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8. Regime and learning shifts in fiscal policy coordination under economic and monetary union

Author

Kamkhaji, Jonathan Camillo and Radaelli, Claudio

Subjects
320
Abstract

This thesis analyses twenty years of fiscal policy coordination under Economic and Monetary Union (EMU) – its genesis, implementation courses and changes. It does so by resorting to the construct of learning as an ontological trait of policy making and employing modes of policy learning (intended as distinct causal mechanisms) to operationalise this ontology for the sake of empirical investigation. To this end, a “policy learning measuring instrument” has been constructed allowing for the categorisation of each case study in terms of their prevalent mode of learning and then for the testing of mode-specific expected implications. From a methodological point of view, the thesis relies on theory-testing process tracing and evidentiary eclecticism to verify mode-specific observable implications. Throughout its history, the supranational coordination of fiscal policies under EMU has been characterised by three distinct regimes. The first one was substantiated by the fiscal criteria of Stage II of EMU (in force during the period of 1994-1998). The prevalent mode of learning under this regime was hierarchical. In terms of outcomes, that mode led to instrumental learning that sustained the process of convergence. The launch of the euro and the adoption of the Stability and Growth Pact (SGP) substantiated a new fiscal policy coordination regime that lasted until 2010. Under the SGP, learning took place as a by-product of bargaining and reinforced strategic and opportunistic implementation. The financial crisis of 2007/2008 led to a de facto abeyance of the SGP and to its overhaul from 2010. Within this episode of policy change two case studies were distilled, one of emergency-driven, intracrisis management and one of long term, institutional change. While the first case was explained through a mechanism of contingent learning, the second one was crucially found to be driven by epistemic forces. The findings arising out of this study are conversant with different strands of the literature and, in particular, seek to contribute to the political economy of the E(M)U and to integration theories at large.

Published
2017

15. Don't think it's a good idea! Four building sites of the 'ideas school'.

Author

Kamkhaji, Jonathan C. and Radaelli, Claudio M.

Subjects
*BUILDING sites, *COGNITIVE analysis, *COMPARATIVE government, *POLICY analysis, *POLITICAL science
Abstract

Ideational explanations of policy change are popular in the fields of political economy, comparative politics and policy analysis. And yet, to make the case for ideational explanations, we must make further progress on the nature of ideas, where they come from, what they consist of, and how they change over time. We highlight four critical building sites concerning the definitional aspects of ideational explanations, micro-foundations, mechanisms and the difference between ideational and cognitive analysis. We make recommendations on how to carry out work in the building sites and describe the range of suggestions and ways forward found in the articles of this Symposium. We also suggest cross-fertilising political science with the findings of neighbouring disciplines that have developed empirically robust models of ideation and cognition. [ABSTRACT FROM AUTHOR]

Published
2022
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16. Measuring design diversity: A new application of Ostrom's rule types.

Author

Dunlop, Claire A., Kamkhaji, Jonathan C., Radaelli, Claudio M., and Taffoni, Gaia

Subjects
*POLICY sciences, *GOVERNMENT regulation, *GOVERNMENT policy, *GRAMMAR
Abstract

We draw on the Institutional Grammar Tool's rule types to empirically analyze the design of four major procedural regulatory instruments in the 27 member states of the European Union and the UK. They are: consultation, regulatory impact assessment, freedom of information, and the Ombudsman. By adopting the Institutional Grammar Tool as conceptual lens we end up with a single measurement template applicable to a variety of action situations. We derive measures that are conceptually robust and suitable for comparative analysis. With original data gathered on the official legal base in the 28 cases, we carry out principal components analysis. We identify design patterns across countries and instruments; the specialization of each instrument in terms of rule type; and the components that best explain cross‐country variation. In the conclusions we argue that to reframe the design features of the four instruments in conceptual, theoretical categories is not simply a taxonomical exercise but it extends to the territory of comparative policy analysis, practice and reform. [ABSTRACT FROM AUTHOR]

