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dc.contributor.authorDUNLOP, Claire
dc.contributor.authorRADAELLI, Claudio M.
dc.date.accessioned2021-07-06T08:23:39Z
dc.date.available2021-07-06T08:23:39Z
dc.date.issued2018
dc.identifier.citationPolicy & politics, 2018, Vol. 46, No. 2, pp. 255-272en
dc.identifier.issn0305-5736
dc.identifier.issn1470-8442
dc.identifier.urihttps://hdl.handle.net/1814/71839
dc.descriptionFirst published online: 16 April 2018en
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.format.mimetypeapplication/pdfen
dc.language.isoenen
dc.publisherPolicy Pressen
dc.relation.ispartofPolicy & politicsen
dc.relation.isreplacedbyhttps://hdl.handle.net/1814/71838
dc.rightsinfo:eu-repo/semantics/openAccessen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.titleThe lessons of policy learning : types, triggers, hindrances and pathologiesen
dc.typeArticleen
dc.identifier.doi10.1332/030557318X15230059735521
dc.identifier.volume46en
dc.identifier.startpage255en
dc.identifier.endpage272en
dc.identifier.issue2en
dc.rights.licenseAttribution 4.0 International*


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