The role of assessment and institutions for policy learning : (Record no. 23547)
[ view plain ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 02133naa a2200181uu 4500 |
| 001 - CONTROL NUMBER | |
| control field | 7052219222810 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20190211162925.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 070522s2007 xx ||||gr |0|| 0 eng d |
| 999 ## - SYSTEM CONTROL NUMBERS (KOHA) | |
| Koha Dewey Subclass [OBSOLETE] | PHL2MARC21 1.1 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | eng |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | NILSSON, Mans |
| 9 (RLIN) | 31903 |
| 245 10 - TITLE STATEMENT | |
| Title | The role of assessment and institutions for policy learning : |
| Remainder of title | a study on swedish climate and nuclear policy formation |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Dordrecht, Netherlands : |
| Name of publisher, distributor, etc. | Springer, |
| Date of publication, distribution, etc. | March 2007 |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | This study examines two challenges related to the integration of environmental concerns into public policymaking: how to shape institutions that facilitate policy learning in national policymaking processes, and how to create effective supporting assessment processes. A simple construct of policy learning is applied empirically; distinguishing what is learned in terms of conceptual and technical learning, and unpacking the process of learning into three elements: knowledge acquisition, interpretation, and institutionalization. Two empirical policy cases, climate and nuclear policy formation in Sweden, are analyzed over two decades, detecting patterns of learning and investigating what institutions have facilitated or obstructed them. The analysis is based on a study of actual policy outputs, an examination of reasoning and argumentation in policy documents, and evidence from testimonial interviews. Results indicate that climate policy has undergone fundamental learning processes whereas nuclear policy has been more intractable. Most learning has occurred in some agency and committee processes, while ministries and political levels have suffered from weak capacities and incentives to learn. Key drivers of learning included trust building among key agents coupled to international driving forces. Ultimately, institutional rules, capacities, and incentives are more important factors for enhancing learning than what types of assessments feed in |
| 773 08 - HOST ITEM ENTRY | |
| Title | Policy Sciences |
| Related parts | 38, 4, p. 225-249 |
| Place, publisher, and date of publication | Dordrecht, Netherlands : Springer, March 2007 |
| International Standard Serial Number | ISSN 0032-2687 |
| Record control number | |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periódico |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) | |
| -- | 20070522 |
| Operator's initials, OID (RLIN) | 1922^b |
| Cataloger's initials, CIN (RLIN) | Tiago |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) | |
| -- | 20070523 |
| Operator's initials, OID (RLIN) | 1539^b |
| Cataloger's initials, CIN (RLIN) | Zailton |
No items available.
