000			01380naa a2200193uu 4500
001			9122215490737
003			OSt
005			20190211170139.0
008			091222s2009 xx ||||gr |0|| 0 eng d
100	1		_aRADAELLI, Claudio M. _923117
245	1	0	_aMeasuring policy learning : _bregulatory impact assessment in Europe
260			_aOxfordshire : _bRouledge, _cDecember 2009
520	3		_aDo analytic approaches to policy appraisal, specifically regulatory impact assessment (RIA), enable complex organizations to learn? To answer this question, this article distinguishes between types of learning (instrumental, legitimacy-seeking emulation, and political), spells out their micro-foundations, and formulates expectations about evidence drawing on the literature on knowledge utilization. Findings from Denmark, the Netherlands, Sweden, the UK and the EU corroborate emulation and to some extend political learning rather than instrumental learning. The conclusions explain why some types of learning prevail over other.
590			_aknowledge utilization; policy appraisal; policy learning; regulation; regulatory impact assessment.
773	0	8	_tJournal of European Public Policy _g16, 8, p. 1145-1164 _dOxfordshire : Rouledge, December 2009 _xISSN 13501763 _w
942			_cS
998			_a20091222 _b1549^b _cDaiane
998			_a20100119 _b1618^b _cCarolina
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c31309 _d31309
041			_aeng