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Drawing on Adams (2017a) conceptualisation of value creation by organisations published in the Accounting, Auditing and Accountability Journal, the purpose of this paper is to develop a conceptualisation of how national governments can create value for society and the economy through their approach to the UN Sustainable Development Goals (SDGs).

An initial conceptual framework was developed from literature situated at the intersection of accountability, public policy and sustainability/sustainable development. The authors' review of extant research on national policy development on value creation, sustainability and the SDGs identified gaps in (understanding of) approaches to national accountability and national governance (by state and civil society) processes. The subsequent thematic analysis of 164 written submissions made to the Australian Senate inquiry on the SDGs between December 2017 and March 2018, together with transcripts of five public hearings where 49 individuals and organisations appeared as witnesses during the second half of 2018, focussed on addressing these gaps.

Input to the Australian Senate Inquiry on the SDGs overwhelmingly emphasised the importance of transparency and stakeholder participation in accountability systems, commenting on data gathering, measuring and communicating. There was an emphasis on the need to involve all parts of society, including business, investors and civil society, and for strong central co-ordination by the Office of the Prime Minister and Cabinet. These data allowed the authors to refine the conceptualisation of how national governments can enhance social and economic value through a focus on the UN SDGs and their approach to accounting, accountability and governance.

The findings have implications: for national governments in developing approaches to achieve sustainable development; and, for supranational bodies such as the UN in developing agreements, frameworks and guidance for national governments.

Building on the extant literature about how global governance should be engaged to improve accountability in achieving the SDGs, the conceptual framework developed through the study shifts focus to national governance and accountability, and provides a blueprint for national governments to create value for the economy and society in the face of global sustainable development issues.

Purpose – Health information exchange (HIE), the process of electronically moving patient-level information between different organizations, is viewed as a solution to the fragmentation of data in health care. This review provides a description of the current state of HIE in seven nations, as well was three international HIE efforts, with a particular focus on the relation of exchange efforts to national health care systems, common challenges, and the implications of cross-border information sharing.

Design/methodology/approach – National and international efforts highlighted in English language informatics journals, professional associations, and government reports are described.

Findings – Fully functioning HIE is not yet a common phenomenon worldwide. However, multiple nations see the potential benefits of HIE and that has led to national and international efforts of varying scope, scale, and purview. National efforts continue to work to overcome the challenges of interoperability, record linking, insufficient infrastructures, governance, and interorganizational relationships, but have created architectural strategies, oversight agencies, and incentives to foster exchange. The three international HIE efforts reviewed represent very different approaches to the same problem of ensuring the availability of health information across borders.

Originality/value – The potential of HIE to address many cost and quality issues will ensure HIE remains on many national agendas. In many instances, health care executives and leaders have opportunities to work within national programs to help shape local exchange governance and decide technology partners. Furthermore, HIE raises policy questions concerning the role of centralized planning, national identifiers, standards, and types of information exchanged, each of which are vital issues to individual health organizations and worthy of their attention.

This essay engages with scholarship on history as a discipline, curriculum documents and academic and public commentary on the teaching of history in Australian, British and Canadian secondary contexts to better understand the influence of the tension between political pressure and disciplinary practice that drives the history wars in settler-colonial nations, how this plays out in secondary history classrooms and the ramifications this may have on students' democratic dispositions.

This article aims to compare secondary history curricula and pedagogies in Australia, Britain and Canada to better articulate and conceptualise the influence of the “history wars” over the teaching of national histories upon the intended and enacted curriculum and how this contributes to the formation of democratic dispositions within students. A conceptual model, drawing on the curriculum assessment of Porter (2006) and Gross and Terra's definition of “difficult pasts” has been developed and used as the basis for this comparison. This model highlights the competing influences of political pressure upon curriculum creation and disciplinary change shaping pedagogy, and the impact these forces may have upon students' experience.

