Governance is a term in good currency, but there are still too few detailed empirical analyses of the precise extent to which it has or has not eclipsed government. This article explores the temporal and spatial characteristics of the governance transition by charting the deployment of new policy instruments in eight industrialised states and the European Union. The adoption and implementation of (‘old’ and ‘new’) policy instruments offer a useful analytical touchstone because governance theory argues that regulation is the quintessence of government. Although there are many ‘new’ environmental policy instruments in these nine jurisdictions, this article finds that the change from government to governance is highly differentiated across political jurisdictions, policy sectors and even the main instrument types. Crucially, many of the new policy instruments used require some state involvement (that is, ‘government’), and very few are entirely devoid of state involvement (that is, pure ‘governance’). Far from eclipsing government, governance therefore often complements and, on some occasions, even competes with it, although there are some cases of fusion. Future research should thus explore the many complex and varied ways in which government and governance interact in public policy‐making.

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This article introduces this special issue by contextualizing learning theory within European integration studies. There are important empirical and theoretical gaps in the study of European integration which necessitate a greater attention to learning theory. This article deploys a number of conceptual distinctions about learning and non-learning processes, drawing from political science, international relations, public administration and sociological/organizational studies. It traces 'learning' in its political science context and how learning has been inserted into EU integration studies. In relating this evolution, the article examines the conditions that define the type and likelihood of learning and surveys the special issue. The article argues that studying learning in the EU is difficult, but integration requires an understanding of the micro policy processes that learning seeks to address.

This article examines the use of 'new' environmental policy instruments (NEPIs), particularly market-based instruments (for example, eco-taxes) and voluntary agreements, in the European Union (EU). It focuses on the actor motivation behind the recent increase in the adoption of new and innovative instruments in EU (and member state) environmental policies while also taking account of the external international arena. The article assesses whether new ideas put forward by policy entrepreneurs, such as member governments, EU institutions, expert groups and non-governmental organizations (NGOs), are main motivation behind the EU adoption of NEPIs, or whether market and harmonization pressures are the main driving forces. It concentrates on eco-taxes, voluntary agreements and eco-labels, using the following three theoretical perspectives: (1) policy learning and transfer/ideational; (2) garbage can; and (3) institutional approaches

This article investigates the conditions under which epistemic communities de ne the preferences of European Union (EU) policy-makers. The paper examines how one epistemic community, using the critical loads approach, has in uenced EU acid rain policy. The article contends that actors seeking to change EU policy must pursue collective entrepreneurship. Epistemic communities can provide such entrepreneurship, but they only operate in very de ned circumstances.