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dc.contributor.authorRadaelli, Claudio M.
dc.contributor.authorDunlop, Claire A.
dc.date.accessioned2013-04-18T13:22:10Z
dc.date.issued2013
dc.description.abstractThe European Union may well be a learning organization, yet there is still confusion about the nature of learning, its causal structure and the normative implications. In this article we select four perspectives that address complexity, governance, the agency-structure nexus, and how learning occurs or may be blocked by institutional features. They are transactional theory, purposeful opportunism, experimental governance, and the joint decision trap. We use the four cases to investigate how history and disciplinary traditions inform theory; the core causal arguments about learning; the normative implications of the analysis; the types of learning that are theoretically predicted; the meta-theoretical aspects and the lessons for better theories of the policy process and political scientists more generally.
dc.identifier.urihttp://hdl.handle.net/10871/8366
dc.publisherTaylor & Francis
dc.relation.urlhttp://huss.exeter.ac.uk/politics/staff/dunlop/
dc.rights.embargoreasonPublisher policy
dc.subjectpolicy learning
dc.subjectmeta-theory
dc.subjectEuropean Union
dc.subjecttheories of the policy process
dc.subjectgovernance
dc.titleLearning in the European Union: Theoretical Lenses and Meta-Theory
dc.typeArticle
dc.date.available2014-10-31T04:00:06Z
dc.descriptionnotes: This paper is based on research carried out with the support of the European Research Council grant on Analysis of Learning in Regulatory Governance, ALREG http://centres.exeter.ac.uk/ceg/research/ALREG/index.php. The authors wish to express their gratitude to the other authors in this special edition and in particular its editor, Nikos Zaharaidis and X anonymous referees.
dc.descriptionpublication-status: Accepted
dc.identifier.journalJournal of European Public Policy


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