het Weberiaanse model van democratie (p95)................................................................................ 30
Werkverdeling, onpersoonlijke oriëntatie, hiërarchie, formalisatie, carrière oriëntatie ............. 30
Kritiek op het Weberiaans model (p97) ........................................................................................ 30
Functies en dysfuncties van regels (p99) ...................................................................................... 31
Philadelphia lawyers, leeway-functie, enz. ............................................................................... 31
Straf-gecentreerde regels en representatieve regels (Gouldner, 1954) (p101) ....................... 31
Gebruik regels flexibel .............................................................................................................. 31
Verwaarlozing van de informele organisatie (p101)..................................................................... 32
Ontwikkeling van de informele organisatie (p102)....................................................................... 32
Drie functies van de informele organisatie (p105) ....................................................................... 32
Grapevine, cohesie, integriteit/authenticiteit/identiteit .......................................................... 32
Elementen van het formele en het informele systeem ................................................................ 32
Dubbele structuur van het bureaucratische model (p107) .......................................................... 33
Een feministische kritiek op bureaucratie (p108) ......................................................................... 33
Formele structuren in scholen (p109) .............................................................................................. 34
Welk type organisatie, welke kenmerken? (p109) ....................................................................... 34
Hall ............................................................................................................................................ 34
Positionele en procedurele organisatie (ppt les 2) ................................................................... 34
Dimensies in de procedurele organisatie (ppt les 2) ............................................................ 34
Type organisaties (p110) ........................................................................................................... 35
Weberiaanse structuur ......................................................................................................... 35
Autoritaire structuur ............................................................................................................. 35
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Professionele structuur ......................................................................................................... 35
Chaotische structuur ............................................................................................................. 36
Schoolstructuren veranderen (p112) ........................................................................................ 36
Hoy en Sweetland over structuur (p114) ...................................................................................... 36
Conflicten in bureaucratie ........................................................................................................ 36
Enabling/coercive formalization; enabling/hindering centralization ....................................... 36
Enabling and mindful school structure (p115-119) ...................................................................... 37
Geen structuur is ook structuur .................................................................................................... 37
Mindful organiseren.................................................................................................................. 38
Mindful-paradox ................................................................................................................... 38
Mindfulness in organisaties promoten (5 processen) .......................................................... 38
Lerende organisatie .................................................................................................................. 38
Autocratische organisatie ......................................................................................................... 38
Mindless organisatie ................................................................................................................. 38
Mindful, but hindering organisatie ........................................................................................... 38
Schoolstructuren afgezet tegen formalisatie, centralisatie, processen en context ..................... 39
Mintzberg over structuur (p120) .................................................................................................. 40
Vijf coördinatiemechanismen ................................................................................................... 40
De vijf onderdelen van een organisatie .................................................................................... 41
Vijf configuraties ....................................................................................................................... 44
Mintzbergs perspectieven op scholen toegpast (p122) ........................................................... 45
Eenvoudige structuur (p123) ................................................................................................ 45
Machinebureaucratie (p124) ................................................................................................ 45
Professionele bureaucratie (p124) ....................................................................................... 45
Los koppelingsperspectief (p126) ..................................................................................................... 45
Loose coupling .............................................................................................................................. 45
Professioneel en bureaucratisch conflict (p128) .............................................................................. 46
Professionele en bureaucratische oriëntatie in scholen (p129) ................................................... 46
Hoofdstuk 5: school-/organisatiecultuur .............................................................................................. 47
Organisatiecultuur (p179) ................................................................................................................. 47
Definities van organisatiecultuur .................................................................................................. 47
Levels van organisatiecultuur (p180) ............................................................................................ 47
Cultuur als gedeelde norm (p181) ............................................................................................ 48
Cultuur als gedeelde waarde (p182) ......................................................................................... 48
Cultuur als onderliggende assumptie (p183) ............................................................................ 49
Functies van cultuur (p185) .......................................................................................................... 49
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Boundary-defining, identiteit, lijm, enz. ................................................................................... 49
Schoolcultuur (p185)..................................................................................................................... 49
Verhalen, mythen, legendes (en iconen, rituelen) ................................................................... 49
Verhalenvertellers, spionnen, priesters, kliekjes, fluisteraars, mythemakers, enz. ................. 50
