Building a Conceptual Approach to Collective Learning: Lessons for Public Policy Scholars
Building a Conceptual Approach to Collective Learning: Lessons for Public Policy Scholars
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建立集体学习的概念方法：公共政策学者的经验教训
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
A. Gerlak
中科院分区：
文献类型：
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作者：
Tanya Heikkila;A. Gerlak
在公共政策过程中，政策行为者之间的集体学习对于决定这些过程如何展开以及可能产生的政策结果的类型非常重要。尽管政策学者对学习有着广泛的兴趣，但研究人员在研究政策过程中不同集体环境下的学习时，面临着许多概念和理论上的挑战。在这篇文章中，我们提供了一个理论基础的方法来定义和理解集体层次的学习。在定义学习时，我们首先指出学习过程和学习产品之间的联系，包括认知和行为两方面。在研究学习过程时，我们进一步探讨了个人学习和集体学习之间的关系。然后，我们确定并定义可能影响学习过程的集体设置的关键特征。最后，我们为政策学者提供了将这种方法应用于不同政策背景下的学习研究的建议。
In public policy processes, collective learning among policy actors is important in shaping how these processes unfold and the types of policy outcomes that may result. Despite a widespread interest in learning by policy scholars, researchers face a number of conceptual and theoretical challenges in studying learning across different collective settings within policy processes. In this article, we offer a theoretically grounded approach to defining and understanding collective-level learning. In defining learning, we first draw out the connection between learning processes and learning products, both cognitive and behavioral. In examining learning processes, we further explore the relationship between individual and collective learning. Then we identify and define the key characteristics of collective settings that will likely influence learning processes. We conclude by offering recommendations for policy scholars to apply this approach in studies of learning across diverse policy contexts.