Policy integration as a learning process.: The integration of social and environmental objectives in Århus municipality's urban planning policy
Author
Franceschini, Simone
Term
4. term
Publication year
2011
Submitted on
2011-05-30
Pages
116
Abstract
This thesis examines policy integration as a learning process by analyzing how social and environmental objectives are incorporated into Aarhus Municipality’s urban planning. Motivated by the environmental and social challenges of car-based urban sprawl and by EU recommendations to better align transport and land-use planning, the study asks how policy learning unfolds when transport and land development policies are integrated. Two hypotheses guide the work: (1) policy learning occurs through the integration of objectives, strategies, and instruments across policy domains and among multiple actors and institutions; and (2) learning may be crisis-driven or incremental, with organizational knowledge shaping the pace and direction of integration. The thesis adopts an explanatory single-case study design and treats environmental policy integration (EPI) as a manifestation of institutional learning within a systemic, path-dependent context. The analytical framework draws on knowledge and learning taxonomies (e.g., tacit/explicit knowledge and know-what, know-why, know-how, know-who) and on systems-of-innovation perspectives. Empirically, the case focuses on Aarhus Municipality with particular attention to promoting non-motorized mobility in vibrant neighborhoods and its implications for social welfare; the study includes interviews with municipal actors as indicated in the design. This excerpt covers the problem framing, theoretical approach, and methodology; empirical findings are developed later in the thesis and are not reported here.
Denne afhandling undersøger politikintegration som en læringsproces ved at analysere, hvordan sociale og miljømæssige mål indarbejdes i Aarhus Kommunes byplanlægning. Med udgangspunkt i de miljø- og samfundsmæssige udfordringer ved bilbaseret byspredning og i EU’s anbefalinger om at samordne transport- og arealplanlægning, stiller studiet spørgsmålet om, hvordan politisk læring udfolder sig, når transport- og arealudviklingspolitikker integreres. To hypoteser guider arbejdet: (1) politisk læring sker gennem integration af mål, strategier og virkemidler på tværs af politikområder og på tværs af aktører og institutioner; og (2) læring kan være krisedrevet eller inkrementel, hvor organisatorisk viden former tempo og retning for integration. Afhandlingen anlægger et forklarende enkeltcasestudie og betragter miljømæssig politikintegration (EPI) som et udtryk for institutionel læring i en systemisk, sti-afhængig kontekst. Det analytiske rammeværk trækker på videns- og læringstaksonomier (fx implicit/eksplicit viden og know-what, know-why, know-how, know-who) samt på system-of-innovation-perspektiver. Empirisk fokuserer casen på Aarhus Kommune med særlig opmærksomhed på fremme af ikke-motoriseret mobilitet i levende bykvarterer og konsekvenser for social velfærd; undersøgelsen omfatter interviews med kommunale aktører som angivet i studiedesignet. Dette uddrag dækker problemformulering, teori og metode; empiriske resultater præsenteres senere i afhandlingen og fremgår ikke her.
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