Learning mode misfits in policy learning: typology, case study and lessons learnt.
Research on policy learning has shown that actors can learn in inadequate modes. To better understand policy learning failures and possible remedies, we ask how and why inadequate learning environments occur and how they can be changed. Building on the varieties of learning approach, we distinguish...
| Publicado en: | Journal of European Public Policy Vol. 31; no. 7; pp. 2050 - 2076 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Jul2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=177713878&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 177713878 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13501763 5BM jtl: Journal of European Public Policy issn: 13501763 maglogo: N pubinfo: dt: Jul2024 vid: 31 iid: 7 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 177713878 10.1080/13501763.2023.2280678 ppf: 2050 ppct: 26 formats: tig: atl: Learning mode misfits in policy learning: typology, case study and lessons learnt. aug: au: Möck, Malte Feindt, Peter H. affil: Humboldt-Universität zu Berlin, Albrecht Daniel Thaer Institute of Agricultural and Horticultural Sciences, Agricultural and Food Policy Group, Berlin, Germany su: Problem-based learning Precision farming Learning Classroom environment Germany sug: subj: Germany Problem-based learning Precision farming Learning Classroom environment keyword: co-creation learning failure living labs Policy learning precision agriculture socio-technical transitions ab: Research on policy learning has shown that actors can learn in inadequate modes. To better understand policy learning failures and possible remedies, we ask how and why inadequate learning environments occur and how they can be changed. Building on the varieties of learning approach, we distinguish between perceived and functional actor certification and problem tractability. On this basis, we introduce a typology of learning mode misfits and indicative adjustments and revisit previous case studies from this perspective. We then apply the concept to a case of policy learning in a socio-technical transition, arguing that learning environments in socio-technical transitions tend to overvalue actor certification and problem tractability and require recalibration towards reflexivity. Assessing the effects of participatory co-creation interventions on technology development in precision grassland farming in two living labs in Germany, we provide evidence that decentral arenas and participatory experimentation facilitate learning by coequal actors scrutinising problems. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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