Bounded rationality conceives of people engaging in politics as goal oriented but endowed with cognitive and emotional architectures that limit their abilities to pursue those goals rationally. Political institutions provide the critical link between micro- and macro-processes in political decision-making. They act to (a) compensate for those bounds on rationality; (b) make possible cooperative arrangements not possible under the assumptions of full or comprehensive rationality; and (c) fall prey to the same cognitive and emotional limits or canals that individual humans do. The cognitive limitations that hamper individuals are not only replicated at the organizational level but are in fact causal.
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Bounded Rationality and Cognitive Limits in Political Decision Making
Brooke N. Shannon, Zachary A. McGee, and Bryan D. Jones
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Foreign Policy Learning
Guy Ziv
An improved understanding of foreign policy learning necessitates a clarification of what foreign policy learning is, who learns, and how such learning occurs. Cognitive and social psychologists, sociologists, and political scientists situated in a variety of subfields have contributed to the understanding of foreign policy learning, a multidisciplinary area of inquiry. Learning theorists seek to show how a change in an actor’s beliefs due to experience or observation can lead to changes at other units, such as organizations and within the government. This cognitive dimension is important because actors may pursue a new course of action for politically expedient reasons rather than having genuinely “learned”—a distinction referred to as “complex” vs. “simple” learning.
Foreign policy learning can be internal or external. The former type of learning entails what individuals, governments, or organizations learn from their prior experience. Learning theorists who focus on the individual level of analysis borrow insights from political psychology in an effort to shed light on the personal characteristics, the belief structures, and the cognitive psychological mechanisms of political actors that can better inform policymaking. Leaders whose cognitive structures are described as relatively open and complex—like Soviet leader Mikhail Gorbachev, whose learning brought about the dramatic changes that ultimately led to the demise of the Soviet Union—are more likely to alter their beliefs than their cognitively closed and simple counterparts.
Yet external learning occurs as well. Policy diffusion studies show that learning can result from demonstration effects. Foreign policy learning via diffusion is not instrumental, but instead occurs through osmosis. Privatization in the former communist states, China’s Foreign Direct Investment liberalization, and the diffusion of environmental norms in the European Union are examples of learning that is contagious, not chosen. A more conscious mode of learning than diffusion is policy transfer, which entails policymakers’ transferring ideas from one country and implementing them in another. Technological innovations, unlike lessons that involve political ideology, are generally easier lessons to transfer—for example, Japan’s success in applying lessons from the West to modernize its army in the second half of the 19th century.
The constraints to foreign policy learning are formidable. Decision makers are not always open to reconsidering views that challenge their beliefs. Leaders tend to resort to, and misuse, analogies that prevent learning. Even a change in a decision maker’s beliefs may not lead to foreign policy change, given the myriad political pressures, bureaucratic hurdles, and economic realities that often get in the way of implementing new ideas. Indeed, foreign policy learning and foreign policy change are not synonymous.
Scholars face significant obstacles in studying foreign policy learning. There is no consensus on the definition of learning, on what constitutes learning, on how actors learn, when they learn, or on how to assess whether learning has taken place. Despite attempts to make sense of the confusion, scholars face the daunting challenge of improving understanding of how learning is shaped and funneled through the interaction of agents and the structures in which they are situated, as well as the relationship between learning and foreign policy change.
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Leadership and Change in the Public Sector
Jose Luis Mendez
The nature and evolution of the field of studies of public sector leadership can be understood by focusing on four theoretical orientations: institutional, transformational, collaborative, and contingent. The first one argues that, within a democracy, public sector executives do not exercise—or should not exercise—a strong leadership. The second one, on the contrary, stresses their “transformational” role. The third orientation favors more horizontal leading styles, while the last one argues that all the previous types of leadership could emerge depending on the specific conditions. Each of these four orientations takes a specific position toward change and has led to a considerable number of books and articles. This clearly shows that leadership is an important issue in the study of the public sector. It also shows the theoretical fragmentation present in this field and that there is not a fit-all type of leadership. Paradoxically, there is still a noticeable lack of research on some topics, such as the causes and effects of leadership. Thus, there is not a clear understanding yet of the extent to which leading within government makes a positive difference and, in case it does, of how to make it happen. Filling these voids would certainly help this field to gain greater relevance within the wider field of leadership studies as well as in the social sciences in general.
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Threat Framing
Johan Eriksson
What is “threat framing”? It concerns how something or someone is perceived, labeled, and communicated as a threat to something or someone. The designation “threat,” notably, belongs to the wider family of negative concerns such as danger, risk, or hazard. Research on threat framing is not anchored in a single or specific field but rather is scattered across three separate and largely disconnected bodies of literature: framing theory, security studies, and crisis studies. It is noteworthy that whereas these literatures have contributed observations on how and under what consequences something is framed as a threat, none of them have sufficiently problematized the concept of threat. Crisis analysis considers the existence or perception of threat essential for a crisis to emerge, along with a perception of urgency and uncertainty, yet crisis studies focus on the meaning of “crisis” without problematizing the concept of threat. Likewise, security studies have spent a lot of ink defining “security,” typically understood as the “absence of threat,” but leave the notion of “threat” undefined. Further, framing theory is concerned with “problem definition” as a main or first function of framing but generally pays little or no attention to the meaning of “threat.” Moreover, cutting across these bodies of literature is the distinction between constructivist and rationalist approaches, both of which have contributed to the understanding of threat framing. Constructivist analyses have emphasized how threat framing can be embedded in a process of socialization and acculturation, making some frames appear normal and others highly contested. Rationalist approaches, on the other hand, have shown how threat framing can be a conscious strategic choice, intended to accomplish certain political effects such as the legitimization of extraordinary means, allocation of resources, or putting issues high on the political agenda. Although there are only a handful of studies explicitly combining insights across these fields, they have made some noteworthy observations. These studies have shown for example how different types of framing may fuel amity or enmity, cooperation, or conflict. These studies have also found that antagonistic threat frames are more likely to result in a securitizing or militarizing logic than do structural threat frames. Institutionalized threat frames are more likely to gain and maintain saliency, particularly if they are associated with policy monopolies. In the post-truth era, however, the link between evidence and saliency of frames is weakened, leaving room for a much more unpredictable politics of framing.
