Author
Abstract
Huber W. (2006) Evaluation of European Union Cohesion policy: window-dressing, formal exercise or coordinated learning process?, Regional Studies 40, 277-280. The paper contrasts the formal evaluation obligations of European Union Cohesion policy with the voluntary learning processes, based on informal networks, built into regional development policies in Austria. The evaluation requirements of European Union Structural Funds have brought about a clear value-added for Austrian regional policy, particularly with regard to evaluation methods. However, the European Union approach suffers from bureaucratic prescription, notably an over-reliance on indicators at the expense of 'tacit knowledge'. Successful learning requires cooperation and trust if a willingness to address both successes and failures is to be achieved. Evaluation requirements Learning Tacit knowledge Austria Huber W. (2006) L'evaluation de la politique de cohesion de l'UE: de la poudre aux yeux, une exercice d'ecole, ou un processus d'apprentissage coordonne?, Regional Studies 40, 277-280. Cet article cherche a faire ressortir le contraste qui existe entre les exigences d'evaluation de la politique de cohesion de l'UE et les processus d'apprentissage volontaires, fondes sur des reseaux informels, introduits dans les politiques d'amenagement du territoire en Autriche. Les exigences d'evaluation des Fonds structurels de l'UE ont entraine une valeur ajoutee nette pour la politique regionale autrichienne, notamment a l'egard des methodes d'evaluation. Cependant, l'approche de l'UE souffre d'une prescription bureaucratique, en particulier une dependance excessive vis-a-vis des indicateurs au depens de la 'connaissance tacite'. L'apprentissage reussi necessite de la cooperation et de la confiance si l'on va atteindre a la volonte d'affronter a la fois la reussite et l'echec. Exigences d'evaluation Apprentissage Connaissance tacite Autriche Huber W. (2006) Evaluierung der Kohasionspolitik der EU: Augenwischerei, formales Exerzieren oder koordinierter Lernprozess?, Regional Studies 40, 277-280. Dieser Aufsatz stellt die formalen Evaluierungsverpflichtungen der Kohasionspolitik der EU den freiwilligen Lernprozessen gegenuber, die auf informellen Netzwerken beruhen, welche in Osterreichs regionale Entwicklungspolitik eingebaut sind. Die Evaluierungsforderungen des Strukturfonds der EU haben der osterreichischen Regionalpolitik einen deutlichen Mehrwert eingebracht, besonders in Hinblick auf Bewertungsmethoden. Der Ansatz der EU leidet jedoch unter 'burokratischen' Vorschriften, besonders an ubermassigem Vertrauen auf Indikatoren auf Kosten 'stillschweigenden Verstehens'. Erfolgreiches Lernen verlangt Zusammenarbeit und Vertrauen, wenn die Bereitwilligkeit erreicht werden soll, sowohl Erfolge wie auch Fehlschlage zu behandeln. Evaluierungsanforderungen Lernen stillschweigendes Verstehen Osterreich Huber W. (2006) La evaluacion de la politica de cohesion de la UE: ¿Manipulacion de la contabilidad, ejercicio formal o proceso coordinado de aprendizaje?, Regional Studies 40, 277-280. En este articulo se comparan las obligaciones formales de evaluacion de la politica de cohesion de la UE con el proceso voluntario de aprendizaje, segun redes informales e incorporadas en las politicas de desarrollo regional en Austria. Los requisitos de evaluacion de los fondos estructurales de la UE han proporcionado un valor anadido seguro para la politica regional de Austria, especialmente en lo que respecta a los metodos de evaluacion. Sin embargo, el planteamiento de la EU adolece de prescripcion burocratica, en particular sufre de un exceso de dependencia de los indicadores a expensas de un 'conocimiento tacito'. Un buen aprendizaje necesita cooperacion y confianza si es que queremos tratar tanto con los exitos como con los fracasos. Requisitos de evaluacion Aprendizaje Conocimiento tacito Austria
Suggested Citation
Wolf Huber, 2006.
"Evaluation of European Union cohesion policy: Window-dressing, formal exercise or coordinated learning process?,"
Regional Studies, Taylor & Francis Journals, vol. 40(2), pages 277-280.
Handle:
RePEc:taf:regstd:v:40:y:2006:i:2:p:277-280
DOI: 10.1080/00343400600600751
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