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Purpose – As corporations and capital markets become more global, it is increasingly important to understand the differences in corporate governance practices.

Approach – This chapter provides a framework for the implementation of corporate governance that can be used globally for study and adaptation. It also describes three corporate governance systems (Anglo-American, Communitarian, and Emerging Markets) and provides an analysis and comparison of how the framework for corporate governance is applied differently, and how success should be evaluated differently, in these three systems. Lastly, it considers the possibility of convergence toward a global system of corporate governance.

Practical implications – There is significant heterogeneity in corporate governance worldwide but there are universal aspects, such as roles, responsibilities, inputs, and processes, which result in effective corporate governance. Understanding the similarities and differences enables researchers and managers to work with multiple systems in different countries where corporations and stakeholders have varying objectives, structures, and internal and external determinants.

Value of chapter – This chapter presents a comparison of the three systems that is critical for further study of global practices. Additionally, the internal and external determinants that impact the varying corporate governance systems are analyzed to more carefully consider the performance measures that account for differences in objectives, motivations, and performance.

This study aims at rereading public governance (PG) and public value management (PVM) in the light of viable systems approach (VSA). Starting from the common points and the dissimilarities between the two theories, an integrated framework for pinpointing the key drivers leading to the emersion of public value co-creation in a public system conception of governance is elaborated. An overview on the emersion of PVM and PG is conducted in order to identify the main features of the new mindset. Then, VSA’s assumptions also are analyzed (with particular focus on their managerial implications) and then subdivided into four macro-areas.

The combination of the two theories allows recognition of four levers (with relative postulates) for fostering public value co-creation: (1) strategic selection of actors; (2) establishment of system and relational boundaries; (3) pursuit of the fit strategy-tactics; (4) system governance diffusion. From a theoretical point of view, the study provides suggestions for the creation of a public system theory of governance. Regarding managerial standpoint, revealing the drivers for public value co-creation can aid managers to better elaborate strategies for stimulating actor’s engagement in order to challenge complexity and user’s demands variability.

Indigenous governance systems in Africa provide a nuanced approach to the various philosophies that underpin governance structures through a spiritual perspective. In this chapter we debunk colonial narratives of Africa's dependence on colonial constructs of governance. We begin by highlighting the decentralized and centralized Indigenous governance frameworks practiced by different African communities. Communities with decentralized systems such as the Acholi, Luo, Keiyo, amongst others, were well organized at the local level, with the Council of Elders, Chief Priests, and Moral Elders and Chiefs carrying out various functions that ensured the community remained stable and prosperous. In centralized communities, the king had authority over their boundaries. The key aspects that stood out and ensured stability within the centralized systems included community representation, participation in governance, and checks and balances that provided proper societal growth as exemplified by the Bunyoro-Kitara and the Ashanti kingdoms. Even though the governance systems were quite different, the governance mechanisms had similar pillars, features, and principles anchored by humanism, communism, and the spiritual nature of governance amongst the African peoples. We concur that the Indigenous governance system allowed citizens, empires, and kingdoms to flourish. We conclude that African people can further develop the capacity to manage their ideas, resources, and opportunities for sustainable development, through Indigenous governance mechanisms and knowledge systems. We argue that African societies need to legally integrate the Indigenous governance systems in the current prevalent western governance model, create canters for researching Indigenous knowledge at the institutions of higher learning, and that civil society should play a role in ensuring accountability in governance systems.

This paper questions the issue of the dynamics of corporate governance in Japan using a conceptual framework adapted from North’s theory of institutional change. National systems of corporate governance can indeed be considered a particular case of institutions. We thus suggest transposing North’s propositions about institutional change to national systems of corporate governance. As an illustration for our propositions, we choose to use a case study: the so-called Sogo crisis. The Sogo group is a Japanese chain of department stores, which has encountered financial problems in the late 1990s. The handling of those difficulties by the firm’s main stakeholders highlights both the recent changes in the Japanese system of corporate governance and the resistance opposed to them.

