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Throughout this volume, the authors have clearly taken as their task assessing how management theory and practice can be improved by understanding cultural differences in cognition, emotion, and interpersonal processes. And, as noted above, they have been generally successful in demonstrating that findings from cultural research have significant implications for management theory. But I would like to look at the products of this volume from a slightly different perspective and ask how thinking about culture in terms of management issues might impact research and theory on cultural differences. In particular, I will consider how the chapters in this volume might help us go beyond some traditional understandings of the nature of cultural differences.

Purpose – This paper seeks to contribute to the debate on the role of corporate governance in developing, emerging and transition economies by focusing on the nature and practice of corporate governance in listed companies in Nigeria – a country which has experienced both economic growth and political turbulence over the past three decades and which too has experienced significant corporate failures in particular in the banking and insurance sectors. It does this against a contextual background which discusses issues of ethnicity, gender and power relationships and their relevance to governance in Nigeria.

Methodology – Archival and documentary analysis supported and underpinned by semi-structured interviews with 20 stakeholders in governance processes in Nigeria.

Findings – The analysis of the interviews highlighted the general support of the interviewees for corporate governance procedures and practices in Nigeria to continue to develop in line with those in more developed economies. However, concerns were expressed as to the inadequacies of aspects of the Nigerian governance regulatory infrastructure, in particular in relation to mechanisms for implementation and enforcement within a framework where there was limited confidence that either voluntary adherence to codes of good practice or market-driven regulation and control would be effective.

Contrary to the researchers’ expectations, the majority of the interviewees articulated the perspective that ethnicity, gender and power relationships were not of significance in the determination of the actuality of practice. However, a minority did identify these considerations to be of key importance, albeit frequently not overtly acknowledged or portrayed as such by parties associated with governance practices.

Research limitation(s) – The interviewees were drawn from a cross section of stakeholders from the business, government, regulatory and academic environment in Nigeria but the exigencies of conducting interview research in Nigeria and the difficulties of obtaining agreement from, and access to, interviewees meant that the potential for self-selection bias has to be considered when evaluating the study findings.

Practical Implication(s) – The research paper provides a platform for policy formulation on corporate governance in Nigeria.

Originality and value of paper – The paper builds on a number of previous studies of governance in Nigeria (for example, Oyejide & Soyibo, 2001; Yakasai, 2001; Ahunwan, 2002; Okike, 2007) in particular by means of the use of semi-structured interviews to provide a rich field of insight into the actuality of practice.

In this chapter, I highlight the need to turn the institutional ethnography (IE) lens of enquiry onto IE itself, and consequently, the importance for institutional ethnographers to attend to their standpoint in taking up and activating their understanding of IE. Many, including Wise and Stanley (1990) and Walby (2007), celebrate Smith’s sociology but raise important ontological and epistemological questions about IE’s own recursive power. While IE has developed from a critique of wider sociological inquiry, it is troubled by the institutional ethnographer’s own standpont when using IE uncritically, without reflexivity of their standpoint in relation with IE and knowledge generation. IE stands in relation between the researcher and the everyday of the research participants in a local research context that is particular and plural, situated and dynamic. The chapter highlights a particular critique by Dorothy Smith of Pierre Bourdieu’s concept of habitus as a “blobontology,” yet considers the theoretical similarities between Smith and Bourdieu. I argue that institutional ethnographers and IE itself are not be immune from the kinds of unravelling that Smith undertakes of other approaches to sociological inquiry. Researcher standpoint, reflexivity, and their relation to knowledge generation are therefore critical aspects of approach without which there is potential to “other” and develop morally questionable representations of people that diminishes the actuality of their subjective experience.

The basic idea of this chapter is to utilize spiritual information in empirically exploring how its purported source beings view the impacts of such information upon various phenomena. This chapter aims at discovering and describing the most central effect dimensions in this context and, by so doing, at building theoretical constructs. The empirical work was done during 2005–2009 in Finland. Because of the relative novelty of the research topic, an inductive approach was applied. The research data were composed of a representative sample of 62 spiritual texts (printed books and articles, as well as Web and e-mail articles). The chapter examines the discovered categories and their subcategories, shows the most salient connections between them and discusses the findings in the context of previous research. The investigation explored two dimensions: the targets and actuality of the impacts of spiritual information. The impact targets were classified as organisms (human individuals, human communities, extraterrestrials, spirits), things (parts of beings, objects, information, situations), processes (events, practices, life) and spaces (areas, Earth, universe). The actuality of the impacts of spiritual information fell under these categories: desired (implicitly desired, intended, explicitly desired, requisitioned) impacts, real (possible, believed, factual, alternative) impacts, nonexistent (hypothetical, no) impacts, as well as conditional (on supernatural sender, information, humans, situation) and unconditional impacts. This inquiry revealed several new varieties of information impact and even built whole new typologies, because quite little was known about both the targets and actuality of the impacts of information before the present study.

