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Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Studying firms from emerging economies has been receiving more attention in recent decades. However, the host‐ and home‐country perspectives have allowed understanding, to a significant extent, of the firms' expansion abroad. We argue the necessity of investigating the interaction of home and host‐country institutional conditions to advance the understanding of the internationalization strategies of firms from emerging economies. Employing a sample of 1387 firms from 17 Latin American countries, we examine how their operations expanded from 2003 to 2019 by undertaking 2636 cross‐border greenfield projects in 94 host countries. Results indicate that the interaction of home and host countries' weak institutional conditions drives the decision‐making process for the internationalization of Latin American firms. [ABSTRACT FROM AUTHOR]

In pursuit of the United Nations' Sustainable Development Goal (SDG) 6, water operator partnerships (WOPs) have grown in popularity. However, the literature supporting their effectiveness is lacking. We conducted mid-term interviews and surveys with five participating utilities in a Viet Nam–Australia WOP, followed by post-programme interviews with two managing associations and 10 utilities. We found that while partnerships initially focused on technical training, the need for broader institutional learning emerged as participants gained experience. Communication and relationship-building were consistently reported as success factors for achieving desired outcomes. Expanding the scope to involve governance and policy organizations, together with funding to collaboratively implement upgrades, could enhance future programmes. [ABSTRACT FROM AUTHOR]

The need for this study stemmed from the central idea of improving teaching competencies, as formulated in the development plan of Tallinn University. Following numerous, but ultimately fruitless, discussions with the university staff on the issue of learning culture we turned to an appreciative approach of development research, enabling us to listen to all of the stakeholders and to consider their previous positive experience. As a result of the development research, it became clear that the skills of supporting the academic staff should be learnt in the organisation on a daily basis in co-creation and inclusive participation of the parties, and we created a model to support the professional development of the academic staff. This article presents the outcomes of this approach, outlining a set of principles supporting the professional development of the academic staff at Tallinn University and providing an analysis of how the implementation of these principles has worked in practice. We based our analysis on the theoretical view that the professional development of academic staff at the university is supported in professional communities as collaborative learning. This occurs mainly through professional networks and communities of practice, providing important support in adapting to, understanding, and embracing educational change and thus enabling academic staff to take greater responsibility for the development of education, both in their organisation and in society at large, whilst transforming relationships at the university into more trusting and supportive ones. We also demonstrate how the development research approach has influenced the university's learning culture, and the importance of supporting networking and institutional learning at the university. This study offers one possible practical experience to support the professional development of academic staff using appreciative development research to study and develop learning culture. [ABSTRACT FROM AUTHOR]

Following the assumption that the levels of education and social capital are good predictors of democratisation (Barro, 1999; Glaeser, Ponzetto and Shleifer, 2007), many development agencies have promoted a depoliticised education in the global South toward enhancing the individual skills of citizens who would, in turn, find their own ways to promote democracy and sustainable development in their countries. However, the persistence and resurrection of authoritarianism and unbalanced development in both the global South and North (Diamond, 2015) necessitates revisiting education. Based on our experience and research on the role of learning to reduce regional imbalances and to revive marginalised places, as well as pragmatic planning initiatives in neighbourhood development in Iran, we seek to propose an alternative approach to learning for development. Our alternative approach goes beyond the individual adaptive learning conventionally recommended to the South and proposes experiences of individual transformative and community-based reflexive learning processes that would directly contribute to empowering the local community, building local capabilities, lowering inequalities, and strengthening the foundations of democratic institutions at the local level. disappointment about electoral democracy paved the way for the extreme right to take over local and national governments leading to the recent countermovement in Autumn 2022. [ABSTRACT FROM AUTHOR]

