Browsing Working papers by Author "Nedergaard, Peter"
Now showing items 1-9 of 9
-
A Social Constructivist ApproachNedergaard, Peter (København, 2005)[More information][Less information]
Abstract: The paper is structured as follows: Section 2 summarizes the recent debate in the political science literature on analytical approaches to learning, which has gradually developed in a direction of being less and less individualistic. Section 3 follows up on this development and introduces a social constructivist approach to learning that redefines learning as changes in language-constituted relations to others. In section 4 this argument is elaborated into a model for mutual learning. Section 5 contains a qualitative analysis of the organisation of the EES in practice with regard to the possibilities of policy diffusion of the EES learning processes as predicted in the model in section 4. Section 6 deals with the conflictual views on the size and character of the learning processes of the EES in recent studies and proposes a new methodological path to investigate the mutual learning processes based upon a social constructivist approach. Section 7 is the conclusion of the article which sums up the examination of the both the various approaches to learning analysed in the paper and the evaluation of the possibilities of policy diffusion resulting from the learning processes. URI: http://hdl.handle.net/10398/7328 Files in this item: 1
-
Networks and Meaning in the Opposition Against the Proposal for a Directive on Temporary Work in the Council of Ministers of the European UnionNedergaard, Peter (, 2005)[More information][Less information]
Abstract: This article contains a case study of the behavior of a blocking minority in the Council of Ministers. An important result is that the behavior of Member States cannot in this case be explained directly by domestic circumstances and interests as it is often done in the neoliberal literature. Instead, necessary variables offered in this article are tight networks and their ability to create meaning in being part of the blocking minority through an attractive story-line. If generalized, it means that the influence of story-lines created by discourse-coalitions has to be upgraded as explanations of the behavior in the Council of Ministers and that actors providing the network with hegemony can critically strengthen an issue network. URI: http://hdl.handle.net/10398/7910 Files in this item: 1
WP2005-2 blocking_minorities2.pdf (276.8Kb) -
Om analysen af den økonomisk-politiske integration i EUNedergaard, Peter (København, 2007)[More information][Less information]
Abstract: Artiklen diskuterer anvendelige teorier for analysen af den økonomisk-politiske integration i EU’s politiske system, som i dag er langt den vigtigste reguleringsramme om virksomhederne i EU. I den forbindelse foreslår artiklen en såkaldt socialkonstruktivistisk rational choice-teori, hvor socialkonstruktivismen tager sig af de ændrede politiske præferencer og rational choice-teorien sig af de langt mere konstante politiske institutioner. Den foreslåede teori anvendes til forklaring af de politiske resultater af tre vigtige reformer af EU’s landbrugspolitik i 1984, 1992 og 2003. Den viser sig i stand til både at forklare indarbejdelsen af mere postmoderne præferencer i reformerne og at det er de svagt organiserede grupper som forbrugerne og (i stigende grad) skatteyderne, der betaler regningen for EU’s landbrugspolitik uanset, hvordan den reformeres. URI: http://hdl.handle.net/10398/7354 Files in this item: 1
-
A Politico-Economic ModelNedergaard, Peter (København, 2007)[More information][Less information]
Abstract: In this paper technical standardisation is understood and explained in a model where economic analysis is coupled with an analysis of the political system as proposed in rational choice theory. The aim is to answer both the question why various countries (e.g. the United States versus European countries) let either the market or public intervention determine the mode of technical standardisation and the possible implications of these two ways of organizing technical standardisation from an economic and a political point of view. Based upon the analysis of the paper a couple of general policy recommendations are made concerning the mode of technical standardisation. Keywords: Rational choice, market failures, technical standards, standardisation, government failures. URI: http://hdl.handle.net/10398/7371 Files in this item: 1
wp39_intl_ppp.pdf (175.3Kb) -
Lessons to be learned from the "hidden” committees of the Nordic Council of MinistersNedergaard, Peter (København, 2006)[More information][Less information]
Abstract: In spite of their long history and extensive activities, the international committees of the Nordic Council of Ministers have not hitherto been subject to scholarly examination. This paper demonstrates that valuable lessons can be learned about policy learning in practise and theoretically by analysing the cooperation in the committees of the Nordic Council of Ministers. Using the Advocacy Coalition Framework as the starting point, fifteen hypotheses on policy learning are tested. Among other things, it is concluded that in order to maximise policy learning in international committees, committees should avoid fragmentation into coalitions, be open to public opinion, participants in committees should be driven by a sense of purpose rather that material interest, empirical data should be made available to committees, a neutral presidency should be present in order to act as an authoritative persuader, and neutral scientists should participate, although not necessarily scientists from consultancy firms. URI: http://hdl.handle.net/10398/7353 Files in this item: 1
