Too much of a good thing? A systematic review about the conditions of learning in governance networks

Abstract

Abstract Learning is decisive for successful problem solving in governance networks: it is by acquiring, interpreting and diffusing information that public and private actors build joint action and innovative policy solutions. Yet, little is known about the conditions that lead to learning in such context. Following the PRISMA approach, we systematically reviewed 40 public administration studies that provide evidence about the individual, interpersonal and structural conditions of learning in governance networks. We find that learning is conditioned to a balanced configuration of these characteristics, where too much of a single condition may be harmful. Still, some mixes of conditions appear more effective than others, especially the joint presence of trust between and diversity of participants, a skillful leader centrally positioned, and an appropriate blend of formal and informal institutional rules. We conclude with several avenues for future research.

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