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Book part
Publication date: 6 July 2015

Anthony R. Zito

This contribution argues that there is a fundamental problem for the multi-level governance (MLG) approach in that what the approach is trying to explain has never been fully…

Abstract

Purpose

This contribution argues that there is a fundamental problem for the multi-level governance (MLG) approach in that what the approach is trying to explain has never been fully agreed by the vast group of scholarship that references it. The chapter then examines and proposes that ideas and concepts from network governance, principal–agent (PA) and learning can provide the necessary micro foundations for the MLG approach.

Methodology/approach

The chapter examines and critiques the original MLG formulations and the later efforts at elaboration. It then reviews the literature and concepts for three public policy approaches that have been associated with European governance to see how core explanations can be elaborated upon in a multi-level context: network governance, principal–agent (PA) and learning.

Findings

This contribution suggests that co-ordination, and the resources that help maintain this co-ordination, is the key dependent variable that underpins the MLG approach. With multiple principals and multiple agents, operating at a number of levels of analysis, direct authority and control is harder to evoke. The key explanatory variable underpinning this MLG co-ordination is learning by the participants.

Research implications

Researchers need to concentrate both their theoretical and empirical efforts in understanding the conditions that support multi-level governance and that sustain its effort.

Practical implications

The contribution outlines some of the key practical questions that policy-makers must face. Can they manage resources and induce learning from all the relevant public and private stakeholders to engage in the MLG effort?

Social implications

Not only does an effective MLG process involve engaging a wide range of societal stakeholders, these stakeholders have to be persuaded to invest effort in learning about the nature of the governance system, the challenges of the policy problem and the implications of the efforts to resolve these problems.

Originality/value

This chapter isolates the fundamental lacuna at the heart of the MLG project and offers academics and practitioners a conceptual lens for building a clearer analytical structure for studying MLG.

Details

Multi-Level Governance: The Missing Linkages
Type: Book
ISBN: 978-1-78441-874-8

Keywords

Open Access
Article
Publication date: 14 August 2021

Andrea Ceschi, Marco Perini, Andrea Scalco, Monica Pentassuglia, Elisa Righetti and Beniamino Caputo

This study aims to provide an overview of the past two decades of lifelong learning (LLL) policies for enhancing employability and reduce social exclusion in young people of…

1585

Abstract

Purpose

This study aims to provide an overview of the past two decades of lifelong learning (LLL) policies for enhancing employability and reduce social exclusion in young people of European countries through the development of the so-called LLL key-competences.

Design/methodology/approach

Built on a quasi-systematic review, this contribution explores traditional and new methods for promoting the LLL transition, and then employability, in young adults (e.g. apprenticeship, vocational training, e-learning, etc.).

Findings

It argues the need to identify all the possible approaches able to support policymakers, as they can differently impact key-competence development.

Originality/value

Finally, based on the consolidated EU policy experience, we propose a strategy of implementation of the LLL programmes that facilitates the institutions’ decision processes for policy-making through the use of decisional support system.

Details

European Journal of Training and Development, vol. 45 no. 6/7
Type: Research Article
ISSN: 2046-9012

Keywords

Book part
Publication date: 14 January 2021

Iryna Kushnir

This chapter reviews the theoretical literature about Europeanisation and argues the need for further analysis of post-Soviet Europeanisation. This chapter also connects…

Abstract

This chapter reviews the theoretical literature about Europeanisation and argues the need for further analysis of post-Soviet Europeanisation. This chapter also connects post-Soviet Europeanisation to the notion of policy learning, which is introduced as a theoretical perspective. The chapter discusses the challenges around the definition of policy learning in relation to other policy processes such as transfer, translation and diffusion. Policy layering does not presuppose mutual exclusion between path-dependence and change, but rather the fruitful mutual development of both. It implies a gradual change of certain policy aspects and the retaining of others. The development of the links between path-dependence and change in layering is a highly messy process. Multiple actors participate in learning, and they create policy as they learn. There are no distinct stages of learning, and the line between policy-makers and practitioners is often blurred.

The difference between policy-making on the European level and the post-Soviet domestic context is significant. The literature about post-Soviet countries recognises the presence of a struggle between Europeanisation and post-Soviet legacies there. Europeanisation in this literature is presented as change; while the influence of the post-Soviet legacies is seen as an obstacle that hinders it. The policy learning concept is key here to frame Europeanisation in the post-Soviet context as an area of enquiry which may develop according to the logic of layering.

Details

The Bologna Reform in Ukraine
Type: Book
ISBN: 978-1-83982-114-1

Article
Publication date: 1 June 2015

Piers MacLean and Marie Cahillane

The purpose of this paper is to highlight the importance of coherent alignment of current theory from cognitive psychology with practice and policy in training and education…

Abstract

Purpose

The purpose of this paper is to highlight the importance of coherent alignment of current theory from cognitive psychology with practice and policy in training and education institutions developing e-learning materials and present recommendations emphasising the human factor within processes.

