Abstract:Conferences are theorized as crucial sites, not only for professional development, but also for policy learning. However, little empirical evidence has examined pathways for why and how learning is realized. Using a unique case approach, this paper unravels conference learning dimensions by combining literatures of policy transfer and policy mobilities with situated learning theory. Our case was a four-day international conference on cycling, taking place in the Netherlands, a country well-known for high rates… Show more
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