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According to narrative trends, digitalization has the potential to deconstruct existing power structures and increase participation and democracy in society; however, we will argue, it is unable to accomplish these changes on its own. Specifically, the deconstruction of existing structures cannot happen through digitalization alone; instead, these results depend on how digitalization is done. It is important to focus on understanding what happens in the digitalization process, what is transformed, as well as when it is done, and by whom. We will, therefore, combine a policy enactment framework with a critical analytical framework of digitalization to create a possibility to address the institutional power aspects of digitalization in a specific setting i.e., cultural heritage. We do this by analyzing how policy enactment, which is a way to understand policymaking as a process of organizational interpretations and translations by diverse policy actors, affects the construction of cultural heritage. The results show how digitalization easily becomes a process that is unable to question, it tends to engulf all other values, and cultural heritage is turned into meta-data, getting 'clicks' on the internet and attracting tourists to the region.

Objective (1) To review how current global tobacco control policies address regulation of waterpipe tobacco smoking (WTS). (2) To identify features associated with enactment and enforcement of WTS legislation. Data Sources (1) Legislations compiled by Tobacco Control Laws (www.tobaccocontrollaws.org). (2) Weekly news articles by 'Google Alerts' (www.google.com/alerts) from July 2013 to August 2014. Study Selection (1) Countries containing legislative reviews, written by legal experts, were included. Countries prohibiting tobacco sales were excluded. (2) News articles discussing aspects of the WHO FCTC were included. News articles related to electronic-waterpipe, crime, smuggling, opinion pieces or brief mentions of WTS were excluded. Data Abstraction (1) Two reviewers independently abstracted the definition of "tobacco product" and/or "smoking". Four tobacco control domains (smokefree law, misleading descriptors, health warning labels and advertising/promotion/sponsorship) were assigned one of four categories based on the degree to which WTS had specific legislation. (2) Two investigators independently assigned at least one theme and associated subtheme to each news article. Data Synthesis (1) Reviewed legislations of 62 countries showed that most do not address WTS regulation but instead rely on generic tobacco/smoking definitions to cover all tobacco products. Where WTS was specifically addressed, no additional legislative guidance accounted for the unique way it is smoked, except for in one country specifying health warnings on waterpipe apparatuses (2) News articles mainly reported on noncompliance with public smoking bans, especially in India, Pakistan and the UK. Conclusions A regulatory framework evaluated for effectiveness and tailored for the specificities of WTS needs to be developed.

Purpose: This article focuses on the development of supplementary education, evolving under the label "homework support," in Sweden between 2006 and 2018. Particular attention is paid to the significance of the private market for national policy. Design/Approach/Methods: Through a theoretical model on policy enactment, the interaction between national policy and local practice is highlighted. By analyzing how the local practice appears in documents related to state-regulated decision-making, the study gains further insights in the development of homework support in Sweden. Findings: This article argues that when private companies, offering supplementary tutoring, were established on the outskirts of the educational landscape in Sweden, the political educational discourse changed. Even though homework support became a given part of the political discussion about the school, the situation became difficult for private companies. Originality/Value: The article adds to the international field of shadow education. It describes the establishment of the private tutoring market's entry into the Swedish educational landscape, which in the long term has provided a basis for a further Scandinavian development. Furthermore, the article contributes to theory development by a model that focuses on the interaction between policy formulation and local enactment. ; Homework as shadow education

This research examined various factors affecting the (lack of) effectiveness in the enactment of the National Policy on Education (NPE) and assessed teachers' perception on enactment of the National Policy on Education. A cross-sectional research design was employed, comprising an online survey of 100 teachers from 5 public school and 5 private schools in Nigeria. The online survey collected data on the background characteristics of the research participants, their experience, and perception regarding the enactment of the National Policy on Education. It also explored the factors influencing the enactment of the National Policy on Education, as well as the extent to which teachers are involved in the policy-making process. The research pointed out some factors that appear to impede the enactment of the NPE in practice. Some of the findings include; lack of clarity in NPE objectives, corruption, insufficient funding, inadequate facilities and infrastructures, poor government attitude towards education, lack of trained teachers, teachers lack knowledge regarding how to implement the NPE and head teachers' lack of support for teachers with respect to NPE enactment in schools. Keywords: education; policy enactment; teachers; secondary schools; factors; Nigeria.

Patterns of participation in higher education (HE) in the UK, as elsewhere, have been marked by social inequalities for decades. UK Governments have responded with a plethora of policies and agendas aimed at addressing this broad social issue. However, little is known about how higher education institutions (HEIs) interpret and 'enact' these policies in relation to institution-specific contexts. Drawing on concepts from policy sociology this paper examines how HEIs in one nation state, Wales, enact its Government's policy on 'widening access' to higher education. Interviews with a range of 'policy actors' along with analyses of institutional 'widening access' policy documents, reveal divergences between HEIs in how this policy agenda is interpreted and delivered. These differences reflect institution-specific contexts–not least their internal politics and assumptions about the type of students they admit, but also their interests and priorities in relation to their positions within a global, marketised, HE system. The implications of this for the reproduction of university hierarchies in the UK, as well as social inequalities more generally are brought to the fore.

Purpose
This paper aims to explore whether the key drivers identified in digitalization policies are being prioritized by practitioners in health and social care and to what degree the goals of the policies are being enacted.


Design/methodology/approach
The investigation comprised two stages. First, the key drivers of digitalization in the national policies were identified. Second, a survey was disseminated to practitioners within health and social care, asking them to indicate their stance on each key driver (using Likert scales).


Findings
The findings of this paper are twofold. First, they demonstrate that practitioners more readily enact the key drivers centered around their everyday operations, such as improving services and care and increasing efficiency. Second, it shows that key drivers of a more rhetorical nature, such as "becoming the best," do not yield benefits for practitioners.


Practical implications
This paper shows that for policies to have an effect in practice and to contribute to change, they should be rooted in key drivers centered around practitioners' everyday operations, promoting specificity over abstraction.


Originality/value
While previous studies have involved policy analysis, few studies investigate the enactment of policies, how they are implemented and whether they contribute to changes in practice.

We use the metaphor of building a plane while flying to describe the enactment of educational policies by teachers during COVID-19 and the impact of these policies on their ability to meet the needs of their students. Drawing from a series of three one-hour focus groups with seven teachers in Alberta, we apply critical policy analysis to describe the transition of public schools to pandemic education, especially in urban centers. This paper will begin by reviewing the dynamic policy context of school closures and reentry strategies and proceed to outline the diverse ways school boards interpreted guidelines from the Ministry of Education. We discuss the frustration with and variation of policy enactment during the pandemic, especially with respect to priorities and barriers to addressing student wellbeing and access to educational and social supports. Finally, we describe the consequences of teaching through crisis as it emerges in a political context that has failed to respond to educator's professional needs.

Abstract
As the national and supranational levels of government embrace the concept of missions to solve wicked problems, the importance of understanding how missions move from one level of governance to another becomes essential. In this paper, we present a comparative case analysis of evolving regional biogas systems to consider how global missions on climate action are enacted in local practice. Referring to wickedness in terms of contestation, complexity, and uncertainty of both problems and solutions, we examine how such framings affect the operationalisation of the missions. Our results indicate that in the process of local translation, wickedness often increases, but additional wickedness does not always worsen the outcomes.