Institutional ethnography (IE) is a sociology that focuses on the everyday world as problematic. As a theory/method of discovery, it focuses on how the work people do is organized and coordinated by text-mediated and text-regulated social organization. Actor-network Theory (ANT) is a theory/method that is concerned with how realities get enacted. ANT focuses on a multiplicity of human and nonhuman actors (e.g., computers, documents, and laboratory equipment) and how the relations between them are constituted and how they are made to hang together to create certain realities. In this chapter, we discuss some of the similarities and differences between IE and ANT. We begin with an overview of IE and ANT and focus on their ontological and epistemological “shifts.” We then discuss some of the similarities and differences between IE and ANT, particularly from an IE stance. In doing so, we put these approaches into dialog and allude to some of the potential benefits and pitfalls of combining these approaches.

Purpose – Using Whitehead's notion of prehension in a critical reappraisal of phenomenology, a different kind of understanding of subjectification and objectification is being proposed in which subjectification is that which enables action as a multiplicity or virtuality, and objectification enables actuality.

Approach – A critical engagement with literature on objects, including Gabriel de Tarde, Alfred North Whitehead, Martin Heidegger and Graham Harman, is used to develop an original conception of objectification and subjectification. This is applied to debates about objectification in pornography.

Findings – This approach enables us to better understand the theoretical underpinnings of empirical philosophies such as Actor Network Theory in support of the argument that objects are capable of action. While subjectification is folded within the process of prehension as the opening of the virtual, it is logically possible to argue that objects are a matter of concern for ethics. This also means that in terms of the pornography debate, the pornographic object as such can be held accountable. We do not have to accept the instrumentalist argument that ‘what you do with it defines its ethics’.

Originality/value – The argument that objects are capable of action has thus far not been pursued in relation to questions of ethics as opposed to politics.

For more than a decade, public opinion polls have shown that nearly 80% of Americans support hate crime legislation as a response to violence committed because of the victim's race, color, religion, and sexual orientation. Americans' widespread support for legislation aimed at bias-motivated crimes is not matched by the federal and state efforts devoted to responding to such crimes. This chapter describes the myriad factors contributing to America's limited police and prosecutorial response to hate crimes. After a discussion of the patchwork of state and federal legislation aimed at hate crimes, the chapter analyzes the substantial legislative and administrative structures that hamper the enforcement of hate crime law in the United States.

Researchers in economics and other disciplines are often interested in the causal effect of a binary treatment on outcomes. Econometric methods used to estimate such effects are divided into one of two strands depending on whether they require unconfoundedness (i.e., independence of potential outcomes and treatment assignment conditional on a set of observable covariates). When this assumption holds, researchers now have a wide array of estimation techniques from which to choose. However, very little is known about their performance – both in absolute and relative terms – when measurement error is present. In this study, the performance of several estimators that require unconfoundedness, as well as some that do not, are evaluated in a Monte Carlo study. In all cases, the data-generating process is such that unconfoundedness holds with the ‘real’ data. However, measurement error is then introduced. Specifically, three types of measurement error are considered: (i) errors in treatment assignment, (ii) errors in the outcome, and (iii) errors in the vector of covariates. Recommendations for researchers are provided.

Despite the plethora of instructional programs and strategies emanating from research, our current efforts have not produced results that could prove to us that our approach in addressing the needs of English learners (ELs) is working adequately. We believe that aside from the lively and rigorous standard-based teaching that is designed by teachers and others involved in educating students, it is imperative to view the impact of teaching on student learning which would be indicative of how ELs are connected in the process based on what their backgrounds are, who they are with regards to social and cultural identities, and how they learn. We put forth the idea that the lack of progress in the language development and academic achievement of ELs is not solely due to the body of knowledge related to curriculum and instruction but influenced by a variety of factors that pertain to language and race. We think race matters in working with ELs because teachers like any other people may have prejudgmental ideological stances and cultural and racial biases that might influence their perceptions of their students as learners. Several equity-related matters such as identity recognition, sense of belonging, critical consciousness, and hope are viable considerations as well in teaching ELs. However, prejudice against students based on race reinforced by institutionalized language policies related to teaching and testing and microaggressions may turn out to be the culprit in causing the disengagement of English language learners.