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PurposeOver the past decades, growing interest in the behaviour of boards of directors has brought forth empirical studies on actual board behaviour. An important stream within this research followed the model proposed by Forbes and Milliken in 1999 in which the board processes, effort norms, cognitive conflict and the use of knowledge, are hypothesized to influence the performance of boards of directors. This paper aims to take stock of the results from this stream of research. The sometimes inconsistent results, and assumed methodological flaws of this research, leave open the question whether it makes sense to continue with this line of research.Design/methodology/approachThrough a research synthesis of 17 primary studies on (parts of) the model proposed by Forbes and Milliken (1999), this question is addressed directly by clarifying what is known from the research done so far and by identifying possible distorting methodological moderators.FindingsStrong empirical support is found for the effect of effort norms and the use of knowledge and skills on board task performance. The evidence for cognitive conflicts however was found to be inconclusive. Common method and respondent bias seem to be a lesser concern than often stated.Research limitations/implicationsFuture studies should not only look closely at the construct validity of conflict, but should also have to account for the multidimensionality of conflicts and the interdependency and endogeneity in the relationship between behaviour and performance in boards.Originality/valueThis is the first paper that systematically integrates and reviews the empirical results of the research following the Forbes and Milliken model and sketches roads for future research on board behaviour.

What determines good educational governance? Behavioral determinants of supervisory boards' task performance in secondary education. We investigate how task performance by supervisory boards in secondary education is determined by the social dynamics that play within
a board. We show how the controlling task plays out different from the advising task. The internal, behavioral dynamics about task conflict, the use of expertise, effort norms and social cohesion all determine the task performance. The outcomes of a survey study among all secondary schools
in the Netherlands serves as the empirical underpinning for a process oriented model of good educational governance. As such we contribute to the emerging literature on behavioral governance. Implications of our study includes that anticipating governance that combines both the controlling
and the advising task is best served by diversity of ideas and opinions within a board. Particularly since task conflicts in supervisory boards do not lead to less but rather to more social cohesion.