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How Do Intercrisis Learning Outcomes Affect Intracrisis Learning? “Learning in the Making” in the Case of South Korea’s COVID-19 Response

이슬기|여정원|나종민
서울대학교행정대학원 (gspa(graduate school of public administration seoul national university))|2020.12|Journal of Policy Studies|제35권 제3호|pp. 95-118

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COVID-19South Koreaproblem-oriented governanceintercrisis learningintracrisis learning
주제분류정책학

초록

This study explores the processes of intercrisis and intracrisis learning and the link between them, drawing on South Korea’s responses to the COVID-19 pandemic as an example. The crisis management literature suggests that intracrisis learning is less likely to occur than intercrisis learning due to inherent barriers that hinder learning and adaptation in the heat of crisis. Based on the conceptual framework of problem-oriented governance and crisis learning, we unpack how prominent outcomes of intercrisis learning facilitate intracrisis learning during the acute phase of an emerging crisis. We postulate that learning after 2015 MERS crisis developed the core capabilities for problem-oriented governance which, in turn, have facilitated learning during the COVID-19 pandemic. We also posit that these capabilities continue to be enhanced through ongoing intracrisis learning processes. Our findings indicate that, in South Korea, such capabilities— reflective-improvement capability, collaborative capability, and data-analytic capability—have been substantially developed after 2015 MERS crisis and are getting more sophisticated as a result of on-going intracrisis learning during the COVID-19 pandemic. Theorical and practical implications for crisis learning are discussed.

Abstract

This study explores the processes of intercrisis and intracrisis learning and the link between them, drawing on South Korea’s responses to the COVID-19 pandemic as an example. The crisis management literature suggests that intracrisis learning is less likely to occur than intercrisis learning due to inherent barriers that hinder learning and adaptation in the heat of crisis. Based on the conceptual framework of problem-oriented governance and crisis learning, we unpack how prominent outcomes of intercrisis learning facilitate intracrisis learning during the acute phase of an emerging crisis. We postulate that learning after 2015 MERS crisis developed the core capabilities for problem-oriented governance which, in turn, have facilitated learning during the COVID-19 pandemic. We also posit that these capabilities continue to be enhanced through ongoing intracrisis learning processes. Our findings indicate that, in South Korea, such capabilities— reflective-improvement capability, collaborative capability, and data-analytic capability—have been substantially developed after 2015 MERS crisis and are getting more sophisticated as a result of on-going intracrisis learning during the COVID-19 pandemic. Theorical and practical implications for crisis learning are discussed.

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관련 논문AI추천

Public Health Disasters and the Evolution of Pandemic Response Structures: A Case Study of MERS in Korea장지연서울대학교행정대학원 · Journal of Policy Studies2017 · 제32권 제1호Problems and Policy Directions for Crisis Management: Lessons from MERS in South Korea박동균, 장철영한국치안행정학회 · 한국치안행정논집2017 · 제14권 제1호정보공유가 협력적 거버넌스 작동기제에 미치는 영향에 관한 탐색적 연구: 한국 정부의 사스(SARS)와 메르스(MERS) 대응 비교사례분석김준형한국조직학회 · 한국조직학회보2023 · 제20권 제3호Government Roles in Policy Networks against COVID-19: Comparing Two Cases in S. KoreaDongwon Kim동북아학술저널연합 · Protection Convergence2020 · 제5권 제2호Government Administrative Control Tower in Crisis Management System: Definition, Issues, and Policy Implications이달곤서울대학교행정대학원 · Journal of Policy Studies2015 · 제30권 제3호정부의 코로나19 대응 역량에 관한 연구: 정부민첩성, 정부신뢰 그리고 협력적 거버넌스를 중심으로구주영, 김동규재단법인 경기연구원 · GRI연구논총2025 · 제27권 제3호

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