Published
2022
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19. Giving Sisyphus a Helping Hand : Pathways for Sustainable RIA Systems in Developing Countries

Author

Ladegaard, Peter, Lundkvist, Petter, and Kamkhaji, Jonathan

Subjects
REGULATORY IMPACT ASSESSMENT, education, REGULATION, PUBLIC SECTOR REFORM, BUSINESS ENVIRONMENT, health care economics and organizations, REGULATORY FRAMEWORK
Abstract

Regulatory impact assessment is a tool used by governments to support evidence-based and coordinated policy making. This paper contributes to the debate on regulatory impact assessment in developing countries by addressing the lack of a systematic account of reforms, and the lack of a comprehensive explanatory account of reform outcomes. The study first maps developing countries' regulatory impact assessment reforms between 2001 and 2016. In total, 60 reforms are identified. Reform design is analyzed by measuring adherence to six internationally recognized "good practices." The study then assesses whether the reforms -- two years or more after they were launched -- led to functioning regulatory impact assessment systems. Of the 60 reforms, 20 led to functional systems within two years of the conclusion of the reform. Three reforms were too recent to be assessed. The study shows that adherence to good practices is a necessary but not sufficient condition for early success. Among the six good practices, two are shown to be particularly decisive for the success of regulatory impact assessment reforms, namely, formal integration of regulatory impact assessment in policy making and the presence of a regulatory oversight unit. The second part of the study analyzes regulatory impact assessment reforms that did not produce early success despite adhering to good practices. The study tests several hypothetical reasons for slow developments. It points to the importance of donor flexibility and patience and the need for building reform constituencies inside and outside government. The traditional orthodoxy of regulatory impact assessment reforms as an extension of red tape reduction is challenged. The paper finally presents several possible policy implications of the findings.

Published
2018

22. Explaining the content of impact assessment in the United Kingdom: Learning across time, sectors, and departments

Author

Fritsch, O., Kamkhaji, Jonathan C., and Radaelli, C. M.

Subjects
evaluation, regulatory impact assessment, evidence-based policymaking, regulation, United Kingdom
Abstract

Whilst several studies have documented how evidence-based policy instruments affect public policy, we know less about what causes changes over time in the analyses mandated by the instruments, especially in Britain. Thus, we take the analytical content of a pivotal regulatory reform instrument (impact assessment) as dependent variable, we draw on learning as conceptual framework, and we explain the dynamics of learning processes across departments, policy sectors, and time. Empirically, our study draws on sample of 517 impact assessments produced in Britain (2005-2011). Experience and capacity in different departments matter in learning processes. Guidelines matter too, but moderately. Departments specialize in their core policy sectors when performing regulatory analysis, but some have greater analytical capacity overall. Peripheral departments invest more in impact assessment than core executive departments. The presence of a regulatory oversight body enhances the learning process. Elections have different effects, depending on the context in which they are contested. These findings contribute to the literature on regulation, policy learning and policy instruments.

Published
2017

27. Crisis, learning and policy change in the European Union.

Author

Kamkhaji, Jonathan C. and Radaelli, Claudio M.

Subjects
*PRACTICAL politics, *POLICY sciences, *ECONOMICS, *LEARNING
Abstract

What is the causal relationship between crisis, learning and change? How did causality unfold in the key years of 2009–2010 when the European Union had to face the most formidable attacks to the single currency and responded with substantial reforms of the euro area? We question the conventional identification of the cause-and-effect relationship provided by theories of crisis management, integration and policy learning. Drawing on models of contingent learning developed within psychology and behavioural economics, we theorize that surprise produces behavioural change via a fast-paced associative mechanism and that policy learning follows change. We then run our exercise in causal identification through a plausibility probe. We show that our argument passes the plausibility probe. Our conclusions on cognition and situational effects on learning during crises suggest a new research agenda, more sensitive to how individuals behave in the real world and more robust in its micro-foundations. [ABSTRACT FROM AUTHOR]

Published
2017
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