Literature
Impact assessment
Radaelli C. (2007)
Does Regulatory Impact Assessment make institutions think?
Do systematic approaches to economic policy appraisal, specifically regulatory impact assessment (RIA), enable complex organizations to learn? This question invites a reconsideration of how we conceptualize learning in public policy. Consequently, this paper distinguishes between economic-Bayesian learning, social learning, and political learning. These three types of learning are examined alongside the null hypothesis of change brought about by factors different from learning – such as partisan politics, regulatory competition, and coercion. Evidence from four countries (Denmark, the Netherlands, Sweden, and the UK) is examined within a time-period of ten years or so, controlling for both domestic and multi-level (that is, domestic-EU) effects. The findings corroborate social learning rather than economic-Bayesian learning. In turn, social learning does not provide a convincing explanation, unless one enters political learning. There is only random and scattered evidence for the null
hypothesis, but this is contingent on a sample of highly developed countries, in which coercion from international organizations and donor requirements do not play a significant role.