In public policy, the last couple of decades have witnessed an intense search for new policy approaches that can effectively address complex social and economic problems (Nilsson et al 2008). The concept of policy learning has become increasingly influential in the European Union’s research policy. Focusing on three thematic Open Method of Coordination (OMC) expert groups, this study examines the ways in which the OMC and the mutual learning initiatives have influenced policy coordination in creating the European Research Area. The theory of collaborative governance (e.g. Connick and Innes 2003, Innes and Booher 2003, Ansell and Gash 2008) is used to interpret the results. The theory focuses primarily on the process and the specific conditions needed to secure dialogue in a consensus-oriented decision-making process. Using a theoretical sampling logic, three distinct OMC groups have been selected and examined– “Framework Program and the Structural Funds“, “Internationalization of R&D” and “Improving the Excellence of Research in Universities”. This qualitative case study demonstrates that policy learning in the EU’s research policy is a dynamic long-term process where the participating individuals largely shape the results. The paper argues that it is important to think about the contributions of the “soft-policy” approaches as they shape policy agendas in a distinct and profound ways. This theory-guided study takes an empirical approach to the OMC, providing significant evidence on mutual learning effects analyzed in terms of developing an authentic dialogue, shaping policy discourse, shaping policy networks and facilitating collaborative learning. The analysis reveals that the OMC changes the ways in which the representatives from the member states and the European Commission develop research policy, leading to a promising foundation for further policy enhancement. The expectations and potential implications of policy learning exercises for the future developments of EU’s research policy are discussed.
