Diagnosing individual barriers to collective learning: how governance contexts shape cognitive biases

IF 4.6 1区 社会学 Q1 POLITICAL SCIENCE
Tanya Heikkila, Andrea K. Gerlak, Betsy Smith
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Abstract

ABSTRACTA growing body of public policy and governance scholars recognise the importance of learning in supporting adaptive and responsive governance systems. Fostering learning within policy processes and governance systems, however, can be challenging. Collectively, we often ignore or misinterpret relevant policy information, or we may be incapable of translating new information into policy. Despite significant scholarly attention to learning, knowledge of the barriers to learning remains underdeveloped. To advance theoretical insights, this article integrates research on individual cognitive biases with literature on learning to identify barriers that can block learning or lead to non-learning in policy and governance processes. It also explores how these barriers can be mitigated or exacerbated by different governance contexts. Based on these insights, this paper provides guidance for researchers on how to empirically assess learning barriers across different governance contexts.KEYWORDS: Policy learningcollective learningpublic policygovernancecognitive biases AcknowledgementsWe are grateful for our colleagues who participated in the IWPP3 Workshop on Policy Learning in Budapest in 2022 and provided constructive suggestions on an earlier version of this manuscript. We also thank the anonymous reviewers for their excellent suggestions for improving this paper.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingNo external funding was received for the research on this manuscript.Notes on contributorsTanya HeikkilaTanya Heikkila is a professor in the School of Public Affairs and co-directs the Center for Policy and Democracy at the University of Colorado Denver.Andrea K. GerlakAndrea K. Gerlak is a professor in the School of Geography, Development and Environment and the directs the Udall Center for Studies in Public Policy at the University of Arizona.Betsy SmithBetsy Smith is a Ph.D. student in public affairs at the University of Colorado Denver.
诊断个体对集体学习的障碍:治理环境如何塑造认知偏见
越来越多的公共政策和治理学者认识到学习在支持适应性和响应性治理系统中的重要性。然而,在政策过程和治理系统中促进学习可能具有挑战性。总的来说,我们经常忽略或误解相关的政策信息,或者我们可能无法将新信息转化为政策。尽管学术界对学习给予了极大的关注,但对学习障碍的认识仍不发达。为了推进理论见解,本文将个人认知偏见研究与学习文献相结合,以确定在政策和治理过程中可能阻碍学习或导致不学习的障碍。本文还探讨了如何通过不同的治理环境减轻或加剧这些障碍。基于这些见解,本文为研究人员提供了如何在不同的治理环境中经验地评估学习障碍的指导。感谢我们的同事参加了2022年在布达佩斯举行的IWPP3政策学习研讨会,并为本文早期版本提供了建设性的建议。我们也感谢匿名审稿人对本文的改进提出的优秀建议。披露声明作者未报告潜在的利益冲突。本论文的研究未收到外部资助。作者简介:坦尼亚·海克拉,公共事务学院教授,科罗拉多大学丹佛分校政策与民主中心联合主任。Andrea K. Gerlak是亚利桑那大学地理、发展与环境学院的教授,也是尤德尔公共政策研究中心的主任。贝琪·史密斯是丹佛科罗拉多大学公共事务专业的博士生。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
8.80
自引率
9.50%
发文量
83
期刊介绍: The primary aim of the Journal of European Public Policy is to provide a comprehensive and definitive source of analytical, theoretical and methodological articles in the field of European public policy. Focusing on the dynamics of public policy in Europe, the journal encourages a wide range of social science approaches, both qualitative and quantitative. JEPP defines European public policy widely and welcomes innovative ideas and approaches. The main areas covered by the Journal are as follows: •Theoretical and methodological approaches to the study of public policy in Europe and elsewhere •National public policy developments and processes in Europe •Comparative studies of public policy within Europe
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