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The purpose of this study is to outline the improvement of framing in Indonesia science and technology policy content, policy formulation model, policy strategy implementation and policy performance indicators.

This study is conducted by implementing action research model to generate new knowledge as a research interest, through the search for solutions or improvements to problematical situation, applying Soft Systems Methodology. Thus, this research model is regarded as Soft Systems Methodology-based Action Research (SSM-based AR).

Policy formulation is not evidence based in which policy documents remain theoretical and are impractical or not detailed in engaging real conditions and strategic issues, yet the targets are measurable despite predictive results. Change and strengthening are required in the national science and technology policy for the next period, on the basis that future research policies are encouraged to address problems and solutions to build a country based on science and technology. Indonesia requires policies involving both effective and efficient national research; therefore, the need for an integrated policy direction conveying science and technology and other related sectors, such as the health sector and food, remains vital.

Previously, science and technology policy planning in Indonesia was not equipped with data and indicators of success, having no target to achieve within a five-year period. In the coming periods, science and technology policy documents in Indonesia are issued in the form of government regulations/presidential decrees, including indicators of science and technology achievements (quantitatively) for five years.

This paper examines the development of green skills across firms located in an institutional context, specifically the national education and skill-formation system, of the under-researched developing country of Thailand.

This paper qualitatively explores the Thai education and skill-formation system and conducts a cross-case analysis of four firms across different industries in Thailand. The empirical findings in this paper draws on semi-structured interviews with various stakeholders; field visits to vocational colleges, universities, a nongovernmental organization (NGO) and firms across industries both in Bangkok and in other provinces in Thailand; and a review of archival documents and web-based reports and resources.

This paper proposes that firms across industries in Thailand must be responsible for helping their employees/workers obtain the green knowledge and skills necessary to perform green jobs through high-road human resource (HR) practices in response to the fact that the Thai education and skill-formation system is unlikely to produce a sufficient number of employees/workers who have green knowledge, skills and abilities and are industry-ready to perform green jobs, leading to a shortage of employees/workers who possess green skills in the labor market. Specifically, curricula in vocational colleges and universities in Thailand are not likely to respond to the needs of firms in producing those employees/workers.

The limitations of this research concern its methodology. This research is based on the qualitative studies of the Thai education and skill-formation system and a case study of firms across industries in Thailand. Thus, this paper does not aim to generalize the findings to all other countries but to enrich the discussion on the effects of macro-level HR policies on the creation of green jobs and the development of green skills across firms in each country. Additionally, it is difficult to gain access to firms across several industries and various stakeholders to understand the development of green skills among employees in these firms. The reasons are resource constraints, time constraints and the hesitation of firms in permitting the author to access the data. These difficulties have restricted the sources of information to construct a more nuanced picture of firms across various industries in developing green skills among their existing employees. Consequently, this research does not include firms in several other industries, including the pulp and paper industry, textile and garment industry, plastic industry and agri-food industry. Thus, future research may extend the topic of the development of green skills among employees to these industries. Quantitative studies using large samples of firms across industries may also be useful in deepening the understanding of this topic, which is significant from the perspectives of the strategic human resource management (SHRM), comparative institutional perspectives on HR strategies and practices, and green economy.

This paper also provides practical implications for top managers and/or HR managers of firms in Thailand, other developing countries and other emerging market economies with deficiencies in the national education and skill-formation system. First, the top managers and/or HR managers can apply various methods to internally develop managers and employees/workers with the appropriate environmental/green knowledge and necessary skills to perform green jobs. The methods include classroom training, on-the-job training, coaching, mentoring systems, job shadowing and being role models for younger generations of employees. Second, these top managers and/or HR managers can cooperate with vocational colleges and/or universities in their countries to design educational programs/curricula related to environmental/green management to be able to produce graduates with suitable qualifications for their firms. These managers can request for assistance from universities in their countries when their firms confront sophisticated questions/problems related to environmental/green management. In this regard, universities will have an opportunity to solve real environmental/green problems experienced by industries, while firms can appropriately and accurately solve environmental/green questions/problems. Third, these top managers and/or HR managers can encourage their firms to apply for certificates of green-/environmentally friendly products or carbon footprint labels from NGOs to foster a green image among firms' consumers. These applications require the firms to pay special attention to the cultivation of green awareness and the development of green skills among their employees. Fourth, these top managers and/or HR managers can encourage their employees to express green-/environmentally friendly behaviors as well as sufficiency-based consumption behaviors. In fact, these top managers and/or HR managers can foster their employees to reduce energy consumption, including electricity and water, to conserve these types of energy for young generations. Fifth, these top managers and/or HR managers can adopt and implement green human resource management (GHRM) practices consisting of green recruitment and selection, green training and development, green performance management, green pay and rewards and green employee relations in their firms to upgrade both the environmental and social performances of firms. Finally, these top managers and/or HR managers must take serious actions regarding the implementation of environmental/green management policies and practices within their firms in order to facilitate the movement of the country toward the bioeconomy, circular economy, and green economy (BCG economy).

