Transnational learning, policy analytical capacity, and environmental policy convergence: Survey results from Canada

• Published in: Global environmental change 2011-02, Vol.21 (1), p.85-92
• Main Authors: Howlett, Michael, Joshi-Koop, Sima
• Format: Article
• Language: English
• Subjects: Canada; Convergence; Dealing; Decision making; Environmental policy; Jurisdiction; Knowledge transfer; Learning; Mathematical analysis; Policies; Policy analysis; Policy convergence; Policy instruments; Policy learning; Public sector; Public servants; Spreads; Surveys; Training; Transnationalism
• ISSN: 0959-3780; 1872-9495
• DOI: 10.1016/j.gloenvcha.2010.10.002

▶ The article examines transnational policy learning which is a key mechanism for dealing with climate change. ▶ Little empirical work exists on the extent and spread of transnational policy learning. This article draws on a large scale survey of Canadian policy analysts involved in environmental policy-making to assess the capacity of these policy workers to learn from international experiences. ▶ The article finds that the patterns of interaction and training of policy analysts in this sector are not ones which would contribute to direct learning from international or intergovernmental sources. ▶ It is suggested that enhancing policy analytical capacity among policy workers is a prerequisite for enhanced transnational learning. In this article, we seek to clarify further the effects of internationalization on environmental policy convergence by focussing on a country's policy analytical capacity as a mechanism mediating transnational policy learning. We argue that without significant policy analytical capacity, it is unlikely for transnational communication to produce policy learning crucial to this potential mechanism of international environmental policy convergence. Based on a survey of Canadian provincial public servants, we find that while policy analysts in the environmental policy sector have some interaction with those outside of their own jurisdictions, their particular training, employment patterns, and work activities mean they are unlikely to use knowledge drawn from external sources in their decision-making processes.