Abstract Introduction The first wave of the COVID-19 pandemic caused stress in healthcare organizations worldwide. Hospitals and healthcare institutions had to reorganize their services to meet the demands of the crisis. In this case study, we focus on the role of simulation as part of the pandemic preparations in a large hospital in Norway. The aim of this study is to explore hospital leaders' and simulation facilitators' expectations of, and experiences of utilizing simulation-based activities in the preparations for the COVID-19 pandemic. Methods This is a qualitative case study utilizing semi-structured in-depth interviews with hospital leaders and simulation facilitators in one large hospital in Norway. The data were sorted under three predefined research topics and further analyzed by inductive, thematic analysis according to Braun and Clarke within these pre-defined topics. Results Eleven members of the hospital leadership and simulation facilitators were included in the study. We identified four themes explaining why COVID-19 related simulation-based activities were initiated, and perceived consequences of the activities; 1) a multifaceted method like simulation fitted a multifaceted crisis, 2) a well-established culture for simulation in the hospital was crucial for scaling up simulation-based activities during the crisis, 3) potential risks were outweighed by the advantages of utilizing simulation-based activities, and finally 4) hospital leaders and simulation facilitators retrospectively assessed the use of simulation-based activities as appropriate to prepare for a pandemic crisis. Conclusions The hospital leadership’s decision to utilize simulation-based activities in preparing for the COVID-19 crisis may be explained by many factors. First, it seems that many years of experience with systematic use of simulation-based activities within the hospital can explain the trust in simulation as a valuable tool that were easy to reach. Second, both hospital leaders and simulation facilitators saw simulation as a unique tool for the optimization of the COVID-19 response due to the wide applicability of the method. According to hospital leaders and simulation facilitators, simulation-based activities revealed critical gaps in training and competence levels, treatment protocols, patient logistics, and environmental shortcomings that were acted upon, suggesting that institutional learning took place.

COVID-19 case management by South Korea shows that citizenship and evolutionary mechanisms of social and institutional learning have helped curb the spread of COVID-19. The painful experience of the MERS virus in 2015 pushed Korean society to improve the capacity of both health and quarantine systems. Korea's initial response to COVID-19 stems from learning in both the civil society and government sectors. The experience of MERS created a social learning space for Korean society at large and an opportunity for institutional learning for the government. Social learning encourages good citizenship, the development of social capital, and community innovation, all of which help people respond nimbly to a viral epidemic. Institutional learning entails government reform and feedback, active administration, effective distribution of tests, effective tracing, and effective treatments. [ABSTRACT FROM AUTHOR]

Research Summary: This paper builds theoretical arguments and shows empirical evidence of the direct benefits and indirect costs of corporate volunteering in developing countries. Spanning corporate and humanitarian sectors to work in challenging environments should activate motivational and learning benefits for participating employees. However, results from a field study of a 10‐year partnership between logistics provider TNT and the United Nations World Food Program show that such boundary‐spanning corporate social responsibility (CSR) can be a double‐edged sword. Task interdependence with nonprofit peers while volunteering strengthens employees' partnership identification and institutional learning. However, institutional learning triggers identity strain (associated with attrition) when they return, unless firms foster a sense that they recognize CSR experiences as valuable. The findings inform the behavioral and micro‐foundations of the potential consequences of CSR. Managerial Summary: Firms expect to benefit from corporate volunteering programs in developing countries through employee motivation and new skill acquisition. This paper shows that task interdependence with nonprofit peers during such programs can strengthen employees' identification with a corporate‐nonprofit partnership and generate valuable institutional learning about operating in challenging environments. However, institutional learning can also trigger unanticipated costs in the form of identity strain (and, ultimately, attrition) when employees return, unless they feel their CSR experience is valued. Thus, firms should foster task interdependence during corporate volunteer assignments and CSR recognition to validate institutional learning when employees return. [ABSTRACT FROM AUTHOR]

'Evidence-based' development policy has caused impact evaluations to prioritise accountability over addressing processual learning questions. Moreover, evaluation scholarship is dominated by surveys, whereas qualitative research remains scant. This article traces one particular evaluation, within the independent Evaluation Department of the Dutch Ministry of Foreign Affairs. It asks, 'How do evaluators and policymakers interact and what adjustments follow from the illustrative evaluation?' It used participant observations, documents and interviews with policymakers and evaluators. An in-depth thematic analysis resulted in a typology of evaluator roles: (1) knowledge broker, (2) facilitator, (3) archive, (4) truth-revealing and (5) critical voice. Finally, policymakers and managers adjusted in three ways: symbolic, instrumental and empowerment. These results imply that if evaluators deliberate a suitable role, they (1) increase their partial understandings of the programme under scrutiny and the involved stakeholders, and (2) enhance the potential of synergies in collective learning to emerge in an evaluation team and the broader institution. [ABSTRACT FROM AUTHOR]

