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This chapter develops a conceptual taxonomy of five emerging digital citizenship regimes: (1) the globalised and generalisable regime called pandemic citizenship that clarifies how post-COVID-19 datafication processes have amplified the emergence of four intertwined, non-mutually exclusive and non-generalisable new technopoliticalised and city-regionalised digital citizenship regimes in certain European nation-states’ urban areas; (2) algorithmic citizenship, which is driven by blockchain and has allowed the implementation of an e-Residency programme in Tallinn; (3) liquid citizenship, driven by dataism – the deterministic ideology of big data – and contested through claims for digital rights in Barcelona and Amsterdam; (4) metropolitan citizenship, as revindicated in reaction to Brexit and reshuffled through data co-operatives in Cardiff; and (5) stateless citizenship, driven by devolution and reinvigorated through data sovereignty in Barcelona, Glasgow and Bilbao. This chapter challenges the existing interpretation of how these emerging digital citizenship regimes together are ubiquitously rescaling the associated spaces/practices of European nation-states.

Nations around the globe are moving from digital transformation toward the realization of a digital nation, but they are facing challenges in the process. This study aims to build a digital nation framework by identifying these challenges and developing solutions.

A systematic literature review process was followed, which included the development of a review protocol, selection of research papers, data extraction and analysis of results. In total, 41 research papers were selected from the 12,624 peer-reviewed academic and research papers initially identified.

Several challenges associated with the elements of a digital nation, including people, technology, institutions, policy, economics and sustainability, are identified; and solutions to these problems are presented. This study's primary objective is to build a digital nation framework by analyzing these challenges and finding solutions to them.

The study provides direction for building a digital nation framework, but the literature review findings are limited to journals, conference papers and government publications. Moreover, it would have been helpful if the research findings had been crosschecked with a panel of experts. This study will correct this weakness in later research.

This study provides policymakers and leaders with a guide for building a digital nation. This study also provides direction for researchers working in this field as little relevant research is currently available.

This study analyses the existing literature on the challenges surrounding digital nations and gives direction to theory building for future studies.

Nations are opening their “digital borders” to allow the free movement of business, employment and skills. However, this process of digitalization is fraught with challenges. This study aims to identify these challenges to build a solution-oriented framework for smart nations.

This study conducted a systematic literature review, analyzing 69 peer-reviewed academic papers out of 5,958 identified papers.

The identified challenges for smart nation building were categorized as follows: people and society, technology and innovation, digital infrastructure, politics, governance, economics and business and sustainability. To overcome these challenges, this study highlights the need for a holistic national approach, which includes solutions such as improving education, technology-driven innovations, investments for building smart nation infrastructure, top political leadership involvement, national vision and action plan, national regulatory frameworks, business environment and job creation, stakeholder engagement, renewable energy use and technological integration – all of which are key for sustainable development.

This study provides directions for building a smart nation framework, but the literature review results are confined to articles, conference papers and book chapters. This study could be further enriched if the findings are cross-checked with experts. This limitation will be addressed in future research.

Given the dearth of literature on this nascent concept, the insights from this study can guide policymakers and industry leaders involved in smart nation building and benefit researchers engaged in theoretical development.

This chapter elucidates how digital citizenship regimes may be rescaling nation-states. In order to shed light on this phenomenon, the chapter introduces and answers three main research questions to unfold the content of this book as follows: (1) How will nation-states in Europe evolve in the aftermath of the emerging digital citizenship regimes? (2) Against the backdrop of the COVID-19, will the urban age reconfigure the technopolitics of European nation-states through new digital citizenship regimes (Moisio, 2018)? (3) And ultimately, will Europe evolve towards a post-national technopolity from a platform of established nation-states headed for a city-regionalised federal network of nations determined voluntarily and democratically through blockchain (Bauböck & Orgad, 2019; Calzada, 2018a, 2022; Calzada & Bustard, 2022; De Filippi & Lavayssiére, 2020; De Filippi, Mann, & Reijers, 2020; Keating, 2017; Keating, Jordana, Marx, & Wouters, 2019; Orgad & Bauböck, 2018)?

During the COVID-19 pandemic, the importance of digital infrastructure in higher education surged. This study aims to analyze how a country’s digital capabilities influence pedagogical transitions in business schools and compare the impacts between digitally advanced and advancing countries.