Corporate governance has experienced numerous changes in chime with the exigencies of the time during which it has been introduced or the context in which it has been practiced. Its gestation can be divided into three stages of development namely the traditional governance, the current transitional governance, and the upcoming sustainable governance. Traditional governance refers to the period hitherto the industrial revolution when corporations have not yet been formed, in today’s sense, but the governance structures were already in place in the existing entities at the time. Transitional governance refers to a period between the industrial revolution and the information age when corporations started to rise as a new economic entity. Reviewing the dominant corporate governance models are integral to understanding the transitional era. At the end of the transitional governance era, a transmogrification in corporate governance is underway to prepare itself for the coming age of sustainability. Sustainable governance integrates the principles of systems thinking and appreciates the complexity of decision-making environment, contrary to its former iterations that welcomed oversimplification of interactive messes (systems of problems). The objective of this chapter is to review corporate governance developmental transition toward sustainable governance and its role in the age of sustainability.

This chapter presents a comparative analysis of the English, Northern Irish, Arab Israeli, Trinidad and Tobago and the US cases. The focus is what we have learned from the research about: the relationships within Education Governance Systems to navigate turbulence; building capacity for empowering senior-level leaders to deliver on their manifestos and outstanding track records for school improvement; reducing the achievement gap between dominant groups and marginalised groups in International Governance Systems. The chapter identifies that all cases require participatory multi-stakeholder action to develop and support collaborative networked learning communities in practice. Such communities of and for practice need to Empower Young Societal Innovators for Equity and Renewal (EYSIER). Policy and Education Governance Systems have the potential to synthesise the best of what has been said and done in the past, with innovative ways of working by empowering networks of knowledge building and advocacy. These networks co-create opportunities for action learners to work together to describe intersectionalities of discrimination and begin to remove fear of discrimination and marginalisation from Education Governance Systems. From this position, senior-level leaders can work with their leaders, teachers, parents and students to optimise how learning about the self, and learning how to learn improves community education for all students and EYSIER.

The aim of this book is to set an agenda and address a gap in the literature regarding Turbulence, Empowerment and Marginalisation in International Education Governance Systems and its relationship with narrowing the global phenomena of a Black-White achievement gap.

The aims are met by addressing the following quesitions. First, how do senior leaders of Educational Governance Systems who are from and represent marginalised groups in society, describe and understand how School Governance Systems empower or disempower them to develop school communities as societal innovators for equity, and renewal? Second, how do these senior-level leaders within Education Governance Systems describe and understand the role mentors and/or advocates play to support their navigation through the turbulence? Third, to what extent, do these senior-level leaders of Education Governance Systems believe a cultural change is required to empower them in school and college communities including staff, families, students and community partnerships to Empower Young Societal Innovators for Equity and Renewal (EYSIER)? Finally, what theories of knowledge to action emerge regarding how these senior-level leaders might successfully navigate turbulence to empower marginalised groups for equity and renewal for all in Public Corporate Education Governance Systems?

We identified in Chapter 1 that the context is one of colonisation between different groups. In Chapter 2, The review of literature focused on turbulence in Education Governance Systems and identified the global distribution of knowledge concerning education from cash-rich countries has had a tremendous impact on what is taught and tested in schools. Nation states that are not cash rich are marginalised in a global politics. International Testing Industries examine the output of national education systems through a global lens. These studies do not shed light on: the socio-economic, or political context that shape the values, primary moral virtues and secondary intellectual virtues and acts of particular legislation; the fair funding formulas that underpin the allocation of funds to the construction of infrastructure; the Education Governance Systems structures and agencies; and the organisation of processes and practices of the education system within the international community. Intellectual and cultural colonisation that may lack what Adler calls moral and ethical frameworks may accelerate the commodification of education. Chapter 3 critically discussed how we implemented the same research design in each case taking a humanistic approach and identified that the research adopts a shared world view and seeks to recognise scientific, intellectual knowledge, and metaphysical moral and empirical knowledge. Chapters 4 through 9 presented the English, Northern Irish, Arab-Israeli, Trinidad and Tobago and the United States cases, and each case identified a clash of values between the professional educational credentialed senior-level leaders with track records for outstanding school improvement, and those in Educational Governance Systems with: no professional credentials; no track record of school improvement; a tendency to promote competition rather than cooperation; a desire for internal succession planning, rather than succession planning to achieve national education goals. The clash of cultures put senior-level leaders into a mode of protectionism with a focus on keeping their post and ‘watching their backs’, rather than building capacity for sustainable instruction within the Education Governance Systems they lead manage and administrate to optimise students’ learning, students’ outcomes and social mobility.

