Closer than they look at first glance: A systematic review and a research agenda regarding measurement practices for policy learning

Learning is a cognitive and social dynamic through which diverse types of actors involved in policy processes acquire, translate and disseminate new information and knowledge about public problems and solutions. In turn, they maintain, strengthen or revise their policy beliefs and preferences. Despi...

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Autores principales:	Pierre Squevin, David Aubin, Éric Montpetit, Stéphane Moyson
Formato:	article
Lenguaje:	EN
Publicado:	OpenEdition 2021
Materias:	Measurement methods policy convergence policy diffusion policy learning policy transfer Political institutions and public administration (General) JF20-2112
Acceso en línea:	https://doaj.org/article/366d45f4b2d34caba2fe2b6e51f0f7ff
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spelling	oai:doaj.org-article:366d45f4b2d34caba2fe2b6e51f0f7ff2021-12-02T10:12:57ZCloser than they look at first glance: A systematic review and a research agenda regarding measurement practices for policy learning2679-38732706-627410.4000/irpp.2083https://doaj.org/article/366d45f4b2d34caba2fe2b6e51f0f7ff2021-07-01T00:00:00Zhttp://journals.openedition.org/irpp/2083https://doaj.org/toc/2679-3873https://doaj.org/toc/2706-6274Learning is a cognitive and social dynamic through which diverse types of actors involved in policy processes acquire, translate and disseminate new information and knowledge about public problems and solutions. In turn, they maintain, strengthen or revise their policy beliefs and preferences. Despite the conceptual and theoretical developments over the last years, concerns about the measurement of policy learning remain persistent. Based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) approach, this article reports the results of a systematic review of the existing practices for measuring policy learning in the public administration and policy research. In addition to operationalizations, data sources, methods of analysis and levels of analysis, we examine how the reviewed articles deal with the processual nature of policy learning. We show that the existing measurement practices transcend the research streams on policy learning for the most part, which extends the argument developed by Dunlop and Radaelli (2018) that policy learning is an analytical framework of the policy process. Based on these results, we argue for more transparent operationalizations, discuss the strengths and weaknesses of direct and indirect measurement approaches, and call for more creativity in designing measurement methods that recognize the multilevel nature of policy learning.Pierre SquevinDavid AubinÉric MontpetitStéphane MoysonOpenEditionarticleMeasurementmethodspolicy convergencepolicy diffusionpolicy learningpolicy transferPolitical institutions and public administration (General)JF20-2112ENInternational Review of Public Policy, Vol 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Measurement methods policy convergence policy diffusion policy learning policy transfer Political institutions and public administration (General) JF20-2112
spellingShingle	Measurement methods policy convergence policy diffusion policy learning policy transfer Political institutions and public administration (General) JF20-2112 Pierre Squevin David Aubin Éric Montpetit Stéphane Moyson Closer than they look at first glance: A systematic review and a research agenda regarding measurement practices for policy learning
description	Learning is a cognitive and social dynamic through which diverse types of actors involved in policy processes acquire, translate and disseminate new information and knowledge about public problems and solutions. In turn, they maintain, strengthen or revise their policy beliefs and preferences. Despite the conceptual and theoretical developments over the last years, concerns about the measurement of policy learning remain persistent. Based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) approach, this article reports the results of a systematic review of the existing practices for measuring policy learning in the public administration and policy research. In addition to operationalizations, data sources, methods of analysis and levels of analysis, we examine how the reviewed articles deal with the processual nature of policy learning. We show that the existing measurement practices transcend the research streams on policy learning for the most part, which extends the argument developed by Dunlop and Radaelli (2018) that policy learning is an analytical framework of the policy process. Based on these results, we argue for more transparent operationalizations, discuss the strengths and weaknesses of direct and indirect measurement approaches, and call for more creativity in designing measurement methods that recognize the multilevel nature of policy learning.
format	article
author	Pierre Squevin David Aubin Éric Montpetit Stéphane Moyson
author_facet	Pierre Squevin David Aubin Éric Montpetit Stéphane Moyson
author_sort	Pierre Squevin
title	Closer than they look at first glance: A systematic review and a research agenda regarding measurement practices for policy learning
title_short	Closer than they look at first glance: A systematic review and a research agenda regarding measurement practices for policy learning
title_full	Closer than they look at first glance: A systematic review and a research agenda regarding measurement practices for policy learning
title_fullStr	Closer than they look at first glance: A systematic review and a research agenda regarding measurement practices for policy learning
title_full_unstemmed	Closer than they look at first glance: A systematic review and a research agenda regarding measurement practices for policy learning
title_sort	closer than they look at first glance: a systematic review and a research agenda regarding measurement practices for policy learning
publisher	OpenEdition
publishDate	2021
url	https://doaj.org/article/366d45f4b2d34caba2fe2b6e51f0f7ff
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Closer than they look at first glance: A systematic review and a research agenda regarding measurement practices for policy learning

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