Abstract
| Original language | English |
|---|---|
| Journal | European Journal of Political Research |
| Volume | 54 |
| Issue number | 1 |
| Pages (from-to) | 99-120 |
| Number of pages | 22 |
| ISSN | 0304-4130 |
| DOIs | |
| Publication status | Published - 2015 |
Cite this
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Evaluation and Policy Learning : The Learners' Perspective. / Borrás, Susana; Højlund, Steven.
In: European Journal of Political Research, Vol. 54, No. 1, 2015, p. 99-120.Research output: Contribution to journal › Journal article › Research › peer-review
TY - JOUR
T1 - Evaluation and Policy Learning
T2 - The Learners' Perspective
AU - Borrás, Susana
AU - Højlund, Steven
PY - 2015
Y1 - 2015
N2 - This article examines how evaluation induces policy learning – a question largely neglected by the scholarly literature on evaluation and policy learning. Following a learner's perspective, the article attempts to ascertain who the learners are, and what, and how, learners actually learn from evaluations. In so doing, it focuses on what different types of learners actually learn within the context of the evaluation framework (the set of administrative structures defining the evaluation goals and process). Taking the empirical case of three EU programme evaluations, the patterns of policy learning emanating from them are examined. The findings are that only two types of actors involved in the evaluation are actually learning (programme units and external evaluators), that learners learn different things (programme overview, small-scale programme adjustments, policy change and evaluation methods) and that different learners are in control of different aspects of the evaluation (learning objectives and processes) according to the evaluation framework established by the European Commission.
AB - This article examines how evaluation induces policy learning – a question largely neglected by the scholarly literature on evaluation and policy learning. Following a learner's perspective, the article attempts to ascertain who the learners are, and what, and how, learners actually learn from evaluations. In so doing, it focuses on what different types of learners actually learn within the context of the evaluation framework (the set of administrative structures defining the evaluation goals and process). Taking the empirical case of three EU programme evaluations, the patterns of policy learning emanating from them are examined. The findings are that only two types of actors involved in the evaluation are actually learning (programme units and external evaluators), that learners learn different things (programme overview, small-scale programme adjustments, policy change and evaluation methods) and that different learners are in control of different aspects of the evaluation (learning objectives and processes) according to the evaluation framework established by the European Commission.
KW - Policy Learning
KW - Evaluation
KW - European Union
UR - http://sfx-45cbs.hosted.exlibrisgroup.com/45cbs?url_ver=Z39.88-2004&url_ctx_fmt=info:ofi/fmt:kev:mtx:ctx&ctx_enc=info:ofi/enc:UTF-8&ctx_ver=Z39.88-2004&rfr_id=info:sid/sfxit.com:azlist&sfx.ignore_date_threshold=1&rft.object_id=954925512453&rft.object_portfolio_id=&svc.holdings=yes&svc.fulltext=yes
U2 - 10.1111/1475-6765.12076
DO - 10.1111/1475-6765.12076
M3 - Journal article
VL - 54
SP - 99
EP - 120
JO - European Journal of Political Research
JF - European Journal of Political Research
SN - 0304-4130
IS - 1
ER -