Beginning with the assertion that, despite intense criticism and some performance failures, humanitarian IGOs have learned and continue to learn from their responses to the conflicts of the first post-Cold War decade. Realizing that diverse types of learning—political, operational, contextual, relational, and normative—do not always complement each other, an organization may appear not to learn from past experience when in fact learning is taking place. The framework presented here specifically addresses IGOs and is designed to analyze what IGOs learn more than how they learn. This analytical framework synthesizes normative and ideational theory and the concept of organizational learning. The organizational learning framework presented here assumes that at some level learning takes place, both in preparation for and as a result of organizational activity, even if there is no evident application of that learning in future endeavors.
- “No patients, no problems:” Exposure to risk of medical personnel working in MSF projects in Yemen’s governorate of Amran
- Without Precedent or Prejudice? UNSC Resolution 2098 and its potential implications for humanitarian space in Eastern Congo and beyond
- Losing Principles in the Search for Coherence? A Field-Based Viewpoint on the EU and Humanitarian Aid