This paper provides social/policy implications for the government, vocational colleges and universities in Thailand, other developing countries and emerging market economies where the skill shortage problem is still severe. First, the government of each country should incorporate green/environmental policies into the national education policy and the long-term strategic plan of the country. Second, the government should continuously implement such national policy and strategic plan by encouraging government agencies, vocational colleges, universities, firms and NGOs to cooperate in developing and offering environmental/green management educational programs/curricula to produce graduates with suitable qualifications for those firms. Third, the government should encourage vocational colleges and universities to equip their students with green skills to be industry-ready in a real working context. Fourth, to alleviate the skill shortage problem in the labor market, the government should foster firms, especially private sector firms, to focus on the upskilling and reskilling of their existing employees. With this action, their existing employees will have green skills, be able to effectively perform green jobs and become an important driver to help the country move toward the BCG economy. Fifth, the government of each country should encourage firms to develop green-/environmentally friendly products by offering them various types of incentives, including tax reductions or tax exemptions. Sixth, the government should encourage universities in the country to sign a memorandum of understanding with leading research institutes and world-class digital technology companies such that these institutes and/or companies admit high-potential university students to work as trainees/entry-level employees for a certain duration. This action can ultimately facilitate knowledge transfer from these institutes and/or companies to those university students who will finally return to work in their home country. Seventh, the government, especially the Ministry of Education, should encourage vocational colleges and universities to teach students in the environmental/green management program based on real case studies/problems found across firms. In this way, graduates should be industry-ready to perform green jobs. Finally, the government must pay serious attention to the implementation of environmental/green management policies across levels within the country so that the transition of the country toward the BCG economy will finally come true in the future.

This paper contributes to the SHRM, comparative institutional perspectives on HR strategies and practices, and the literature on the green economy and the development of green skills in firms in the following ways. First, this paper focuses on examining how the institutional context of Thailand shapes the development of green knowledge and skills among employees across firms in Thailand. In this regard, the paper aims to fill the gap in the literature on strategic HRM and comparative institutional perspectives on HR strategies and practices as proposed by Batt and Banerjee (2012) and Batt and Hermans (2012), who suggested that the literature on strategic HRM should go beyond the organizational context and examine how firms adopt and implement HR practices in response to the national institutional context. Second, the paper aims to extend the literature on the green economy regarding the roles played by institutional factors in shaping the development of green knowledge and skills across firms. Finally, strategic HRM, comparative institutional perspectives on HR strategies and practices and green economy studies have overlooked the under-researched country of Thailand. Most studies in these three areas focus more on developed countries. Thus, the findings of this paper should extend the literature on those areas regarding the development of green skills among employees across firms in response to the Thai institutional context.

This paper aim to argue for Cambodia to take internationalization of higher education seriously and strategically to position it for higher education development, and this starts with enhancing its buy-in among the key stakeholders, fine-tuning its conceptualization and contextualization and a government-funded comprehensive policy and investment program.

This paper explores policies and practices of internationalization in Cambodia, using Knight's (2004, 2007) conceptualization of internationalization and Wan's (2018) list of six dimensions, by which the authors track and measure internationalization.

Systematic policy implementation to position internationalization to achieve national and institutional goals is little. Given utilitarianism of internationalization, policy statement has geared more toward employing internationalization to achieve institutional building, in order of significance: mobility, research collaboration, policy formulation and quality control, and much less on networking and aligning with international instruments. Subtle differences among the four universities under investigation exist. While all focus on student and faculty mobility and exchange, some aim at research collaboration and networks; some at indigenous “international” and language programs, and some at joint degree programs. But, internationalization is not a key priority nor is it strategically positioned to achieve institutional aspirations.

Without comprehensive, strategic policy guidance and implementation from the government, internationalization has taken its own course, and such is not healthy for higher education development.

There are few studies on internationalization in Cambodia. Clayton and Yuok (1997), Clayton (2002) and Pit and Ford (2004) examine politics or its politicization and higher education development after the end of the Eastern Bloc's support (Tek and Leng, 2017). Recent studies (Leng, 2015; Leng, 2016; Yun, 2014) underline institutional case studies to illustrate status, issues and challenges in internationalization. This article attempts to provide an overarching map of internationalization to inform policies and practices toward higher education and national development.

