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This paper aims to explore the cultivation of a learning culture in the US Navy (USN). The intent of preparing and sharing this research is to reveal the particular challenges of developing learning organization capability in national security organizations. This paper believes this effort will contribute to the evolution and establishment of learning organization models that are replicable across and adaptable to distinct industrial settings.

Several efforts were explored and assessed by applying relevant research in the learning organization literature to trends in current organizational practice within the USN.

Recent USN learning culture efforts align with the broader, multi-sector, global trend toward building learning organizations to develop people as a source of competitive advantage. This research reveals the trials of enabling learning organizations across large, hierarchical bureaucracies with substantial structural and cultural barriers. The myriad obstacles currently being addressed by the USN, both at an institutional level and at smaller organization and unit levels, can inform the development of learning cultures. In particular, this research highlights the need to align specific efforts to the appropriate level of the organization.

This paper contributes to the learning organization conversation by examining the associated challenges through a multi-level framework – top, middle and bottom.

The purpose of this paper is to identify the main characteristics of what have come to be called information nations and to identify some of the determinants of success in becoming an information nation.

The paper is based on a critical review of the literature and of secondary data on information technology and services from studies of the innovativeness of nations.

Success in becoming an information nation is not necessarily closely connected with investments in information technology and services by firms and policies supporting these investments by governments, or with education policies designed to support the development of science, technology, engineering and mathematics. Other factors, such as the vibrancy of capitalism, particularly the funding of new ventures, the culture of the nation and its focus on non-scientific determinants of innovation, such as design, are also important. Governments should be careful not to take credit for achievements when their policies are merely coincident with those achievements.

The main limitations relate to the focus of this article on two sets of nations, South East/East Asia and two Western nations. The review of their performance is relatively high level and needs to be deepened, while the number of nations included in the research needs to be increased.

This paper has substantial practical implications for government policymakers, in terms of whether and how they should make policy at all in this area, and for companies trying to establish a long-term position in the global economy, in terms of being careful not to go against the very strong economic forces which favour certain kinds of activities in certain countries.

This paper has significant social implications, because much of the thinking about developing information societies relies on generalisations about the creation of information nations that may not hold. Governments and social commentators are encouraged to approach the idea of making “big policies” in this area with some scepticism.

The content of this paper is not original, but the challenge to policymakers is relatively original, as too often the work of academics is sponsored by governments that are trying to legitimate the value of their own efforts.