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dc.contributor.authorDUNLOP, Claire
dc.contributor.authorRADAELLI, Claudio M.
dc.identifier.citationChristopher WEIBLE and Paul CAIRNEY (eds), Practical lessons from policy theories, Bristol : Policy Press, 2021, pp. 83-104en
dc.description.abstractPolicy learning is an attractive proposition, but who learns and for what purposes? Can we learn the wrong lesson? And why do so many attempts to learn what works often fail? In this article, we provide three lessons. First, there are four different modes in which constellations of actors learn. Hence our propositions about learning are conditional on which of the four contexts we refer to. Second, policy learning does not just happen; there are specific hindrances and triggers. Thus, learning can be facilitated by knowing the mechanisms to activate and the likely obstacles. Third, learning itself is a conditional final aim: although the official aspiration of public organisations and politicians is to improve on public policy, policy learning can also be dysfunctional – for an organisation, a policy, a constellation of actors or even democracy.en
dc.publisherPolicy Pressen
dc.titleThe lessons of policy learning : types, triggers, hindrances and pathologiesen
dc.typeContribution to booken
dc.rights.licenseAttribution 4.0 International*
dc.description.versionChapter 5 ‘The lessons of policy learning : types, triggers, hindrances and pathologies' of the book draws upon an earlier version published as an article 'The lessons of policy learning : types, triggers, hindrances and pathologies' (2018) in the journal ‘Policy and politics'en

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Attribution 4.0 International
Except where otherwise noted, this item's license is described as Attribution 4.0 International