Measuring policy learning: regulatory impact assessment in Europe

Claudio Maria Radaelli

223 citations0/0 files storedJournal of European Public Policy

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Policy Transfer and Learning Public Policy and Administration Research Evaluation and Performance Assessment

Abstract

Do analytic approaches to policy appraisal, specifically regulatory impact assessment (RIA), enable complex organizations to learn? To answer this question, this article distinguishes between types of learning (instrumental, legitimacy-seeking emulation, and political), spells out their micro-foundations, and formulates expectations about evidence drawing on the literature on knowledge utilization. Findings from Denmark, the Netherlands, Sweden, the UK and the EU corroborate emulation and to some extent political learning rather than instrumental learning. The conclusions explain why some types of learning prevail over others.

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References

2004The iron cage revisited institutional isomorphism and collective rationality in organizational fields 1993Policy Paradigms, Social Learning, and the State: The Case of Economic Policymaking in Britain 1988Organizational Learning 1992A Simple Model of Herd Behavior 1992The new institutionalism in organizational analysis 1979The Many Meanings of Research Utilization 1987Administrative Procedures as Instruments of Political Control 1992The lessons of learning: Reconciling theories of policy learning and policy change

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2012Who teaches and who learns? Policy learning through the C40 cities climate network 2018The lessons of policy learning: types, triggers, hindrances and pathologies 2009Learning theory reconsidered: EU integration theories and learning 2017Authoritarian learning: a conceptual overview 2010The Usage of Scientific Knowledge by Independent Regulatory Agencies 2012Policy assessment: the state of the art

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