Policy learning in Swiss research policy—the case of the National Centres of Competence in Research

The article treats the problem of “rationality” in learning processes in research policies. The underlying hypothesis is that there are contemporary efforts in research policy-making, which, against views in organisational sociology like “bounded rationality” or “garbage-can”, endeavour to “rationalise” the process of decision-making in research policies. This hypothesis is worked out by taking one example, the setting-up of the “National Centres of Competence in Research” (NCCR) in Switzerland and analyse the processes that have contributed to the acceptance of this funding measure. Our finding is that Switzerland has introduced some “rationalising devices” but that these devices are still insufficiently institutionalised and can be further elaborated. In addition, it is made clear that goal-oriented problem-solving and interests are closely intertwined and cannot be dissociated from another. This may have distorting effects on the rationality of the learning process. It is, nevertheless, a necessary condition in order to learn at all.