Learning through interaction : insights from eight collaborative innovation networks in the Belgian public sector

In the past few years, collaborative networks involving a diversity of actors across sectoral and jurisdictional borders emerged as a response to wicked problems that cannot be solved by one organization alone. Their capacity to improve policy outcomes depends on individual and collective learning. Through interaction, individuals learn from each other and develop a common understanding of the policy problem at stake. As a result, they are able to develop new and innovative policy solutions addressing multiple concerns at once and widely supported. However, not all collaborative networks equally support learning. This research address the following question: “Under what conditions do collaborative networks facilitate individual and collective learning?” Specifically, this research explores the role of social interaction. This research is based on a systematic literature review and an empirical investigation of eight collaborative networks composed of 10 to 20 participants dealing with public sector innovation in Belgium. The findings show the crucial role of interpersonal trust for individual learning. Collective learning, in turn, depends on cohesive relationships and the extent to which actors feel their ideas have been taken into account. In addition, individual learning is not necessarily a prerequisite for collective learning. Overall, this research highlights the crucial importance of informal, trusted interactions for learning in collaborative networks. It points out several practical implications concerning the management of collaborative networks, as well as their influence on policy processes in Belgium.