The authors applied the job demands–resources model and the IMD World Digital Competition Ranking 2021 to analyze the impact of nations’ digital capabilities on the pedagogical transitions experienced by 121 business faculty members from 20 nations. The countries were categorized into digitally advanced countries and advancing countries. The snowball sampling method was used to gather data through an online survey consisting of 24 items. SPSS was used to statistically analyze the data in two stages using paired t-test and group comparison.

Significant shifts between face-to-face and online lectures occurred in both groups. Advanced countries witnessed positive shifts in discussions, presentations, oral assessment, independent learning opportunities, online teaching methods, technical support and faculties’ readiness, whereas advancing countries mainly noted alterations in professional development and communication technologies.

This study offers insights into optimizing digital capabilities and enhancing business schools’ readiness for effective pedagogical shifts during crises. Both the theoretical contribution and the findings will benefit national education policies, higher education institution leaders, scholars and educators.

The purpose of this paper is to capture and understand the nature of the relationship between e-government development and the digital economy.

Drawing on the Technology Acceptance Model and Fountain’s technology enactment theory, a multidimensional research model was developed. The model was tested empirically through an international study of 67 countries using reputable archival data, primarily including the UN’s e-government survey and the Economist Intelligence Unit’s digital economy rankings.

The empirical findings indicate a strong positive reciprocal (two-way) relationship between e-government development and the digital economy. This finding provides empirical evidence to support the general notion of “co-evolution” between technology and organisations. The study also finds that along with social, economic, political, technological and demographic factors, certain national cultural characteristics have significant effects on the digital economy and e-government development.

Relying on archival global data sets, this study is constrained by the coverage and formulation of the data set indices, the sample size (67 countries), and the impossibility of detecting errors that may occur in the process of data collection. Therefore, caution should be taken when making generalisations about the findings of this study.

The paper addresses a deficit of empirical research that is supported by sound and established theories to explain short-term dynamics and the long-term impact of the digital economy on public administration. The study contributes to a more accurate and comprehensive understanding of the dynamic relationship between e-government development and the digital economy.

The purpose of this paper is to explore the role of the national university in developing sustainable cultural heritage digital preservation practices.

Using Nazarbayev University in Astana, Kazakhstan as an example, this paper discusses current development of cultural heritage digital collections, and looks to the university library's impact on nationwide digital practices development.

While the university and its digital collections are still nascent, NU will likely have a large impact on the creation of sustainable digital cultural heritage preservation practices due to its international visibility and direct connection to stakeholders.

Focused on developing nations, this paper will be of special interest to librarians working in countries facing similar challenges, such as other CIS nations.

To showcase the importance of digital citizenship in the current era. This article compares the nine features of digital citizen provided by Ribble and Bailey (2007) with a case study conducted in a multicultural setting and identifies the tensions between ethics, religion and cultural norms in that environment.

A case study approach has been used in this research. Why case study? Because it is unique and provides in-depth, unique and invaluable findings. Case studies researchers have contributed to the development of case study research from diverse disciplines. Historical examples of case studies go back as far as the nineteenth century with the biography of Charles Darwin (Stewart, 2014). The dominance of positivism in science in the late 1940 and 1950s in social science sidelined qualitative approaches such as case studies. Although case study research was often criticized for its inability to support generalizations, and thus, provided limited validity and value as a research design (Merriam, 2009; Stewart, 2014), case study research provides intensive analysis of an issue. A Case study is intrinsic, instrumental and collective (Stake, 1995, 2006). Case study research encourages the detailed enquiry of a unit of analysis within its context.

Findings show that current society needs to be educated on the nine aspects of digital citizenship. In the current era, changes are so rapid that every now and then, there must be collaboration and cooperation between different agencies to ensure that the tension between religiosity, cultural norms and ethics would be able to find some common ground. With more knowledge and wisdom on human rights, sustainability education and project-based learning in Civics Education, teachers, students, parents and community should often meet to decide on controversial issues and find ways to ensure that each one in society has the knowledge, skills and values for digital citizenship to grow and flourish.

The article is original in nature and has much social impact.

The purpose of this paper is to examine the factors influencing e‐procurement adoption in the United Nations (UN) system of organizations are examined.

