Learning as Theoretical Lens on the Policy Process

For consideration for either the Roundtable on Policy Theories or Cross-Fertilization Panel Although learning in public policy is a classic topic, the state of the art has not much improved since the early foundational studies. In particular, while there are various several empirical studies of policy learning their theoretical foundations are shaky. This explains why learning features in some theories of the policy process, but it is not as yet considered a theoretical lens on the policy process. To illustrate, current textbooks on theories of the policy process do not have specific chapters dedicated to learning. At its most general, policy learning is treated as the updating of beliefs based on experience, interaction, analysis or rules. The actual learning process however is often left undefined with authors preferring to focus on the outputs of learning – the ‘lessons’ that are drawn about policy instruments or their frames – and outcomes – changes in these. Neglect of the learning processes means that we rarely deal with thorny analytical issues about how different levels of the social environment contribute to belief change in policy. We aim to address these shortcomings and make theoretical, analytical and methodological progress with the comparative analysis of policy learning. Specifically, we explore the following three aspects of learning processes: 1. The micro-foundations of learning. When we observe learning in public policy, what are our assumptions about how individuals learn in organizations, policy networks and countries? 2. How do different governance arenas stimulate or hinder learning? 3. Normative questions like who is empowered by learning processes?