Copyright of Revista Educa UMCH is the property of Universidad Marcelino Champagnat and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Ciências Sociais - Brazil is the property of Revista de Ciencias Socias do Universidade Federal do Ceara and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper analyses challenges and enablers for integrating a transboundary land-sea interaction (LSI) perspective into marine spatial planning (MSP) practice as experienced in the Baltic Sea Region. Collaborative research results from the Pan Baltic Scope project indicate that LSI remains an amorphous concept, particularly within a transboundary MSP context. Difficulty lies in bridging planning practices across land and sea and between varying uses, administrative settings and governance functions. Addressing LSI requires capacity, time, resources, awareness, reflection, and forums for collaborative learning across sectors and governance levels. [ABSTRACT FROM AUTHOR]

Introduction: The first wave of the COVID-19 pandemic caused stress in healthcare organizations worldwide. Hospitals and healthcare institutions had to reorganize their services to meet the demands of the crisis. In this case study, we focus on the role of simulation as part of the pandemic preparations in a large hospital in Norway. The aim of this study is to explore hospital leaders' and simulation facilitators' expectations of, and experiences of utilizing simulation-based activities in the preparations for the COVID-19 pandemic.Methods: This is a qualitative case study utilizing semi-structured in-depth interviews with hospital leaders and simulation facilitators in one large hospital in Norway. The data were sorted under three predefined research topics and further analyzed by inductive, thematic analysis according to Braun and Clarke within these pre-defined topics.Results: Eleven members of the hospital leadership and simulation facilitators were included in the study. We identified four themes explaining why COVID-19 related simulation-based activities were initiated, and perceived consequences of the activities; 1) a multifaceted method like simulation fitted a multifaceted crisis, 2) a well-established culture for simulation in the hospital was crucial for scaling up simulation-based activities during the crisis, 3) potential risks were outweighed by the advantages of utilizing simulation-based activities, and finally 4) hospital leaders and simulation facilitators retrospectively assessed the use of simulation-based activities as appropriate to prepare for a pandemic crisis.Conclusions: The hospital leadership's decision to utilize simulation-based activities in preparing for the COVID-19 crisis may be explained by many factors. First, it seems that many years of experience with systematic use of simulation-based activities within the hospital can explain the trust in simulation as a valuable tool that were easy to reach. Second, both hospital leaders and simulation facilitators saw simulation as a unique tool for the optimization of the COVID-19 response due to the wide applicability of the method. According to hospital leaders and simulation facilitators, simulation-based activities revealed critical gaps in training and competence levels, treatment protocols, patient logistics, and environmental shortcomings that were acted upon, suggesting that institutional learning took place. [ABSTRACT FROM AUTHOR]

International organizations such as the United Nations, the World Bank, the Organization for Economic Cooperation and Development, and the International Monetary Fund routinely organize cross-learning programs on specific topics for their member governments. Likewise, many national governments organize offers little theoretical or practical guidance on how best to organize such cross-learning activities. One fundamental question is whether to proceed on the basis of cohort- or task-oriented programs, where a cohort-based approach would emphasize shared, institutionalized learning over time amongst local governments with shared planning priorities. To assess this question, we use a case study comparing 286 cities and their avowed priorities for China's 11th and 12th Five-Year Plans. The evidence from our case study supports a task-rather than a cohort-oriented approach. Moreover, because of China's unique administrative structure, with an integrated approach entailing proactive national level guidance and directives, we conclude that for most other countries a cohort-oriented approach would be even less effective. The practical implication of these results is that a task-oriented approach to cross-learning is more advisable.

