ABSTRACT
Most of the time, cognitive learning (see Chapter 1, this volume) is likely to be enabled and restricted by spatial (see Chapter 2, this volume) and organizational (see Chapter 3, this volume) frameworks, and lock-in mechanisms, which create trajectories. Attempts at transnational learning are often motivated by visions that break with some of these spatial and organizational limitations, sometimes with reference to emergent (Chapter 1) institutional phenomena or megatrends driven by globalization. The examples used in this volume are liberalization (NPM), multilevel governance in Europe (OMC, Smart Specialization), global communities defending the common interests of humanity (World Heritage), and Nordic values (see Chapters 1, 6, 8 and 13, this volume). The special case of Nordic learning is discussed more comprehensively in Chapter 8.