Since 2004, the British Government has delivered a national policy on social marketing that has created a new frame of reference in this field. This paper aims to study the genesis, evolution and implementation of the policy process that led to an important development in British public health.

An in-depth multifaceted single case study, mixing qualitative and quantitative data including participatory research, enabled by a cognitive approach based on elements of knowledge, ideas, representations and social beliefs in the elaboration of a public policy.

This approach to understanding the British policy on social marketing process demonstrates a useful explanatory capacity, producing a comprehensive articulation of the main cognitive, normative, and instrumental dimensions of this policy, including its significant mutations influenced by the 2008 Great Recession and subsequent political evolution.

This paper has followed the British social marketing policy’s implementation in England. In Wales, Scotland and Northern Ireland, this national policy had specific developments that it was not followed in our study In general, subject to complex historical, social and political conditions, this is a field that preserves its dynamism and the ability to question concepts and processes. Ever seeking new directions and solutions, it requires an ongoing research study.

Conclusions speak in favour of a prescriptive framework for a national policy on social marketing that can inform other government entities’ efforts to develop similar policies in other countries. A correct understanding of such a political process can lead to better management of its development and its consequent contribution to improving social marketing policy and interventions.

A proper conception and management of a social marketing policy can contribute to improving the well-being of citizens.

It is the first time that this specific cognitive approach has been applied so systematically to a national social marketing policy through a long-term research, providing a prescriptive framework for other’ efforts to develop similar policies.

This paper studies strategic R&D policy with endogenous timing of firms’ moves within a two‐period framework. Within this framework the government can make a policy commitment only in the second period due to an information lag vis‐à‐vis the firms. The firms can, if they choose, make their moves in the first period, but they will incur extra costs. An activist government policy may decrease national welfare by forcing the foreign firm to take preemptive action against the home government.

Strengthening and improving Scientific and Technical Information (S&Ti) flow in all nations require an effective national S&Ti policy (NS&TiP). The very first step in developing an integrated NS&TiP is clarifying its scope and dimensions. Therefore, this study aimed to identify the dimensions of NS&TiP, in the form of an analytical framework, and to show how to apply it.

The current study adopted a qualitative method, called the framework approach, and proposed HeLICAM, a comprehensive framework including different dimensions for NS&TiP. Afterward, Iran's science and technology documents were analyzed based on the proposed framework.

HeLICAM framework includes (1) human resources, (2) laws and regulations, (3) ICT infrastructure, (4) connections, (5) activities and (6) information market. The results obtained from the application of HeLICAM in the analysis of Iran's science and technology policy documents indicated that the various dimensions of NS&TiP have mostly been overlooked. Although several policies have been developed for science and technology in Iran, the efforts have not been comprehensive and effective enough.

This study proposes the normative analytical framework called HeLICAM. The purpose of HeLICAM is to provide a draft of NS&TiP dimensions to policymakers that will be useful in NS&Ti policymaking because this framework helps to answer questions like “what dimensions have been considered in writing the policy document?” and “What it lacks?”, “What are its strengths and weaknesses?”, and “How can it be improved?”

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-11-2020-0493

This chapter compares how three institutions from three countries, Canada, Hong Kong and the United Kingdom, use international student recruitment as an institutional capability. Institutional capability to recruit students from international markets is determined by a mix of national policy, internal cultures and institutional resources and capabilities. This chapter explores the complex nature of institutional operations in higher education institutions (HEIs) by considering the perspectives of senior leaders, administrators and international student recruiters and how they implement their international student recruitment plans while facing increasing competition and unstable government policies. The results show what is needed is for institutions to improve their institutional capabilities to respond to national policies and to adapt to the changing global landscape. It also discusses the importance of understanding highly localised, institutional culture and practice and how national policy is one dimension that shapes international student recruitment. International case study allows you to draw these conclusions and to examine how strategy and policy contexts shape individual institutional capability. Institutional context shows capabilities in international student recruitment practice are unique and institutional responses to policies and competition are based on their internal cultures. Institutional actors view government policy as the ‘playing field’ to achieve their institutional strategies; however, there is more to international student recruitment than merely national policies such as the ability to communicate and coordinate activities within institutions. This chapter highlights the importance of understanding the capabilities of the institutions themselves as they attempt to recruit students from international markets. This chapter reinforces the notion that it is not only what the policies say or do, but also how these policies are interpreted at the practice level that shapes international student recruitment.