Metaforen van schoolculturen (academie, gevangenis, club, gemeenschap, fabriek) ............ 50
Rituelen, ceremonies en hun gevolgen (p187) ......................................................................... 50
Onderzoek naar schoolcultuur (p188) .......................................................................................... 51
Belang van de symbolische betekenis ...................................................................................... 51
Een cultuur van doelmatigheid (p190) ......................................................................................... 51
4 primaire bronnen van collectieve effectiviteit....................................................................... 51
Mastery experiences, plaatsvervangende ervaring, verbale overtuiging, affectie............... 51
Formatie van collectieve doelmatigheid (p191) ....................................................................... 51
Analysis of the teaching task, assessment of the teaching competence.............................. 51
Een cultuur van vertrouwen (p193) .............................................................................................. 52
Schoolcultuur conceptualiseren ....................................................................................................... 52
1. Academisch optimisme (AO) (p196) ......................................................................................... 52
Academische gerichtheid, vertrouwen en collectieve doelmatigheid ..................................... 53
Condities van de school die prestaties promoten (p167) ............................................................. 53
Het gebruik van een cultuur van AO (p198) ................................................................................. 53
2. Een cultuur van controle (p200) ............................................................................................... 53
Custodial culture ↔ humanistische cultuur ............................................................................ 54
Schoolcultuur veranderen (p202) ..................................................................................................... 54
Hoofdstuk 6: school-/organisatieklimaat.............................................................................................. 55
Definitie............................................................................................................................................. 55
Consensus over de basiseigenschappen van organisatieklimaat ................................................. 55
Schoolklimaat en organisatieklimaat ............................................................................................ 55
Onderzoeksmethoden van organisatieklimaat ................................................................................. 56
1. Een klimaat van openheid in de organisatie (OCDQ) (p210) .................................................... 56
Open ↔ gesloten klimaat ........................................................................................................ 56
Resultaten uit OCDQ onderzoek ............................................................................................... 57
2. Een klimaat van een gezonde organisatie (OHI) (p214)............................................................ 57
3 niveaus van verantwoordelijkheid en controle binnen de school ......................................... 57
Institutioneel niveau ............................................................................................................. 57
Management niveau ............................................................................................................. 57
4 sleutelaspecten (invloed manager, consideration, initiërende structuur, bronnen) .... 57
Technische functie ................................................................................................................ 57
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Kernelementen (moraal, academische klemtoon) ........................................................... 57
Een gezonde organisatie ........................................................................................................... 58
Gezonde ↔ ongezonde school ............................................................................................ 58
3. Organizational Climate Index (OCI) (p218) ............................................................................... 59
OCI examineert relaties op 4 niveaus ....................................................................................... 59
De kwaliteitsvolle school....................................................................................................... 59
4 klimaataspecten (instit. integriteit, leiderschap, professionaliteit, acad. klemtoon) .... 59
OCI onderzoeksresultaten..................................................................................................... 60
4. Een klimaat van burgerschap (OCB) (p221) .............................................................................. 60
Altruïsme, plichtsbewustzijn, sportiviteit, hoffelijkheid, burgerzin .......................................... 60
OCB onderzoeksresultaten ....................................................................................................... 60
Schoolklimaat veranderen (p222)..................................................................................................... 61
Klinische strategie en groei-gecentreerde strategie ..................................................................... 61
Hoofdstuk 7: macht en politiek in scholen/organisaties ...................................................................... 62
Macht ↔ autoriteit .......................................................................................................................... 62
Bronnen van autoriteit: legitieme macht (p230) .............................................................................. 62
3 types van autoriteit (Weber)...................................................................................................... 62
Charismatische, traditionele en wettelijke autoriteit ............................................................... 62
Andere indeling: formele, functionele en informele autoriteit ................................................ 62
Autoriteit en administratief gedrag in scholen (p232) ................................................................. 63
Zone van acceptatie/onverschilligheid en dilemma van bureaucratische autoriteit ............... 63
Richtlijnen voor succesvol leiderschap ..................................................................................... 64
Bronnen van macht/autoriteit (p235) .............................................................................................. 64
Organisationele macht .................................................................................................................. 64
Reward, coercive en legal power .............................................................................................. 64
Persoonlijke macht........................................................................................................................ 64
Referent en expert power......................................................................................................... 64
Administratief gebruik van macht (p238) ......................................................................................... 65
Empowerment .............................................................................................................................. 65
Hoe machtsmiddelen hanteren? Enkele invloedstrategieën (ppt les 2) ...................................... 65
Perspectief van Mintzberg op macht (p240) .................................................................................... 66
Bronnen, technische vaardigheid, kennis, bevoegdheid en toegang ........................................... 66