These senior-level leaders with Professional Credentials, and outstanding track records of school improvement need Education Governance Systems to empower them to do their job and create realistic opportunities to develop networks of professional experts in partnership with the academy to support them navigate any clash of world views. Funding is required for professional learning to ensure ‘old opinion is handed down among them by ancient tradition’ that is rationalised with logic, compared and contrasted with empirical evidence, and synthesised with innovations guided by a moral compass within an ethical infrastructure. These senior-level leaders need to be empowered to empower their staff as autonomous professionals to empower the parents and the students to gain the thinking tools they need to be lifelong learners with the capability to be self-legislating. This requires a culture change that prioritises the moral virtues of learning how to learn as moral citizens in becoming, above the secondary intellectual virtues demonstrated through success in high stakes tests.

Knowledge to action reveals young people need Education Governance Systems that EYSIER and underpin success in student outcomes for social mobility. Success in both these spheres will enable them to break their chains that have kept them dependent on the guidance of others who may seek to exploit them (De Gruy, 2008).

Further research is recommended to implement the knowledge to action impact strategies that emerge from all five cases.

Purpose – The paper explains how internal reporting systems, as embedded practices informing organizational actions and “know-how”, contributed to the inertia in implementing a corporate form of governance in a transitional public organization in a developing country – Egypt.

Design/methodology/approach – The paper synthesizes an institutional theory framework in order to capture the case study mixed results. Drawing on DiMaggio and Powell's (1983) notions of isomorphic mechanisms, Ocasio (1999) and Burns and Scapens’ (2000) notions of organizations’ memory, history, cumulative actions and routines, Brunsson's (1994) notion of organizational institutional confusion as well as Carruthers's (1995) notion of “symbolic window-dressing” adoption of new practices, the paper explores the dynamic of a public hospital corporatization processes. Data collection methods include semi-structured interviews, documentary evidence and direct observation.

Findings – The case study evidence shows that the interplay between the new form of “corporate” governance and the intra-organizational power, routines and “know-how” created internal organizational confusion and changed organizational members’ narrative of risk and uncertainties.

Research limitations/implications – The paper does not reveal the role of reformers involved in the public sector “governance” reform in developing countries. Exploring such a role goes beyond the scope of this paper and represents an area of future research.

Originality/value – The paper provides a comprehensive account of public sector “governance” reform in a developing nation, while exploring the role of management accounting and costing systems in facilitating or otherwise that reform processes.

While there is established research that explores individual innovations across countries or developments in a specific health area, there is less work that attempts to match national innovations to specific systems of health governance to uncover themes across nations.

We used a cross-comparison design that employed content analysis of health governance models and innovation patterns in eight OECD nations (Australia, Britain, Canada, France, Germany, the Netherlands, Switzerland, and the United States).

Country-level model of health governance may impact the focus of health innovation within the eight jurisdictions studied. Innovation across all governance models has targeted consumer engagement in health systems, the integration of health services across the continuum of care, access to care in the community, and financial models that drive competition.

Improving our understanding of the linkage between health governance and innovation in health systems may heighten awareness of potential enablers and barriers to innovation success.

Policing in much of the developing world has always been, in many respects, both dominated by the nonstate and pluralised. Yet, plurality and the nonstate are predominantly conceptualised, by scholars and practitioners alike, as problematic, noninclusive and/or undemocratic. Yet the reality is far more complex than this. In this chapter, we turn the tables on conventional wisdom by looking to the positive features of plural or polycentric forms of security governance by asking how these features might be utilised to provide for more inclusive forms of security governance in the Global South. Drawing on empirical research in South Africa on plural policing arrangements, this chapter considers how Sustainable Development Goal 16 which seeks to ‘promote peaceful and inclusive societies’ might be realised within plural governance systems. This chapter seeks to demonstrate that certain conditions need to be in place for plural or polycentric systems of security governance to coprovide effective and inclusive security for the collective good and, furthermore, that the positive features of the nonstate can be harnessed to give effect to the SDGs.