1 / 7

COMPETITIVENESS POLICY EVALUATION AS A TRANSFORMATIVE PROCESS: FROM THEORY TO PRACTICE

COMPETITIVENESS POLICY EVALUATION AS A TRANSFORMATIVE PROCESS: FROM THEORY TO PRACTICE. Mari José Aranguren Edurne Magro James Wilson. Eu-SPRI Conference , Karlsruhe , 12th June 2012. Rationale for the Paper. Contemporary competitiveness policy is characterised by:

suzette
Download Presentation

COMPETITIVENESS POLICY EVALUATION AS A TRANSFORMATIVE PROCESS: FROM THEORY TO PRACTICE

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. COMPETITIVENESS POLICY EVALUATION AS A TRANSFORMATIVE PROCESS: FROM THEORY TO PRACTICE Mari José Aranguren Edurne Magro James Wilson Eu-SPRI Conference, Karlsruhe, 12th June 2012

  2. Rationale for the Paper • Contemporary competitiveness policyis characterised by: • Mix of theoretical rationales, policy instruments and timescales • Interaction between policies designed at multiple administrative levels • Strong inertia in the policy process • Koschatzky & Kroll (2007); Laranjaet al (2008); Arangurenet al. (2010); Flanagan et al. (2011); Magro & Wilson (2011) • Complexity & inertia in the policy process offer important opportunities for policy learning • Both among policy-makers and among agents touched by the policies • But policy learning remains a loose concept • Smits & Kuhlman (2004); Nauwelaers & Wintjes (2008); Barca (2009) • Policy evaluation can contribute to policy learning, playing a transformative role, but there is a gap in our understanding of how this happens (or not) in practice

  3. Why transformative evaluation? • Mode-1 & Mode-2 knowledge (Gibbons et al., 2004) • Knowledge bridging (Karlsenet al., 2012) Policy evaluation can play a role in this process; it can be ‘transformative’ We explore how this can happen through the comparative study of three cases in the Basque Country region Source: Karlsenet al. (2012)

  4. COMPARISON OF THE THREE CASE STUDIES

  5. ROUTE TO TRANSFORMATIVE POLICY EVALUATION No CREATE AWARENESS EVALUATION REQUIRES MODE 2? MODE 1 No DEMAND FOR EVALUATION? MAIN EXPECTATION? Yes 1 Yes DIALOGUE SPACES EXIST? CREATE THEM MODE 2 No Yes ALL RELEVANT PARTIES INVOLVED? DEVELOP INCLUSION MECHANISMS No Yes COGNITIVE PROXIMITY & TRUST BETWEEN RESEARCHERS & POLICY-MAKERS? TRANSFORMATIVE POLICY EVALUATION KNOWLEDGE CO-GENERATION AROUND EVALUATION WORK TO BUILD IT No Yes

  6. Conclusions • Importance of demand for evaluation & engagement in evaluation from both policy-makers and researchers • Engagement tends to increase during the learning process, but not always (e.g. changes in the people involved) • Stability (policy-makers & researchers) aids transformative evaluation • Evaluation techniques are not the key issue; rather, when and why they are used • Depending on who should learn and what they should learn, it is important to create different spaces for dialogue • Transformative policy learning is a continuous process • Evaluation for policy learning depends not only the technical capabilities of researchers, but also on their capacities to facilitate long-term processes Following a certain route, policy evaluation can be ‘transformative’ in that it generates behavioural additionality in policy-makers and researchers

  7. Eskerrikasko / Gracias / Thankyou edurne.magro@orkestra.deusto.es jwilson@orkestra.deusto.es edurnemagro jamierwilson www.orkestra.deusto.es

More Related