Policy learning in the Eurozone crisis: modes, power and functionality

被引:52
作者
Dunlop, Claire A. [1 ]
Radaelli, Claudio M. [1 ]
机构
[1] Univ Exeter, Dept Polit, Amory Bldg, Exeter EX4 4RJ, Devon, England
基金
欧洲研究理事会;
关键词
Ambiguity; European Semester; European Union (EU); Eurozone crisis; Fiscal policy; Policy learning; EUROPEAN INTEGRATION; EPISTEMIC COMMUNITIES; ECONOMIC GOVERNANCE; SOCIAL-POLICY; PUBLIC-POLICY; EU; INTERGOVERNMENTALISM; COORDINATION; FRAMEWORK; LESSONS;
D O I
10.1007/s11077-015-9236-7
中图分类号
C93 [管理学]; D035 [国家行政管理]; D523 [行政管理]; D63 [国家行政管理];
学科分类号
12 ; 1201 ; 1202 ; 120202 ; 1204 ; 120401 ;
摘要
In response to the attacks on the sovereign debt of some Eurozone countries, European Union (EU) leaders have created a set of preventive and corrective policy instruments to coordinate macro-economic policies and reforms. In this article, we deal with the European Semester, a cycle of information exchange, monitoring and surveillance. Countries that deviate from the targets are subjected to increasing monitoring and more severe 'corrective' interventions, in a pyramid of responsive exchanges between governments and EU institutions. This is supposed to generate coordination and convergence towards balanced economies via mechanisms of learning. But who is learning what? Can the EU learn in the 'wrong' mode? We contribute to the literature on theories of the policy process by showing how modes of learning can be operationalized and used in empirical analysis. We use policy learning as theoretical framework to establish empirically the prevalent mode of learning and its implications for both the power of the Commission and the normative question of whether the EU is learning in the 'correct' mode.
引用
收藏
页码:107 / 124
页数:18
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