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INDIVIDUALS AND THE DYNAMICS OF POLICY LEARNING: THE CASE OF THE THIRD BATTLE OF NEWBURY
Author(s) -
DUDLEY GEOFFREY
Publication year - 2007
Publication title -
public administration
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.313
H-Index - 93
eISSN - 1467-9299
pISSN - 0033-3298
DOI - 10.1111/j.1467-9299.2007.00648.x
Subject(s) - salient , battle , dynamics (music) , norm (philosophy) , policy learning , phenomenon , context (archaeology) , reflection (computer programming) , process (computing) , key (lock) , epistemology , computer science , sociology , political science , artificial intelligence , law , pedagogy , history , philosophy , archaeology , machine learning , programming language , operating system , computer security
In recent years, the phenomenon whereby key individuals introduce effective ideas into policy processes has been identified as a vital agent in the redefinition of policy issues. In turn, this raises the basic question of how these individuals themselves undergo processes of learning and change. The article examines three models of policy learning in order to analyse what they may tell us about the dynamics of individual learning: the advocacy coalition framework; the process of learning by means of ‘development’; and issue redefinition through processes of punctuated equilibria. The models are examined in the context of the learning dynamics of three key individuals within the salient anti‐bypass group the ‘Third Battle of Newbury’. The article’s conclusion identifies three apparent paradoxes in individual learning dynamics and attempts to answer these with particular reference to the concepts of frame reflection and regulation by means of norm setting.