Copyright of Economic History Research / Investigaciones de Historia Económica is the property of Asociacion Espanola de Historia Economica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines dispute resolution processes available to higher education faculty in a nonunion context who are attempting to resolve adverse employment conditions. It assesses the efficacy of those processes for producing outcomes of value both to individual faculty members and to a university. Key areas of interest include faculty knowledge about and levels of confidence in campus systems for dispute resolution, how campuses prepare for and conduct hearings, and the potential for dispute resolution processes to enact organizational justice and produce institutional learning. A survey of faculty affiliated with the 16 constituent higher education institutions of The University of North Carolina and interviews conducted with faculty having direct experience with campus hearings provided data to examine these issues. The data indicates that for dispute resolutions processes to function effectively, there must be greater support of persons engaged in the processes, additional training for administrators, advisors and hearing panel members, and increased transparency in reaching and reporting the outcomes of these processes. [ABSTRACT FROM AUTHOR]

Motivation: The article shows that the measurement of SDG attainment remains vague and incomplete and argues that participation‐based and inclusive monitoring must be an integral part of managing the SDG implementation process. Purpose: Countries are supposed to review their progress of SDG implementation every four years, but the method of reviewing is left open. In addition, and even more urgent is the need to improve on the inadequate definition of monitoring methods that countries are supposed to deploy. Approach and methods: The article reviews the various options currently available to conduct the four‐year review and the methods of on‐going SDG monitoring. Findings: The analysis shows that the SDG monitoring methods have not yet been defined, leaving stakeholders (governments, business and civil society) without appropriate guidance. Policy implications: The authors propose two types of monitoring: micro‐monitoring and macro‐monitoring, both of which are necessary to ensure effective and efficient monitoring in achieving process accountability, institutional learning, and innovation. [ABSTRACT FROM AUTHOR]

Background and Objectives: The efficacy of anonymous incident reporting (AIR) is critical to creating a culture of safety. Prior studies have sought to establish AIR in a similar manner as aviation, nuclear power, and other industries. However, health care presents unique challenges that differ greatly from these industries. We present a straightforward method using statistical process control to study the progression and efficacy of AIR. Methods: This study represents a retrospective review of all anonymous incident reports and surgical critical events from 2012 to 2017 at a single-institution, 500-bed, university-based, metropolitan Veterans Affairs Administration Medical Center located in Texas. This work was approved by the Veterans Administration Quality Board and deemed to be an appropriate quality improvement project. This project did not require institutional review board approval. Results: There was an exponential increase in AIRs in the first 15 months from 1 report per month to 168 reports in the ninth month (1425% increase). The results then plateaued over time (first year: 1017, second year: 1634, and third year: 1938--common-cause variation). A logarithmic regression was performed for progression of AIRs per month yielding the equation y= -7E-13ln( x) + 142.92, Pearson Correlation Coefficient = 0.55, where yrepresents number of reports and xtime by month. The highest number of Critical Incident Tracking Notification System (CITNS) reports was observed early in the self-reporting process and decreased over time (first year: 5, second year: 2, third year: 1, fourth year: 1, and fifth year: 0). The numbers of AIR and CITNS reports were found to be inversely related with a Pearson correlation coefficient of -0.4. Conclusions: Statistical process control can be applied to an institution's AIR program to study progression and situational awareness. [ABSTRACT FROM AUTHOR]

Knowledge production and its possibilities and pitfalls in North–South research partnerships have gained increasing attention. The previous literature has identified certain pervasive challenges, and suggested a variety of ways to change partnerships, ranging from improvement of current collaboration activities to fundamental transformation of the hegemonic Eurocentric criteria for knowledge. Against this backdrop, we ask what kinds of learning can take place in research partnerships. We draw from two sources – an institutional approach and a classical categorization of learning proposed by Gregory Bateson – to develop a heuristic for analyzing institutional learning in North–South research partnerships. Moreover, based on previous empirical studies and our own experience with academic collaboration between Finnish and Tanzanian scholars, we reflect on the ways in which learning in its different forms shows in partnership practices that need to deal with different, intertwined institutional fields. [ABSTRACT FROM AUTHOR]