4 interne machtssystemen............................................................................................................ 66
Systeem van autoriteit (persoonlijke en bureaucratische controle) ........................................ 66
Systeem van ideologie .............................................................................................................. 67
Systeem van expertise .............................................................................................................. 67
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Systeem van politiek ................................................................................................................. 67
4 imperatieven voor effectieve leiders ......................................................................................... 67
Power, rationality and rationalization (p244) ................................................................................... 67
Power & politiek in de organisatie (p247) ........................................................................................ 68
Interne coalities, (dominerende, verdeelde, passieve) externe coalities ..................................... 68
The power game (p248) .................................................................................................................... 68
3 opties i.r.t. machtsspelletjes ...................................................................................................... 68
Exit, loyalty, voice (will & skill) .................................................................................................. 68
Politiek kan oplossingen op organisatieniveau bieden ................................................................. 68
Politieke taktieken (p249) ............................................................................................................. 68
Ingratiatie, netwerken, informatie-management, impressie-management, coalition building,
scapegoating, onmisbaarheid, vleien, GASing .......................................................................... 68
Politieke fouten ......................................................................................................................... 69
Persuading and influencing: basisprincipes (p252)................................................................... 69
Politieke spelletjes (p255) ............................................................................................................. 70
Insurgency games ..................................................................................................................... 70
Power-building games .............................................................................................................. 70
Sponsorship, alliance-building, empire-building, expertise, lording .................................... 70
Rival games ............................................................................................................................... 70
Line and staff, rival-camps .................................................................................................... 70
Change games ........................................................................................................................... 71
Strategic candidate, whistle-blowing, young turks ............................................................... 71
Conflict management (p261) ........................................................................................................ 71
5 conflict-management stijlen (Kenneth-Thomas) ................................................................... 71
Competing ............................................................................................................................. 71
Collaborating ......................................................................................................................... 72
Compromising ....................................................................................................................... 72
Avoiding ................................................................................................................................ 72
Accommodating .................................................................................................................... 72
Hoofdstuk 8: externe omgevingen en verantwoordelijkheid van organisaties + kwaliteitszorg ......... 73
Resource-dependency perspective (p270) ....................................................................................... 73
4 types bronnen ............................................................................................................................ 73
4 types bronnen (naar Grubb) .................................................................................................. 73
Beschikbaarheid van bronnen (p270) ........................................................................................... 73
Resultaten uit onderzoek .......................................................................................................... 74
Afhankelijkheid (p271) .................................................................................................................. 74
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Omgevingsbronnen beheren (p273) ............................................................................................. 74
Interne copingstrategieën (p274) ............................................................................................. 74
Buffering................................................................................................................................ 74
Plannen en voorspellen......................................................................................................... 75
Grenzen (boundaries) spannen............................................................................................. 75
Interne operaties aanpassen ................................................................................................ 75
Effectieve structuurtypen ................................................................................................. 75
Interorganisationele copingstrategieën (p277) ........................................................................ 76
Gunstige verbanden tot stand brengen (samenwerken, coöpteren) ................................... 76
Elementen vormgeven in de beleidsvoerende omgeving (bestuursorganen) (overheden,
lobbyen) ................................................................................................................................ 76
Institutioneel perspectief (theorie) (p280) ....................................................................................... 76
Instituten ....................................................................................................................................... 77
Institutionele omgeving ................................................................................................................ 77
Gerationaliseerde mythen ............................................................................................................ 77
Conformity and institutional environments (p282) ...................................................................... 77
Drie mechanismen die institutionele conformiteit promoten ................................................. 77
Coercive conformity .............................................................................................................. 77
Imitative conformity ............................................................................................................. 77
Normative conformity........................................................................................................... 78
Aanpassing aan de omgeving (p284) ............................................................................................ 78