This paper reports on an extended multi‐method case study of e‐procurement in the UN. A three stage methodology is adopted – a questionnaire survey of UN organizations, case studies of e‐procurement issues in three UN organizations, and an interactive workshop with the heads of purchasing of UN organizations.

The paper finds that e‐procurement is being used in the UN for transactions of routine, non‐strategic purchases. UN development agencies are more likely to adopt e‐procurement than humanitarian aid agencies as their operations are more predictable. The intention of the majority of UN organizations to adopt e‐procurement within three years has been reversed following the workshop, which revealed that adoption of e‐procurement would run counter to UN policies of supporting less developed nations, regions and organizations. A more cautious, “wait and see” approach has been taken rather than to unilaterally promote e‐procurement across the UN system.

This research focuses on the UN, yet could have implications for other complex systems of organizations such as the public sector, or multinational companies considering implementing e‐procurement with suppliers in developing countries.

E‐procurement needs to be considered in the context of other procurement policy objectives. What may be good e‐procurement practice in a profit‐making firm may be viewed as competing with broader policy objectives of not‐for‐profit organizations. The digital divide is a salient contextual factor for the UN, and brings about unforeseen issues regarding e‐procurement adoption which may have resonance for other organisations.

Much research on e‐procurement has been conducted in the private sector and this paper contributes to the small but growing number of studies of e‐procurement in the context of the public and not‐for‐profit sectors by studying e‐procurement in the UN.

The purpose of this study is to establish the relationship between digital leadership and academic performance. It models the digitalization process, outlining why and how digital leadership is important for better academic performance. At the same time, this study examines the role of digital culture as a moderating variable in the direct relationship between main variables of the study. The study aims to expand the domain of academic performance at the university by including a much recent leadership-related aspect and organizational context of the digital culture.

The study opted for a descriptive study, using the survey instruments to collect the data. The sample population consisted of students currently enrolled at the Faculty of Business and Management, Universiti Teknologi MARA, Melaka, Malaysia. Based on the convenience sampling, 383 samples were drawn from the sample population. All items were adopted from previous literature, and expert feedback was obtained to examine the validity of the instruments. The data were analysed using SPSS and SmartPLS version 3.0.

This study provides empirical insights about how digital leadership is important for academic performance for the new millennials. Also, digital culture is found to provide significant moderation effect into the relationship. It suggests that universities must promote digitalization culture and embed the use of technology and digitalization into teaching and learning to cultivate a more effective learning process among university students. This is important as elements of digital leadership, including adaptive role, attitude, digital competency, digital skill and inspirational role, are found to significantly contribute to academic performance.

This study only focuses on samples taken from one of the faculties in one campus, thus limiting its scope. Future research is encouraged to replicate the same study setting to include larger sample size from different faculties, or perhaps from different universities. These propositions could help to better generalize the research findings on the practice of digital leadership on academic performance in the country. However, this study established a digital leadership model that can be applied to undergraduate students at the universities. Also, the inclusion of digital culture can strengthen the learning process.

This study includes implications for the development of digital leadership attributes and promoting digital culture within the university students and environment for engaging in a better academic performance. Digital leadership is found to be an important criterion of academic performance in this digital age society, and cultivating digital culture enhances students’ academic performance. These findings shall prompt the university to actively engage in fostering digitalization culture within the university. Also, the top management of the university should inform the students to be adaptive and cultivate the attributes of digital leaders, as their readiness to cope with the technological change has significant positive impact on their academic performance.

It is important to ensure that the future graduates that are being produced are ready to take on more challenges as digital leaders in the digital society. This might accelerate the country’s initiatives and efforts towards becoming a developed nation. Thus, investing in oneself to become digitally literate and competent might not only influence their academic performance, but they will also be equipped to fulfil one of the expectations of future employers of potential graduates, which is possessing digital leadership.

Digitalization is not only about the technology. It is about the people too. As the study on digital leadership is still in its infant stage, this study is unique as it is among the earliest to establish digital leadership constructs within the context of Malaysia. It informs the university that digital leadership provides significant contribution to academic performance. Thus, the university is encouraged to nurture digitalization, not only in the teaching and learning but also with the people within the university environment. Determining the right programs and plans for the curricular will help students to develop digital leadership attributes more effectively. Finally, improving digitalization among its students and culture is important, as these elements provide significant effect towards academic performance.