This paper is a sociological and historical analysis of the Brazilian Administrative Council for Economic Defense - C.A.D.E. The main objective is to indicate that C.A.D.E. has become a reference for the development of the Brazilian System of Competition Defense due to institutional factors. I argue that a fundamental process of strengthening C.A.D.E.’s power was the institutional learning process incorporated at the structural level, which allowed the agency the ability to review its positions and constantly rebuild its structures and functions during different moments in Brazilian antitrust history. Besides the institutional learning, C.A.D.E. was also subject to different institutional influences over the past decades. A decisive moment was the 1990s when a national privatization program was carried out and the competitive protection system was articulated with regulated sectors and policies in Brazil. An important framework to understand these transformations are the systemic sociology of organizations and legal developmentalist literature. Both approaches – with different backgrounds – help to clarify that many institutions are derivative from previous ones, and that they are also embedded in certain operations related with society. In C.A.D.E.’s case, Brazil’s judiciary and executive branch played an important role in shaping the agency divisions and functions. The paper underscores four different moments of the agency: the Malaia law C.A.D.E.; the 1962 C.A.D.E. – a collegiate agency of the ministry of justice; the 1994 C.A.D.E. – an autonomous federal agency – and the new C.A.D.E. per the Antitrust Act. Finally, C.A.D.E.’s case confirms that the existence of previous institutions has become an indispensable assumption for their development in light of a continuous institutional learning process.

Purpose - The purpose of this paper is to assess the extent to which work-based learning could potentially improve education and training pathways in Australia. Design/methodology/approach - The paper reviews education and training provision in Australia through a contextualisation of the Australian Qualification Framework (AQF) with work-based learning pedagogy to determine the extent to which it might contribute to improved outcomes for learners. Findings - People seeking to advance their career aspirations can consider the application of work-based learning to support lifelong learning pathways through the AQF. Research limitations/implications - There is a need for further longitudinal studies on the outcomes of work-based learning for organisations, individual learners and education and training institutions. Practical implications - The application of effective WBL approaches has the potential to create a much larger flow of learners from experiential and vocational backgrounds into undergraduate programmes and onto higher education programmes using a consistent and effective pedagogy. Social implications - By actively considering the opportunities for learning at work and through work learners, educators and business managers may recognise that there would be more demand for work-based learning. Originality/value - This paper represents an initial action research study which examines the role WBL can provide for life-long learning.

The quality of rural extension and advisory services is a crucial element in fostering innovation and rural development. This article aims to clarify the concept of quality of rural extension and to develop a preliminary theoretical framework. An ample literature review was conducted in search of articles on service quality and quality of rural extension and advisory services. The first part presents the main results of the literature search on quality of extension services. The definition of quality is not universal. Quality cannot be conceptualized only as farmers’ satisfaction or as extension results. It has different dimensions or components and stakeholders have different points of view about it. The second part of this article discusses the definition of service quality and the concept of Total Quality Management and underlines that the concept of quality varies according to industry types or contexts and is the result of complex negotiation among different stakeholders. Finally, a comprehensive theoretical framework for addressing quality of rural extension and advisory services is presented that differentiates among enablers that limit or facilitate the delivery of quality rural extension and advisory services, the production and delivery processes, and results obtained. Here, the key role played by quality self-assessment and organizational learning is highlighted.

Copyright of Agronomía Colombiana is the property of Universidad Nacional de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Disaster management and resilience-building initiatives have been hypothesized as more effective when integrated with local governance structures. However, factors shaping the institutionalization of disaster management remain poorly understood. We argue that success in such initiatives cannot be achieved without compliance with good governance criteria. We applied a qualitative research methodology following a Case Study approach, and data were collected using techniques from the Participatory Rural Appraisal toolbox from the field, and government and non-government organizational sources. We found that compliance with good governance criteria, financial and technical capacity (technology, tools and know-how skills) and autonomy and cross-scale institutional linkages are necessary conditions for successful local-level disaster management. Further policy and research attention require a closer examination of the dynamics of local-level institutions, which are on the front lines of disaster management and resilience building. In particular, special attention should be given to the integration of 'governance' and 'resilience' research streams. [ABSTRACT FROM AUTHOR]