Bufferstrategieën (p285)........................................................................................................... 78
Decoupling (ontkoppeling).................................................................................................... 78
Managing the image ............................................................................................................. 78
Boundary spanning strategies (p286) ....................................................................................... 78
Categorische conformiteit .................................................................................................... 78
Structurele conformiteit ....................................................................................................... 78
Procedurele conformiteit...................................................................................................... 78
Accountability and educational reform (p288) ................................................................................. 79
3 onderliggende principes van accountability .............................................................................. 79
Accountability en plannen ............................................................................................................ 79
Federale hervormingsinitiatieven (p290) ..................................................................................... 79
No child left behind ................................................................................................................... 79
Race to the top.......................................................................................................................... 79
Kwaliteitszorg (extra uit de lessen) ................................................................................................... 80
Wat is kwaliteit? Vijf groepen van mogelijke invullingen ............................................................. 80
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Transcendente definities .......................................................................................................... 80
Productgebonden definities ..................................................................................................... 80
Klantgerichte definities ............................................................................................................. 80
Productiegerichte/ontwerpgerichte definities ......................................................................... 80
Waardegerichte definities ........................................................................................................ 80
Kwaliteit als concept ......................................................................................................................... 80
Wat is dan kwaliteitszorg? ................................................................................................................ 81
Basis van kwaliteitszorg ................................................................................................................ 81
EFQM......................................................................................................................................... 83
Hoofdstuk 10: besluitvorming in scholen/organisaties ........................................................................ 84
Het klassieke model (p330) ........................................................................................................... 84
Bounded rationality .................................................................................................................. 84
Het administratieve model (p330) ................................................................................................ 84
Stap 1. Herken en definieer het probleem (p332) .................................................................... 85
Stap 2. Analyseer de moeilijkheden in de situatie (p333) ........................................................ 85
2.a. Label (classificeer) het probleem ................................................................................... 85
Generieke en unieke beslissingen..................................................................................... 85
2.b. Verzamel data ................................................................................................................ 86
2.c. Specificeer het probleem ............................................................................................... 86
Stap 3. Stel criteria voor een aanvaarbare oplossing op (p334) ............................................... 86
Stap 4. Ontwikkel een plan/strategie voor actie (p335) ........................................................... 86
Twee types ............................................................................................................................ 87
Problemistic search (problematisch zoeken) .................................................................... 87
Opportunistic surveillance ................................................................................................ 87
Elementen in stap 4: ............................................................................................................. 87
Identificeer mogelijke alternatieven (p336) ..................................................................... 87
Voorspel mogelijke gevolgen (p337) ................................................................................ 87
Evalueer opties en concretiseer plan van actie (p337) (+ heuristieken) .......................... 87
Stap 5. Start het actieplan (p339) ............................................................................................. 88
4 stappen van het actieplan (programmeren, communiceren, monitoren, beoordelen) .... 88
Denkfouten ........................................................................................................................... 89
Confirmation bias .............................................................................................................. 89
Anchoring bias................................................................................................................... 89
Context cues...................................................................................................................... 89
Misleading senses ............................................................................................................. 89
Heuristieken ...................................................................................................................... 89
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Validiteit van een intuïtieve beoordeling evalueren ............................................................ 89
Het incrementele model: strategie van opeenvolgende gelimiteerde vergelijkingen (p340)...... 89
Aanmodderen ........................................................................................................................... 89
Het mixed-scanning model: een adaptieve strategie (p342)........................................................ 90
Twee kernvragen ...................................................................................................................... 90
Kerneigenschappen................................................................................................................... 90
Adaptive satisficing ................................................................................................................... 90
Zeven basisregels voor mixed-scanning strategie .................................................................... 90
Truncated adaptive satisficing .................................................................................................. 90
Contingency model (p345) ............................................................................................................ 91
Wanneer welk model kiezen? ................................................................................................... 91
