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Since 2003, the European Commission has produced analytical documents (called Impact Assessments, IAs) to appraise its policy proposals. This appraisal process is the cornerstone of the regulatory reform policy of the European Union. Previous research has been concerned with the quality of the IAs in terms of evidence-based policy, usages of economic analysis and other standards of smart regulation. Instead, we move to a different perspective. We draw on the narrative policy framework to explore IAs as a text and discursive instrument. Conceptually, insights from discursive institutionalism are used to explore narratives as tools of coordination within complex organizations such as the European Commission, and as communicative tools through which policy-makers seek to enhance the plausibility, acceptability and, ultimately, legitimacy for their policy proposals. Empirically, we consider a sample of IAs that differ by originating DGs, legal instrument, and level of saliency. The findings show that both in coordinating and communicating policy, the European bureaucracy projects a certain definition of its identity via the narratives it deploys. The Commission may use IAs to produce evidence-based policy, but it also an active narrator. It engages with IAs to provide a presentation of self, to establish EU norms and values, and to create consensus around policy proposals by using causal plots, doomsday scenarios, and narrative dramatization. [ABSTRACT FROM AUTHOR]

The field of policy learning is characterised by concept stretching and a lack of systematic findings. To systematise them, we combine the classic Sartorian approach to classification with the more recent insights on explanatory typologies, distinguishing between the genus and the different species within it. By drawing on the technique of explanatory typologies to introduce a basic model of policy learning, we identify four major genera in the literature. We then generate variation within each cell by using rigorous concepts drawn from adult education research. By looking at learning through the lenses of knowledge utilisation, we show that the basic model can be expanded to reveal sixteen different species. These types are all conceptually possible, but are not all empirically established in the literature. Our reconstruction of the field sheds light on mechanisms and relations associated with alternative operationalisations of learning and the role of actors in the process of knowledge construction and utilisation. By providing a comprehensive typology, we mitigate concept-stretching problems and lay the foundations for the systematic comparison across and within cases of policy learning. [ABSTRACT FROM AUTHOR]