Design/methodology/approach

In this paper a recent empirical study which applies current theory from cognitive psychological and multimodal learning research provides the backdrop to discussion about alignment of strategic vision, through policy, to effective practice.

Findings

Despite advances in cognitive psychology which can be applied to targeting effective and measurable training and education, many institutions fail to maintain updated e-learning strategy and policy resulting in a negative impact on practice and the learner experience.

Practical implications

The model presented in this paper is intended to promote thoughtful discussion about the processes and framework necessary for improved collaboration and communication supported by ongoing evaluation of institutional e-learning policy such that policy becomes a dynamic process congruent with developments in the learning sciences.

Social implications

The paper includes recommendations for a refined view of knowledge, skills, and attitudes and alignment of policy with practice and theory and will be of interest to training and education institutions seeking to review their policies for training needs analysis and e-learning.

Originality/value

This paper offers an up-to-date view of training needs analysis and multimedia design for training discrete psychomotor skills. It will be of value to organisations and institutions providing training and education mediated by technology as well as those involved in the design of training interventions.

Details

The International Journal of Information and Learning Technology, vol. 32 no. 3
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 9 March 2010

Margaret B. Takeda and Marilyn M. Helms

After a thorough literature review on multinational learning, it is apparent organizations “learn” when they capitalize on expatriate management, a “learning strategy”…

6251

Abstract

Purpose

After a thorough literature review on multinational learning, it is apparent organizations “learn” when they capitalize on expatriate management, a “learning strategy” (international work teams, employee involvement and other human resource policies), technology transfer and political environment and cross‐cultural adaptation. This suggests learning is possible when control mechanisms are relaxed or reduced, resulting in an ambiguous relationship between multinational learning and control. There has been no research on the relationship between learning and control largely due to this assumption of ambiguity and this paper attempts to overcome this gap by presenting a holistic approach to multinational learning and control. This paper posits that focusing on optimizing learning and control through flexible IHRM policies is a globally sustainable approach to MNE management. The purpose of this paper is to present a conceptual framework designed to address two major issues in international management: organizational learning and managerial control.

Design/methodology approach

Multinational organizations are often faced with a perceived ambiguous choice of promoting learning throughout the organization in a way that facilitates local adaptation of corporate knowledge, while maintaining control over subsidiary corporate culture (control). This paper presents a new model designed to facilitate a balanced approach to learning and control in the multinational enterprise.

Findings

The proposed model is one of sustainable management focusing on dynamic IHRM learning and control. The pillars of the proposed model thus include: National Culture, HRM policies and practices and IHRM strategies of the parent MNE; National Culture, locally developed HRM policies and practices, and transferred IHRM policies and practices in the affiliate unit; sharing of learning oriented IHRM policies and/or among MNE affiliates only; and global IHRM control and learning IHRM policies and practices (uniform across MNE units).

Originality/value

While the literature in this realm addresses these issues separately, managers are faced with a delicate balancing act of promoting learning among multinational units while maintaining corporate control over key aspects of the company's core competencies.

Details

The Learning Organization, vol. 17 no. 2
Type: Research Article
ISSN: 0969-6474

Keywords

Article
Publication date: 12 May 2022

Francesca Costanza

The purpose of this paper is to adopt a learning-based approach to portray the impact of Covid-19 on state school services in Italy, with a specific focus on the role of…

Abstract

Purpose

The purpose of this paper is to adopt a learning-based approach to portray the impact of Covid-19 on state school services in Italy, with a specific focus on the role of street-level bureaucrats and the triggering of co-creative processes.

Design/methodology/approach

The study proposes a qualitative system dynamics (or SD) approach describing the implementation of Covid-related educational policies in Italy. An insight model, made of causal loop diagrams, integrates the selected multi-disciplinary literature and institutional sources, secondary data from national and local reports (about Palermo, the fifth largest metropolitan city in Italy) and insights from a panel of school street–level bureaucrats.

Findings

The study provides an insight into the impacts of governmental decisions (school closures and the subsequent need to activate distance learning during the first wave of Covid-19) at a local level. Specifically, it portrays the influences of managerial and professional discretion, infrastructural equipment and socio-economic factors favouring/deterring co-creative educational processes.

Practical implications

The SD model highlights vicious/virtuous circles in policy implementation and suggests new managerial paths for education, more routed towards public value creation and less attached to bureaucratic procedures and the unquestioning application of performance culture.

Originality/value

The paper proposes an original and holistic approach to dealing with policy making in education and its managerial features. The research findings are considered important, not only to face the current emergency, but also to pro-actively think about the post-Covid era.