Global health challenges and threats could be confronted by collaborative efforts of international community. Governance for global health is a set of formal and informal processes, operating beyond state boundaries, and refers to institutions and mechanisms established at the national, regional and international levels. Nordic countries demonstrated a long-standing commitment to development assistance for health (DAH), and more recently to governance for global health. Governance for global health tools could be used effectively to achieve collective solutions for the maintenance and promotion of health as a common good, could ensure accountability and transparency, and reconcile the interests of different actors on the international and national levels. The aim of this paper is to provide an overview of tools and approaches in support of eight sub-functions of governance for global health applied by the Nordic countries. This will help international audience to compare those mechanisms with similar mechanisms that are available or planned in their countries and regions, and may benefit policy scholars and practitioners.

This study uses qualitative review of research literature, policy documents and information available from institutional websites related to the governance of global health in four Nordic countries. In total, 50 selected publications were analyzed using framework synthesis, mapping all findings to 8 dimensions (sub-functions) of governance for global health and related tools.

Review reveals which tools are available, how they have been applied by the Nordic countries and influenced all domains (sub-functions) of governance for global health at different levels: national governments, agencies and networks; bilateral and multilateral partnerships; inter-governmental institutions and international health-related organizations. Common trends and approaches in governance for global health have been formulated.

This study is unique in relation to the prior literature as it looks at the role of Nordic countries in the governance for global health system through the lens of tools applied in support to its sub-functions.

The purpose of this paper is to examine the several methodologies and activities taken to assess the environmental impacts of a $33 million pilot project undertaken through a loan from the Asian Development Bank (ADB) jointly with significant Chinese government investments. The ADB biogas utilization project has supported construction of over 7,500 biogas digesters in more than 140 rural villages. An additional 10,000 biogas digesters are programmed as well as significant investment in biogas production through large‐scale animal agribusinesses. The latter will be supported through investments utilizing the Clean Development Mechanism (CDM).

The paper provides a longitudinal perspective by: looking at the project's Initial Environmental Examination (IEE) undertaken at appraisal; assessing the ongoing energy and environmental monitoring plan currently under way; and examining the potential for the use of Strategic Environmental Assessment (SEA) as a tool for integrating environmental policy considerations on a regional or provincial level in China.

Improved technologies for application of renewable energy – in particular successful application and adoption of biogas digesters at the village level – offer the potential to promote sustainable, cost‐effective growth in agriculture with concurrent positive environmental impacts.

Based on the relative success of ongoing efforts to promote the adoption of biomass technologies, a significant expansion of the bioenergy program is under consideration by the Ministry of Agriculture.

The case study suggests that there is potential for use of SEA as a tool for the establishment of regional or provincial environmental priorities by taking account of information on the economic, social and environmental benefits, costs and risks of adopting a national strategy for biomass utilization. SEA is a recent innovation in China and must be adapted to local conditions.

The research aims to provide the basis for a better understanding of the internationalization of higher education in Vietnam. First, it examines Vietnam's higher education reforms and policy/ legal frameworks for the promotion of internationalization since the implementation of Doi Moi in 1986. Secondly, it analyzes the internationalization activities at the national and institutional levels. At both levels, the internationalization activities are categorized into internationalization at home and cross borders (Knight, 2012). Finally, the paper discusses the challenges Vietnamese HE is facing and presents policy directions.

This study employs a case study research strategy to examine and gain understanding of internationalization of higher education in Vietnam as a phenomenon. The study collected detailed information using a variety of data collection procedures over a period of time. First, it analyzes Vietnam's higher education reforms as well as policy and legal framework for the promotion of internationalization. Then, using Knight's framework, the study analyzed the internationalization at home and crossborder educational activities at the national and institutional levels. At the national level, strategic policy goals and programs were explored. Then, it chose Vietnam National University- Hanoi as a institutional case to learn its institutional strategies on cross border programs and mobility, reputation building, research cooperation.

Vietnam has continuously reformed its legal and policy framework of higher education to better integrate into the global higher education market and also to meet the national demand for economic development. Predominant rationale for Vietnam to engage in crossborder programs is for brain development, specifically in the academics and public sector. Meanwhile internationalization at home is driven by (1) international programs and universities and (2) initiative to enhance competitiveness of its higher education institutes. Vietnam hosts different models of international universities, including classical, satellite and co-founded. However, issues and challenges remain, such as poor lack of systematic cooperation and coordination at the governmental level, retaining talents, and finally finances.

Written for the special edition on Internationalization of Higher Education in the Era of SDGs: Asia–Pacific Perspective, the study aims to provide a basis for understanding the current situation of internationalization higher education in Vietnam and how it compares to its partners in the region. This study is unique as it provides a two-layer analysis, at the national and institutional levels capturing macro and micro perspectives in one scene. In addition, this study includes rich empirical data, which was rare in previous literature due to limited access.