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

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Presentation on theme: "1 COMPETITIVENESS POLICY EVALUATION AS A TRANSFORMATIVE PROCESS: FROM THEORY TO PRACTICE Eu-SPRI Conference, Karlsruhe, 12th June 2012 Mari José Aranguren."— Presentation transcript:

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

2 2 Rationale for the Paper Contemporary competitiveness policy is characterised by: o Mix of theoretical rationales, policy instruments and timescales o Interaction between policies designed at multiple administrative levels o Strong inertia in the policy process o Koschatzky & Kroll (2007); Laranja et al (2008); Aranguren et al. (2010); Flanagan et al. (2011); Magro & Wilson (2011) Complexity & inertia in the policy process offer important opportunities for policy learning o Both among policy-makers and among agents touched by the policies o But policy learning remains a loose concept o 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 3 Mode-1 & Mode-2 knowledge (Gibbons et al., 2004) Knowledge bridging (Karlsen et al., 2012) Why transformative evaluation? Source: Karlsen et al. (2012) We explore how this can happen through the comparative study of three cases in the Basque Country region Policy evaluation can play a role in this process; it can be ‘transformative’

4 4 COMPARISON OF THE THREE CASE STUDIES Case 1: R&D policyCase 2: Cluster PolicyCase 3: Competitiveness Policy Policy MeasureGrant R&D programme for firms and other agents in the IS Cluster policy directed to foster collaboration through cluster associations Plan umbrella that gives guidelines for specific plans and measures related to competitiveness Motivation for evaluation Researcher driven; focused on analysing impact and not on learning (summative) Researcher & policy-maker driven; focused on learning & impact (summative & formative) Policy-maker driven; focused on learning & impact (summative & formative) Engagement of policy- makers Non engagementDecreasing engagement during the process Increasing engagement during the process Interaction researcher- policy maker Very little interactionInteration at some points of the process. Interaction mainly occured with other agents (cluster associations) Continous interaction since the beginning of the process Method usedQuantitative (control group approaches) and qualitative approaches (interviews) Quantitative (control group approaches) and qualitative approaches (participatory evaluation) Quantitative (monitoring of indicators) and qualitative approaches (interviews and participatory evaluation) Who learns?ResearcherResearcher and beneficiaries Researcher and policy- makers Mode of knowledge production Expected: Mode 1 Achieved: Mode 1 Expected: Modes 1 & 2 Achieved: Mode 1 Expected: Mode 1 (policy- makers / Modes 1 & 2 (researchers) Achieved: Modes 1 & 2

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

6 6 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 Conclusions Following a certain route, policy evaluation can be ‘transformative’ in that it generates behavioural additionality in policy-makers and researchers

7 7 Eskerrik asko / Gracias / Thank you edurne.magro@orkestra.deusto.es jwilson@orkestra.deusto.es www.orkestra.deusto.es edurnemagro jamierwilson


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