-
How? How much?Nedergaard, Peter (København, 2007)[More information][Less information]
Abstract: Mutual learning among the Member States is the primary purpose of the employment policy of the European Union. The two most important questions in this regard are how learning occurs and how much learning takes place. In this article I argue that the existing analyses of the effects of learning in the European employment strategy have been either determined by the sender’s interests or have underestimated how mutual learning between countries takes place. In stead the article develops a constructivist approach to learning and uses it to generate some concrete hypothesis about when learning in committees is most likely to take place. Afterwards, this constructivist approach is used to analyse the institutional framework surrounding the European employment strategy in order to evaluate whether the potential for learning is optimal. Finally, the article concludes that even though some basic premises for learning is fulfilled, the potential for mutual learning could and should be increased by implemented at range of concrete institutional reforms. Firstly, a range of professional and autonomous sub-committees which reports to the EMCO should be established. Secondly, the EMCO should be given more time to discuss the national action plans in meetings which more loosely defined agendas. Thirdly, the cooperation should be concentrated around the areas where the differences in terms of policy performances among the Member States are greatest. Fourthly, the president of the EMCO should be given a more prominent role at the expense of the Commission. Finally, the members of the EMCO should to a higher extent come from the directorates in the Member states rather than the minister’s departments. URI: http://hdl.handle.net/10398/7332 Files in this item: 1
working paper_40_pn_mutual learning.pdf (138.4Kb) -
Methodological and Theoretical ConsiderationsNedergaard, Peter (København, 2007)[More information][Less information]
Abstract: The purpose of this paper is solely to address two interlinked methodological and theoretical questions concerning the Open Method of Coordination (OMC), using the European Employment Strategy as a case: First, what is the most appropriate approach to learning in the analyses of the processes of the European Employment Strategy (EES)? Second, how is mutual learning processes diffused among the Member States? In answering these two questions the paper draws on a social constructivist approach to learning thereby contributing to the debate about learning in the political science literature. At the same time, based on this concept of learning, it is concluded that the learning effects of the EES are probably somewhat larger than what is normally suggested, but that successful diffusion still depends on a variety of contextual factors. URI: http://hdl.handle.net/10398/7338 Files in this item: 1
-
Nedergaard, Peter (København, 2005)[More information][Less information]
Abstract: The purpose of this paper is to address two normative and interlinked methodological and theoretical questions concerning the Open Method of Coordination (OMC): First, what is the most appropriate approach to learning in the analyses of the processes of the European Employment Strategy (EES)? Second, how should mutual learning processes be diffused among the Member States in order to be efficient? In answering these two questions the paper draws on a social constructivist approach to learning thereby contributing to the debate about learning in the political science literature. At the same time, based on the literature and participatory observations, it is concluded that the learning effects of the EES are probably somewhat larger than what is normally suggested, but that successful diffusion still depends on a variety of contextual factors. At the end of the paper a path for empirical research based upon a social constructivist approach to learning is suggested. URI: http://hdl.handle.net/10398/7364 Files in this item: 1
eu-coordination.pdf (183.4Kb) -
European and Nordic Experiences in the Employment FieldNedergaard, Peter (København, 2005)[More information][Less information]
Abstract: This paper analyses and compares the transnational learning processes in the employment field in the European Union and among the Nordic countries. Based theoretically on a social constructivist model of learning and methodologically on a questionnaire distributed to the relevant participants, a number of hypotheses concerning transnational learning processes are tested. The paper closes with a number of suggestions regarding an optimal institutional setting for facilitating transnational learning processes. Key words: Transnational learning, Open Method of Coordination, Learning, Employment, European Employment Strategy, European Union, Nordic countries. URI: http://hdl.handle.net/10398/7382 Files in this item: 1
wp2005-3 mutual_learning.pdf (254.4Kb)
Now showing items 1-9 of 9