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Establishing timely national product design standards is an important cooperative activity capable of capturing economic benefits from having the national product design standard adopted for global commerce. The purpose of this paper is to undertake an exploratory analysis of five global economic powers' – Canada, Germany, Japan, the UK, and the USA – national standards strategy (NSS), comparing them for commonality in institutional standards setting policy approaches, i.e. there should be a general “convergence” in specific NSS policy initiatives among similar, economically developed countries.

The five national standards strategies are evaluated for distinctive policy initiatives, with common policy initiatives combined, resulting in 18 distinctive policy initiatives found among the surveyed population. Each national standard strategy is then compared to the 18 policy initiatives, with commonality recorded.

Contrary to any preconception that economies considered comparable in economic development would tend to converge around similar NSS policy initiatives, the evidence reveals there is less harmonization (the results show convergence is overwhelmingly in the moderate/low categories – 14 policy initiatives, or 77.8 percent), with initial evidence indicating that the degree of public or private institutional involvement in technology standards setting may affect the types of policy initiatives included in a NSS.

The paper is exploratory in nature, with only five nation‐states in the survey.

The paper provides insight into: the strength of a country's NSS versus a competitor nation; and public and private sector development of the national innovation system.

The paper offers an exploratory evaluation of harmonization of NSS across countries and its significance to the national innovation system and global competitiveness.

Teachers are central to the learning of their students, and teacher learning is integral to teaching quality. In this study, six teachers who had recently completed the National Board assessment in the Middle Childhood/Generalist certificate area were interviewed over a six-month period about the effects of the certification process on their views and practices. Overall, the six teachers described changes in their practices for each of the eleven standards, with nearly all of the teachers describing changes in three areas in particular – reflection, assessment, and family involvement. In addition, most of them reported that the certification experience increased their confidence as teachers in part because it validated their current practice and in part because others treated them with more respect. Overall, four of the six teachers described their experience as having had a significant positive effect on their practice, with one teacher characterizing the effect as modest, while another reported little change. The teacher who reported few changes did so because she believed that her practices were already consistent with the National Board vision. A number of features of the National Board certification process appeared to contribute to the professional development of these teachers, including the standards themselves, the portfolio process (but not the assessment center exercises), writing structured commentaries, and collaborating with colleagues.

This paper examines the need for international regulation of financial markets and suggests the possible role that a global financial supervisor might play in providing effective regulation of international financial markets. The first part discusses the nature of systemic risk in the international financial system and the necessity for international Minimum Standards of prudential supervision for banking institutions. The second part examines the efforts of the Basel Committee on Banking Supervision to devise non‐binding international standards for managing systemic risk in financial markets. Recent financial crises in Asia, Russia and Latin America suggest, however, that informal efforts by international bodies such as the Basel Committee are inadequate to address the risk of systemic failure in financial systems. The third part therefore argues that efficient international financial regulation requires certain regulatory functions to be performed by a global supervisor acting in conjunction with national regulatory authorities. These functions should involve the authorisation of financial institutions, generation of rules and standards of regulatory practice, surveillance of financial markets, and coordination with national authorities in implementing and enforcing such standards.

The Australian National Standards for Mental Health Services (Commonwealth Department of Health and Family Services, 1996) were developed as a plank of the first National Mental Health Plan (Commonwealth Department of Human Services and Health, 1992). Over the two subsequent national five‐year plans, they have become the basis for accreditation surveys for all Australian mental health services, both hospital and community components, whether acute or rehabilitation oriented, throughout the psychiatric career of all mental health service users and their families. The development and implementation of these standards are described. Innovations in this set of standards are detailed, specifying requirements of each phase of care, including access, entry, exit and re‐entry, and the parallel development and training of paid consumer and family carer surveyors. Largely due to the brevity and clarity of these innovations, because of a broad consultation process, and incorporation of interventions and service delivery systems that are both evidence‐based and congenial to service users, they have achieved a wide acceptance among, and championing by, service user and family carer networks. A recent review of the national standards was timely and welcomed, but is still incomplete, contentious in its protracted process, has a lack of consistent consultation and contains diluted and disorganised results. Implementation guides will now be developed to be superimposed on this revision in an attempt to improve and navigate it.

In the former Yugoslavia and Soviet Bloc countries of Central and Eastern Europe most information technology was unavailable, unaffordable or discouraged for forty years. These countries realise that they must improve their internal infrastructures if they are to become integral parts of the global information infrastructure. We report the results of a mail survey conducted in late 1994 and early 1995 of seventy research libraries in Croatia, Czech Republic, Hungary, Poland, Slovakia and Slovenia, building on the findings from interviews conducted with 300 persons in the region in 1993–1994. Results show that these libraries are acquiring automated processing systems, CD‐ROM databases, and connections to computer networks at a rapid rate and that automation activity has increased substantially since 1989; we report specific data on system implementation and network services by country and by type of library. ‘Access’ is their top reason to automate, which appears to mean placing the catalogue online with better search capabilities and putting items on the shelves faster — but does not necessarily mean improvements in self‐service for library users. Co‐operation and standards are highly‐ranked automation goals, yet we find anomalous results on each. Management goals focus more on speed and processing than on management information, staffing or advancing the mission of the parent organisation. Management of human resources ranks low, despite the need for wider staff involvement in the system selection process, education of technically‐trained library professionals, continuing training of staff and training of library users. We conclude with implications of these results for the region.

The need for international regulation of financial markets became apparent in the mid‐1970s in response to the post‐Bretton Woods liberalisation of financial markets. The elimination of the fixed exchange rate parity with gold resulted in the privatisation of financial risk, which created pressure to eliminate controls on cross‐border capital movements and the further deregulation of financial markets. It became necessary for national regulatory authorities to promote safe and sound banking systems through the effective management of systemic risk in national markets. Similarly, the need for international standards of prudential supervision was also recognised, to prevent solvent banking institutions in one jurisdiction from losing business to less respectable institutions operating in other jurisdictions whose laws permitted cut‐rate financial services and other risky financial practices. The privatisation of financial risk also created the need for financial institutions to spread their risks over many assets and activities, which led, in turn, to a significant increase in short‐term cross‐border portfolio investment that has, in many instances, exposed capital‐importing countries to increased systemic risk due to the volatility of such investments.

In a global context characterised by a growing recognition of the role that educational leaders play in ensuring school effectiveness and the consequent need to design effective leadership preparation programmes, many educational leadership preparation providers around the world have borrowed international standards and frameworks in order to guide their programmes and assure their quality. This trend has been on the rise as a response to globalisation pressures and a growing interest in acquiring international recognition through accreditation agencies. However, this raises important questions about the potential repercussion of using foreign, mainly Western, frameworks to develop or assess national leadership preparation provision. Evidence from relevant literature indicates that these frameworks, when applied to local contexts, need to take contextual factors into account. In this chapter, we engage with existing literature in relation to leadership preparation, internationalisation and professional standards to reflect on our experience of using international standards to develop the Masters in Educational Administration programme offered by Sultan Qaboos University (SQU) in Oman. We hope to contribute to existing internationalisation literature by providing a different perspective on educational administration and leadership preparation from a non-Western tradition, thereby expanding the understanding of meaningful leadership preparation in general.