The Canadian Province of Manitoba has experienced many severe floods and other natural disasters, and in response municipal, provincial, and federal governments have developed various disaster and emergency management (DEM) policies and programs over the years to protect and preserve lives and resources. In this context, the present study examined how various disaster management institutions and policies in Manitoba have changed over the years, drawing insights from the existing literature. Framing devices employed included Birkland's policy change and learning framework, Peter May's categorization of policy learning, and other social learning literature. A total of 21 key informant interviews (KIIs), comprising 3 senior provincial political leaders, 10 senior bureaucrats, and 8 municipal emergency coordinators, were conducted to collect primary data. Our findings reveal that significant policy changes were made in response to events such as the droughts of the 1930s; the floods of 1950, 1966, 1997, and 2011; and the wildfires of 1989. However, these were largely "reactive" initiatives driven by "top-down" decision-making processes. While natural as well as technological disasters [such as the 1979 Mississauga (Ontario) train derailment and 1984 Bhopal (India) chemical plant disaster] led to the successful implementation of institutional learning provisions within Manitoba DEM policy, the achievement of similar provisions for responding to climate change and other emerging threats has been impeded by numerous barriers such as a lack of political will and/or financial constraints. [ABSTRACT FROM AUTHOR]

Since 9/11, the United States has achieved notable gains against al Qaeda, and also Islamic State (IS), all while avoiding another mass-casualty attack at home. Yet, institutionally, culturally, and in its capabilities, the US government remains seriously ill-equipped for the task of countering irregular threats. Partly as a result, Islamist extremism shows no sign of being defeated, having instead metastasized since 9/11 and spread. Why, given the importance accorded to counterterrorism, has the US approach remained inadequate? What is impeding more fundamental reforms? The article evaluates the United States' way of irregular warfare: its troubled engagement with counterinsurgency and its problematic search for lower cost and lower risk ways of combating terrorism. It suggests needed reforms but acknowledges also the unlikelihood of change. [ABSTRACT FROM AUTHOR]

We explain a lack of civic culture in today's Russia, closely related to a democratic deficit in the country, by a path dependency which has originated at the critical juncture of transition to market economy. Suppression of democracy in the early 1990s to expedite unpopular reform exposed the new institutional order to oligarchic capture and set in motion a vicious circle of extractive economic and political institutions. The latter have been shaping views and attitudes in the society via institutional learning, continuously suppressing civic culture and solidifying social foundations for extractive institutions. We present evidence from the World Values Survey supporting the above conclusions. [ABSTRACT FROM AUTHOR]

This article analyses the implementation of emissions trading systems (ETSs) in eight jurisdictions: the EU, Switzerland, the Regional Greenhouse Gas Initiative (RGGI) and California in the US, Québec in Canada, New Zealand, the Republic of Korea and pilot schemes in China. The article clarifies what is working, what isn’t and why, when it comes to the practice of implementing an ETS. The eight ETSs are evaluated against five main criteria: environmental effectiveness, economic efficiency, market management, revenue management and stakeholder engagement. Within each of these categories, ETS attributes − including abatement cost, stringency of the cap, improved allocation practices over time and the trajectory of price stability − are assessed for each system. Institutional learning, administrative prudence, appropriate carbon revenue management and stakeholder engagement are identified as key ingredients for successful ETS regimes. Recent implementation of ETSs in regions including California, Québec and South Korea indicates significant institutional learning from prior systems, especially the EU ETS, with these regions implementing more robust administrative and regulatory structures suitable for handling unique national and sub-national opportunities and constraints. The analysis also shows that there is potential for a ‘double dividend’ in emissions reductions even with a modest carbon price, provided the cap tightens over time and a portion of the auctioned revenues are reinvested in other emissions-reduction activities. Knowledge gaps exist in understanding the interaction of pricing instruments with other climate policy instruments and how governments manage these policies to achieve optimum emissions reductions with lower administrative costs. Key policy insights Countries are learning from each other on ETS implementation. Administrative and regulatory structures of ETS jurisdictions appear to evolve and become more robust in every ETS analysed. A ‘double dividend’ for emissions reductions may also exist in cases where mitigation occurs as a result of the ETS policy and when auction revenues are reinvested in other emissions-reduction activities. [ABSTRACT FROM AUTHOR]