{"id":4437,"date":"2020-06-03T08:25:37","date_gmt":"2020-06-03T06:25:37","guid":{"rendered":"http:\/\/wp.unil.ch\/esspace\/?p=4437"},"modified":"2020-06-03T08:25:37","modified_gmt":"2020-06-03T06:25:37","slug":"vagionaki-eleftheria","status":"publish","type":"post","link":"https:\/\/wp.unil.ch\/esspace\/2020\/06\/vagionaki-eleftheria\/","title":{"rendered":"Vagionaki Eleftheria"},"content":{"rendered":"

The Open Method of Co-ordination in a world of neglect: obstacles to policy learning in Greece<\/strong><\/p>\n

<\/p>\n

Eleftheria Vagionaki est charg\u00e9e de recherche \u00e0 l\u2019Institut d\u2019Etudes Politiques. Elle a obtenu un Master en \u00c9tudes Internationales de l\u2019Universit\u00e9 de Reading. Avant son doctorat, elle a travaill\u00e9 au minist\u00e8re du Travail en Gr\u00e8ce. Ella a publi\u00e9 dans le domaine de la politique de l\u2019apprentissage. Ses int\u00e9r\u00eats de recherche portent sur le policy learning, EU mulitlevel governance, social policy et public policy. Elle a soutenu sa th\u00e8se en f\u00e9vrier 2020 sous la direction du Prof. Ioannis Papadopoulos (IEP).<\/em><\/p>\n

La th\u00e8se conceptualise th\u00e9oriquement et trace de mani\u00e8re empirique des indications d’apprentissage dans le contexte des modes de gouvernance souples de l’UE. Elle examine si les instruments de la coordination souple de l’UE – en particulier la m\u00e9thode ouverte de coordination (MOC)- favorisent l’apprentissage au niveau national, en ce qui concerne les probl\u00e8mes de pauvret\u00e9 et d’exclusion sociale. L’accent est mis sur la Gr\u00e8ce – en tant que principale \u00e9tude de cas -. Plus pr\u00e9cis\u00e9ment, la th\u00e8se cherche \u00e0 d\u00e9terminer si les acteurs nationaux grecs apprennent par le biais de leur participation \u00e0 des instruments de coordination souple de l’UE et, dans le cas contraire, ce que cela signifie pour l’apprentissage et les raisons qui le justifient. La principale question de recherche explor\u00e9e est la suivante : quels types de mod\u00e8le (s) d\u2019apprentissage (policy learning) pouvons-nous identifier en Gr\u00e8ce via la MOC et pourquoi ?<\/p>\n

Les r\u00e9sultats empiriques de la th\u00e8se d\u00e9montrent qu\u2019en Gr\u00e8ce certaines caract\u00e9ristiques domestiques – administratifs, institutionnelles et sociopolitiques- entrave l\u2019apprentissage dans le domaine de la politique sociale, par le biais de la MOC. En outre, la th\u00e8se fournit des preuves de la variation des types d\u2019apprentissage en Gr\u00e8ce, en soutenant l\u2019utilisation d\u2019une typologie sp\u00e9cifique de l\u2019apprentissage – dans le contexte de la gouvernance souple de l\u2019UE. Cette recherche est bas\u00e9e sur une \u00e9tude de cas approfondie (Gr\u00e8ce), suivie d’une \u00e9tude pilote exploratoire (une comparaison des types d’apprentissage entre la Gr\u00e8ce, l’Italie et l’Espagne). Les sources de donn\u00e9es empiriques (documents et entretiens avec des expert\u00b7e\u00b7s) sont analys\u00e9es selon un type qualitatif d\u2019analyse de contenu th\u00e9matique.<\/p>\n","protected":false},"excerpt":{"rendered":"

The Open Method of Co-ordination in a world of neglect: obstacles to policy learning in Greece<\/p>\n","protected":false},"author":163,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_seopress_robots_primary_cat":"","_seopress_titles_title":"","_seopress_titles_desc":"","_seopress_robots_index":"","_uag_custom_page_level_css":"","_EventAllDay":false,"_EventTimezone":"","_EventStartDate":"","_EventEndDate":"","_EventStartDateUTC":"","_EventEndDateUTC":"","_EventShowMap":false,"_EventShowMapLink":false,"_EventURL":"","_EventCost":"","_EventCostDescription":"","_EventCurrencySymbol":"","_EventCurrencyCode":"","_EventCurrencyPosition":"","_EventDateTimeSeparator":"","_EventTimeRangeSeparator":"","_EventOrganizerID":[],"_EventVenueID":[],"_OrganizerEmail":"","_OrganizerPhone":"","_OrganizerWebsite":"","_VenueAddress":"","_VenueCity":"","_VenueCountry":"","_VenueProvince":"","_VenueState":"","_VenueZip":"","_VenuePhone":"","_VenueURL":"","_VenueStateProvince":"","_VenueLat":"","_VenueLng":"","_VenueShowMap":false,"_VenueShowMapLink":false,"footnotes":""},"categories":[19451],"tags":[],"class_list":["post-4437","post","type-post","status-publish","format-standard","category-theses"],"uagb_featured_image_src":{"full":false,"thumbnail":false,"medium":false,"medium_large":false,"large":false,"1536x1536":false,"2048x2048":false,"hitmag-landscape":false,"hitmag-featured":false,"hitmag-grid":false,"hitmag-list":false,"hitmag-thumbnail":false,"gform-image-choice-sm":false,"gform-image-choice-md":false,"gform-image-choice-lg":false,"mailpoet_newsletter_max":false},"uagb_author_info":{"display_name":"sschlat1","author_link":"https:\/\/wp.unil.ch\/esspace\/author\/sschlat1\/"},"uagb_comment_info":0,"uagb_excerpt":"The Open Method of Co-ordination in a world of neglect: obstacles to policy learning in Greece","_links":{"self":[{"href":"https:\/\/wp.unil.ch\/esspace\/wp-json\/wp\/v2\/posts\/4437","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wp.unil.ch\/esspace\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/wp.unil.ch\/esspace\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/wp.unil.ch\/esspace\/wp-json\/wp\/v2\/users\/163"}],"replies":[{"embeddable":true,"href":"https:\/\/wp.unil.ch\/esspace\/wp-json\/wp\/v2\/comments?post=4437"}],"version-history":[{"count":0,"href":"https:\/\/wp.unil.ch\/esspace\/wp-json\/wp\/v2\/posts\/4437\/revisions"}],"wp:attachment":[{"href":"https:\/\/wp.unil.ch\/esspace\/wp-json\/wp\/v2\/media?parent=4437"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/wp.unil.ch\/esspace\/wp-json\/wp\/v2\/categories?post=4437"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/wp.unil.ch\/esspace\/wp-json\/wp\/v2\/tags?post=4437"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}