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Transformative Policy Evaluation: Bridging Theory and Practice for Competitiveness

This paper explores the transformative role of policy evaluation in enhancing competitiveness policy, characterized by complex interactions and inertia within policy processes. By analyzing three case studies from the Basque Country, we discuss how policy evaluation can foster learning among stakeholders and contribute to more effective policymaking. Key insights emphasize the need for demand for evaluation, engagement between researchers and policymakers, and the establishment of dialogue spaces to facilitate knowledge co-generation. Understanding these dynamics can lead to impactful, transformative policy learning.

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Transformative Policy Evaluation: Bridging Theory and Practice for Competitiveness

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  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

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