Learning in Political Analysis

Vagionaki, Thenia; Trein, Philipp

doi:10.1177/1478929919834863

Cited by 23 publications

(19 citation statements)

References 97 publications

(149 reference statements)

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“…Navigating the literature on policy learning is a daunting task since the latter is 'characterised by concept stretching' [14,25,26] and resembles a maze where the risk of straying is ever present. This is exemplified by a recent bibliometric study conducted by Goyal and Howlett [25], which identified 547 publications on the topic from 1976 to 2016, and other literature reviews performed by leading scientists in the field [23,27,28]. Actually, the taxonomy of learning is rich, depending for instance on the content, direction and framing of learning [28] or the methods and tools used.…”

Section: Literature Review and Methodological Considerationsmentioning

confidence: 99%

“…This is exemplified by a recent bibliometric study conducted by Goyal and Howlett [25], which identified 547 publications on the topic from 1976 to 2016, and other literature reviews performed by leading scientists in the field [23,27,28]. Actually, the taxonomy of learning is rich, depending for instance on the content, direction and framing of learning [28] or the methods and tools used. Hence, learning types are diverse and not necessarily mutually exclusive, including, among • What is the role of learning in policy-making processes?…”

Section: Literature Review and Methodological Considerationsmentioning

confidence: 99%

“…For that, they identify, from the literature, two main dimensions that matter in the social and learning mechanisms of policy processes. The first one is 'problem tractability', which relates to the level of uncertainty regarding the policy issue under discussion, the degree of solvency of the problems subject to learning [28] -"a repertoire of solutions, algorithms, or ways of doing things" exists ( [47], p. 261). Low tractability is equivalent to high uncertainty and vice versa.…”

Section: Literature Review and Methodological Considerationsmentioning

confidence: 99%

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Policy learning and Universal Health Coverage in low- and middle-income countries

Kiendrébéogo

Allegri

Meessen³

2020

Health Res Policy Sys

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Learning is increasingly seen as an essential component to spur progress towards universal health coverage (UHC) in low-and middle-income countries (LMICs). However, learning remains an elusive concept, with different understandings and uses that vary from one person or organisation to another. Specifically, it appears that 'learning for UHC' is dominated by the teacher modenotably scientists and experts as 'teachers' conveying to local decision/policy-makers as 'learners' what to do. This article shows that, to meet countries' needs, it is important to acknowledge that UHC learning situations are not restricted to the most visible epistemic learning approach practiced today. This article draws on an analytical framework proposed by Dunlop and Radaelli, whereby they identified four learning modes that can emerge according to the specific characteristics of the policy process: epistemic learning, learning in the shadow of hierarchy, learning through bargaining and reflexive learning. These learning modes look relevant to help widen the learning prospects that LMICs need to advance their UHC agenda. Actually, they open up new perspectives in a research field that, until now, has appeared scattered and relatively blurry.

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Section: Literature Review and Methodological Considerationsmentioning

confidence: 99%

Section: Literature Review and Methodological Considerationsmentioning

confidence: 99%

Section: Literature Review and Methodological Considerationsmentioning

confidence: 99%

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Policy learning and Universal Health Coverage in low- and middle-income countries

Kiendrébéogo

Allegri

Meessen³

2020

Health Res Policy Sys

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“…The scope for learning studies is truly huge. Here, we restrict discussion to three cutting edge areas (Dunlop and Radaelli, 2021b; Vagionaki and Trein, 2020).…”

Section: What Themes Matter?mentioning

confidence: 99%

Researching COVID-19: A research agenda for public policy and administration scholars

Dunlop

Ongaro

Baker

2020

Public Policy and Administration

113

109

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Coronavirus (COVID-19) is one of the defining policy challenges of an era. In this article, we sketch some possible ways in which the public policy and administration community can make an enduring contribution about how to cope with this terrible crisis. We do so by offering some elements that delineate a tentative research agenda for public policy and administration scholars, to be pursued with epistemic humility. We outline the contours of seven analytical themes that are central to the challenges presented by COVID-19: policy design and instruments, policy learning, public service and its publics, organisational capacity, public governance, administrative traditions and public sector reforms in multi-level governance (MLG). The list is neither exhaustive nor exclusive to COVID-19. The knowledge we can generate must speak not only to the daunting challenge of COVID-19 itself but also to policymakers, and indeed humankind, trying to cope with future unexpected but high impact threats, by leveraging better public policies and building administrative capacities to enable more resilient, equitable and effective public services.

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“…For example, problem‐solving is related to learning, notably to learning intended to solve a policy problem (Dunlop et al ). Whereas political learning occurs when policy‐makers strive to improve their political strategies (Trein , p. 260), learning as problem‐solving focuses on learning as a means to deal with policy challenges, for example by updating knowledge about policy instruments with the intention to create more effective policies (Vagionaki and Trein ). Other procedural forms of problem‐solving include, for instance, problem (re)definition and problem management (see Thomann et al ).…”

Section: Defining Problem‐solvingmentioning

confidence: 99%

Integration, functional differentiation and problem‐solving in multilevel governance

Trein

Thomann

Maggetti

2019

Public Administration

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The European Union (EU) is currently facing unprecedented challenges to its problem‐solving capacity, such as those represented by pressing transnational crises and by bottom‐up criticisms towards the European integration process. Moreover, the EU is said to compensate its weak input legitimacy with an enhanced problem‐solving capacity. However, the notion of problem‐solving itself has remained remarkably vague in the multilevel governance (MLG) literature. This symposium analyses problem‐solving in different MLG settings. In this introduction, we identify procedural and operational notions of problem‐solving in MLG, and present a structural framework to guide the comparative analyses of multilevel systems along the dimensions of political integration, functional differentiation and decentralization. The contributions to the symposium illustrate how structural elements of different multilevel systems shape both the policy‐making process and the politics of problem‐solving within these systems. In doing so, they pave the way for further comparative research.

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Learning in Political Analysis

Cited by 23 publications

References 97 publications

Policy learning and Universal Health Coverage in low- and middle-income countries

Policy learning and Universal Health Coverage in low- and middle-income countries

Researching COVID-19: A research agenda for public policy and administration scholars

Integration, functional differentiation and problem‐solving in multilevel governance

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