Details

International Journal of Public Sector Management, vol. 35 no. 4
Type: Research Article
ISSN: 0951-3558

Keywords

Article
Publication date: 1 April 2017

Kimberly Nijboer, Shirin Senden and Jan Telgen

All countries use public procurement to some degree to further policy objectives such as sustainability, innovation, fighting fraud and corruption, value for taxpayers' money etc…

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Abstract

All countries use public procurement to some degree to further policy objectives such as sustainability, innovation, fighting fraud and corruption, value for taxpayers' money etc. Countries may learn from past successes and failures in other countries while implementing these policies: cross-country learning. In this exploratory study, we investigate cross-country learning across two frequently used policy areas: sustainability and innovation. A threefold methodology was used that consisted of (1) an extensive review of scientific literature complemented by (2) a thorough examination of policy documents and (3) interviews with leading public procurement experts from 10 countries including both developing and developed countries. The main findings indicate that there is no hard evidence for cross-country learning. Even if cross-country learning would exist, the lessons learned seem to remain largely implicit.

Details

Journal of Public Procurement, vol. 17 no. 4
Type: Research Article
ISSN: 1535-0118

Article
Publication date: 1 March 2013

Arie Halachmi and Amy M. Woron

Spontaneous inter-organizational learning differs from organizational learning in that the latter relies on conflict occurring within the organization prior to action being taken…

Abstract

Spontaneous inter-organizational learning differs from organizational learning in that the latter relies on conflict occurring within the organization prior to action being taken. Inter-organizational learning suggests that organizations have the opportunity to learn from the experiences of others and proactively establish policies and regulations either preventing or lessening the chances that a similar situation will occur in their organization. The description "spontaneous" is proposed to differentiate serendipitous and intentional opportunities for learning. A public federal level case study is presented in support of spontaneous interorganizational learning.

Details

International Journal of Organization Theory & Behavior, vol. 16 no. 2
Type: Research Article
ISSN: 1093-4537

Article
Publication date: 30 September 2013

James Ogunleye

The purpose of this paper is to examine the extent to which workplace learning forms a building block in national lifelong learning policies by obtaining evidence, first-hand…

Abstract

Purpose

The purpose of this paper is to examine the extent to which workplace learning forms a building block in national lifelong learning policies by obtaining evidence, first-hand, from mental health practitioners about their perceptions of their individual country's national lifelong learning policy and, in particular, its application to adults with long-term mental illness.

Design/methodology/approach

Text analysis: review of relevant literature and European Union policy documents and survey questionnaire.

Findings

It is evident that the use of workplace learning as a linchpin in national strategies for lifelong learning in Denmark and France is clear and empirically supported.

Research limitations/implications

Comparative evidence of evaluations of impact and effectiveness of workplace lifelong learning provision in the two countries examined is patchy at best raising further questions about the “value” of investments in both workplace learning and lifelong learning in these countries.

Practical implications

There is a risk that by focusing on jobs and workplace learning, the specific needs and desires of people with mental illness who, in the main, might want to engage in lifelong learning for reasons other than jobs and workplace learning, may end up being disadvantaged as their (non-economic) needs go unmet.

Originality/value

Until now there has been little or no attempt to examine Europe's conception of lifelong learning policy and its application to a multiple disadvantaged group such as mental health service users. This is a major attempt to remedy current dearth of research in the area.

Article
Publication date: 13 March 2024

Rong Jiang, Bin He, Zhipeng Wang, Xu Cheng, Hongrui Sang and Yanmin Zhou

Compared with traditional methods relying on manual teaching or system modeling, data-driven learning methods, such as deep reinforcement learning and imitation learning, show…

Abstract

Purpose

Compared with traditional methods relying on manual teaching or system modeling, data-driven learning methods, such as deep reinforcement learning and imitation learning, show more promising potential to cope with the challenges brought by increasingly complex tasks and environments, which have become the hot research topic in the field of robot skill learning. However, the contradiction between the difficulty of collecting robot–environment interaction data and the low data efficiency causes all these methods to face a serious data dilemma, which has become one of the key issues restricting their development. Therefore, this paper aims to comprehensively sort out and analyze the cause and solutions for the data dilemma in robot skill learning.

Design/methodology/approach

First, this review analyzes the causes of the data dilemma based on the classification and comparison of data-driven methods for robot skill learning; Then, the existing methods used to solve the data dilemma are introduced in detail. Finally, this review discusses the remaining open challenges and promising research topics for solving the data dilemma in the future.

Findings

This review shows that simulation–reality combination, state representation learning and knowledge sharing are crucial for overcoming the data dilemma of robot skill learning.

Originality/value

To the best of the authors’ knowledge, there are no surveys that systematically and comprehensively sort out and analyze the data dilemma in robot skill learning in the existing literature. It is hoped that this review can be helpful to better address the data dilemma in robot skill learning in the future.

Details

Robotic Intelligence and Automation, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2754-6969

Keywords

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