Drie kernvragen......................................................................................................................... 92
Snelle en slimme principes voor besluitvorming (p347)................................................................... 92
Satisficing rule ............................................................................................................................... 92
Framing rule .................................................................................................................................. 92
Default rule ................................................................................................................................... 92
Simplicity rule................................................................................................................................ 92
Uncertainty rule ............................................................................................................................ 93
Take-the-best rule ......................................................................................................................... 93
Transparancy rule ......................................................................................................................... 93
Contingency rule ........................................................................................................................... 93
Participation rule........................................................................................................................... 93
Janis-Mann conflicttheorie: stress en irrationaliteit in besluitvorming (p350) ................................ 93
Welke condities bevorderen en hinderen waakzaamheid? Vier vragen. ..................................... 93
Unconflicted adherence, unconflicted change, defensive avoidance .......................................... 94
Hoofdstuk 11: gedeelde besluitvorming............................................................................................... 95
Besluitvormingscyclus ....................................................................................................................... 95
De kracht van perceptie (p360) .................................................................................................... 95
De kracht van vereenvoudiging (p361) ......................................................................................... 95
De kracht van besluitvaardigheid (decisiveness) (p361)............................................................... 95
De kracht van deadlines (p362) .................................................................................................... 95
De kracht van eigenaarschap (p362) ............................................................................................ 95
De kracht van emotionele zelfregulatie (p363) ............................................................................ 96
Soft vigilance ............................................................................................................................. 96
Het Vroom Model van gedeelde besluitvorming (p364) .................................................................. 96
Kwaliteit verhogen (p365)............................................................................................................. 96
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Kwaliteitsregel........................................................................................................................... 96
Leider informatie regel ............................................................................................................. 96
Vertrouwensregel (doelencongruentie) ................................................................................... 96
Probleemstructuur regel ........................................................................................................... 96
Acceptatie verhogen (p365).......................................................................................................... 97
Acceptatieregel ......................................................................................................................... 97
Ondergeschikten conflict regel ................................................................................................. 97
Betrokkenheid van ondergeschikten regel ............................................................................... 97
Ondergeschikten informatie regel ............................................................................................ 97
Beperkingen in tijd en ontwikkeling ............................................................................................. 97
Stijlen om beslissingen te maken (autocratisch ↔ groepsovereenkomst) (p366)...................... 97
Besluitvormingsbomen (p367)...................................................................................................... 98
Formule effectieve besluitvorming ........................................................................................... 98
8 vragen..................................................................................................................................... 98
Wat als er beperkingen zijn?..................................................................................................... 98
Beslissingsbomen ...................................................................................................................... 98
Hoy-Tarter Model: een vereenvoudigd model van gedeelde besluitvorming (p372) ...................... 99
4 kernvragen ................................................................................................................................. 99
Het Hoy-Tarter model ................................................................................................................. 100
Zone van onverschilligheid (acceptatie) ................................................................................. 100
3 tests ...................................................................................................................................... 100
5 mogelijke situaties na applicatie van de 3 tests .................................................................. 100
Democratische situatie ....................................................................................................... 100
Conflictsituatie .................................................................................................................... 100
Expertsituatie ...................................................................................................................... 101
Stakeholderssituatie ........................................................................................................... 101
Niet-collaboratieve situatie ................................................................................................ 101
Leiderschapsrollen (p377)....................................................................................................... 101
Integrator, parlementair, opvoeder, advocaat, leider/directeur ....................................... 101
Besluitvormingsstructuren (unilateraal advies ↔ groepsconsensus) (p377)........................ 101
Bovenstaande structuren worden tijdens de lessen uitgebreid (p102, doeltreffend
schoolbeleid) ....................................................................................................................... 102
Alles samengevoegd: een model voor gedeelde besluitvorming (p378)................................ 102
Leerkrachten ontwikkelen om beslissingen te maken (379) ...................................................... 103
Enkele richtlijnen om leerkrachten voor te bereiden op besluitvorming (p381): .................. 103
Groepsdenken (p381) ............................................................................................................. 103
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