The debate around what content students learn, and why, is fraught because it is a conversation about what each nation values and how they construct their own national identity(ies). This is particularly timely when the democratic self-identification of many nations is being challenged. The seditious conspiracy to storm the US Capitol on 6 January 2021, Orban's “illiberal democracy” in Hungary and the neo-Nazis in Melbourne, Australia are examples of the rise of anti-democratic sentiment globally. Thus, new consideration of how we teach national histories and the impact this has on the formation of democratic dispositions and skills is pressing.

The new articulation of a conceptual model for the impact of the history wars on education is an innovative synthesis of wide-ranging research on: the impacts of neoliberalism and cultural restorationism upon the development of intended curriculum; discipline-informed inquiry pedagogies used to enact the curriculum; and the teaching of national narratives as a political act. This comprehensive comparison of the ways in which history education in settler-colonial nations has developed over time provides new insight into the common elements of national history education, and the role this education can play in developing democratic dispositions.

The aim of this paper is to present and compare two approaches (the global and the cultural) to public relationship management and to argue by reference to different cases, why the cultural approach can be considered more effective in establishing good relationships in different national cultural contexts.

The discussion identifies some of the limitations of recent thinking regarding the nature of a global public and the possibility to define and treat international publics as a global public in public relationship management. As validation of this claim, cases in the European context are presented to show that a cultural approach provides better interpretations of human behaviour in different national contexts and thus better understanding of organisations' publics.

It is argued, that the idea of a global public in public relationship management does not work in different national cultural contexts, while the traditional cultural approach can work in situations characterised by diversity in values, interests and principles.

The paper intends to demonstrate the enduring validity of the cultural approach in international contexts, especially where public relations activities are directed at establishing good relationships with publics belonging to different nations, cultures and interests.

The purpose of this paper is to tackle the problem of societal knowledge management from the perspective of critical management research. The focus is on national intellectual capital analysis as part of societal knowledge management. First, the aim is to identify the dominant discourse that governs the discussion around national intellectual capital and its measurement. Second, the aim is to explore the prospects for an alternative conceptualisation and to propose a heuristic tool through which it is possible to approach national intellectual capital and its measurement in a critical, informed and analytic way.

The study takes a critical standpoint and leans loosely on the methodology of critical discourse analysis by Norman Fairclough.

The paper argues for the emancipation of national intellectual capital from the orthodoxy that relates it to economic growth, quantitative measurement, objectivity and universality towards a discourse that regards the value of national intellectual capital and its analysis more broadly, recognising the contextual and subjective nature of national intellectual capital.

The conceptual analysis provides a basis for further empirical assessment of national intellectual capital.

The paper offers a critical conceptual lens through which to approach societal knowledge management. The constructed heuristic tool for analysing national intellectual capital can serve as a basis for strategic knowledge‐based development.

The paper offers a critical reflection of intellectual capital on the national/societal level and a starting point for critical societal knowledge management.

Studying previous science and technology (S&T) foresight activities reveals information that helps decision makers to redesign policy-making templates aimed at dealing with new millennium challenges. To propose policy recommendations about further S&T foresight programs in Iran, this paper aims to propose a three-phase process to study historical S&T foresight activities at national and sub-national level since 2005 to 2015, to analyze the state of selected activities to discover weaknesses and potential solutions and, finally, to provide strategies and tactics to improve further S&T foresight activities through an expert-based process.

This paper provides a three-stage methodology, designed to survey Iranian historical foresight practices (study) using scoping framework equipped with additional features, diagnosis and evaluating (analyze) and finally proposing recommendations to organize and implement more efficient further foresight practices (design) to initialize further practices in developing countries such as Iran.

Although concerns about future and the importance of foresight activities are raised however Iranian foresight community needs to be developed. As noted in Section 5, Iranian foresight facilitators and specialist are biased to limited methodologies and methods; therefore, creating foresight networks and developing communities is strongly recommended.

The main constraint of this research was lack of valid data in the case of some Iranian S&T foresight programs.

Iran as a developing country needs to plan for long-run programs; however, there is no integrated study which reviews and analyzes the previous attempts to dedicate insights about how to reframe existing foresight paradigms. As foresight practices facilitate the paths toward sustainability, analyzing and diagnosis of a series of foresight practices in a devolving country may initialize designing such efforts in less developed world.