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Within the past few years, a new phenomenon has taken place among the world's leading microfinance institutions (MFIs) – entry into new capital markets through initial public offerings (IPOs). “Going public” launches MFIs into a new frontier, not only presenting challenges but also providing new opportunities for the institutions and the clients they serve.

Trust is considered instrumental for economic growth, successful operation of public institutions and social cohesion. We explore how public trust in Icelandic institutions has developed during the recent tumultous financial times, including the failure of the Icelandic banking sector. Using data from Gallup-Iceland’s annual survey of individuals’ trust in institutions, we show that trust in general, and particularly towards political and financial institutions, evaporates following the crisis year of 2008. Although trust varies significantly among different demographic groups, the trend shows how the road to recovering trust in Icelandic institutions post-crisis has proven to be challenging and drawn-out. Apart from law-enforcement agencies, which were relatively unscathed by the financial calamities, no institution has managed to escape the drop in trust, nor have they re-established the pre-crisis level of trust in the minds of the public nearly a decade after the crisis. A notable personal post-crisis exception is the recently elected President of Iceland who has managed to improve trust in his office by the highest margin of all 15 public offices and institutions examined.

The African continent is filled with a textured history, vast resources, and immense opportunity. The landscape of higher education on such a diverse continent is extensive and complex. In this review of the landscape, four primary topics are evaluated. The historical context is the foundational heading, which briefly covers the evolution from colonization to independence and the knowledge economy. The second main heading builds upon the historical context to provide an overview of the numerous components of higher education, including language diversity, institutional type, and access to education. A third section outlines key challenges and opportunities including finance, governance, organizational effectiveness, and the academic core. Each of these challenges and opportunities is interconnected and moves from external influences (e.g., fiscal and political climate) to internal influences (e.g., administrative leadership and faculty roles). The last layer of the landscape focuses on leveraging higher education in Africa for social and economic progress and development. Shaping a higher education system around principles of the public good and generating social benefits is important for including postsecondary institutions in a development strategy.

Our study proposes a resource environment view (REV) of competitive advantage by unpacking the environmental origins of a firm’s competitive advantage. The key tenet of the REV is that the heterogeneity and imperfect mobility of strategic factor markets and institutions across countries explain how firms based in different countries would likely both create and sustain a competitive advantage. In particular, our study introduces the notion of “the paradox of environmental embeddedness.” The paradox lies in the fact that the same environmental conditions – in terms of strategic factor markets and institutions – that enable firms to create a competitive advantage can paradoxically also create a situation in which it is more difficult for these firms to sustain an advantage. Another important aspect of our study is that, to enhance our understanding of how firms manage the paradox of environmental embeddedness, our study specifies the resource environmental conditions under which firms’ internal and external resource-oriented strategies – that is, the development of dynamic capabilities and interventions in the country resource environment – are more beneficial when managing the environmental paradox. Overall, our theorizing has important implications for strategic management theory and practice.

The realities of access to higher education changed dramatically within the last century. The second half of the twentieth century more particularly was characterized by a worldwide increase in access to higher education institutions that proved to be the main force disrupting the traditional organization of academia. This international trend is due to the several intertwined dynamics: demographic, economic and political pressures.

This project focused on data from institutions graduating baccalaureate students who ultimately earned science, technology, engineering, and mathematics (STEM) doctorates in the sciences across a 15-year period. This project employed multiple regression and comparison of difference scores to identify colleges that produced comparatively high numbers of black bachelor's graduates who went on to earn STEM doctoral degrees. It identified colleges and universities that “overproduced” compared with peers and with predicted numbers of students of color who earned baccalaureate degrees and then went on to earn doctorates in STEM fields.

Volumes 70 and 71 of Research in the Sociology of Organizations combine to comprise cutting edge theory and empirical scholarship at the interface of practice and institution in organization studies. As we highlight, this interface has spurred particularly generative conversations with many open questions, and much to explore. We provide a review of scholarly developments in practice theory and organizational institutionalism that have given rise to this interest in building a bridge between scholarly communities. As signaled by recent efforts to construct a practice-driven institutionalism, we highlight how connecting practice theory with the institutional logics perspective provides a particularly attractive focal point for scholarship at this interface due to a variety of shared ontological and epistemological commitments, including the constitution of actors and their behavior. Collectively, the papers assembled unlock exciting opportunities to connect distinct, but related scholarly communities on practice and institution, seeding scholarship that can advance our understanding of organizational and societal dynamics.

The English sector is characterised by an expanding and increasingly differentiated set of higher education providers (HEPs) and an ever-more diverse student body. As a consequence, HEPs are as differentiated in their widening participation (WP) approaches as they are in every other aspect of the business of HE, and this has led to tensions between why and how they should go about the business of WP. Are HEPs driven by the desire to enhance social justice or merely responding to regulatory pressure? This chapter discusses how changing market regulatory regimes have interreacted with, and often conflicted with, institutional missions as they try to respond to the dual policy imperatives discussed in earlier chapters: the economic, human capital expansionary dynamic and the desire to enhance social justice through access to the HE system.

Around 2006, dissensus became predominant in the Hungarian elite concerning internal affairs. Regarding evaluations of the European integration, however, there were no considerable differences between elite groups at that time. The Hungarian political elite supported the integration process and trusted in EU institutions. The present chapter addresses the issue to what extent the elite attitudes regarding European integration prevailed following the economic crisis of 2008. After a brief overview of the Hungarian context, the authors discuss political elites’ (national MPs’) trust in supranational institutions in 2007 and 2014 in the European countries. Our analyses find that the Hungarian political elite became one of the most sceptical elites towards the EU.

Next, the supranational trust of political elite and other (economic, administrative and media) elite groups within Hungary is compared. Results reveal that among Hungarian elite segments there is a hidden tension: political elites are critical towards the EU, while economic and media elites are not.

Finally, turning to the international stage again, the elite–population opinion gap is investigated. It is usually the case that elites are more pro-European than the public. Recently, however, in some respects the Hungarian political elite has shown less trust in EU institutions than the population.

For the longest period of its history, the university was the guardian and transmitter – not the producer – of knowledge. This relatively recent change of transmitting canonical knowledge and generating new knowledge is normally associated with Wilhelm von Humboldt. Other highly influential university models were provided by France and Great Britain. The association of certain types of universities with particular countries is a strong indicator of the intricate link between nation-state and education. Hence, the history of tertiary education and its elite institutions, the research universities, must be considered in relation with a sea change in educational history – the gradual emergence of national education systems. Only under the conditions of the by now standard form of organizing modern societies as nation-states did education become a central institution (Meyer, Boli, Thomas, & Ramirez, 1997) collapsing individual perfectibility and national progress. The nationally redefined university was integrated into the education system as its keystone while also being considered the motor of societal development. From a social history perspective, the latter aspect in particular indicates the pragmatic (training professionals, imparting military and technical knowledge, etc.) and symbolic expectations, “myths” of the nation-state that have been so aptly described and analyzed in numerous macro-sociological neo-institutionalist studies (Meyer, Ramirez, & Soysal, 1992; Meyer et al., 1997; Ramirez & Boli, 1987). In a macro-phenomenological perspective, the term “myth” is used to denote a fundamental change in the self-description of European society which since the late eighteenth and early nineteenth centuries no longer views itself as consisting of separate collectivities divided from each other by social origin – as was the case under feudal conditions – with each collectivity providing itself the necessary education for its members or being provided for by others in the case of neediness. Instead, as a result of a number of material and immaterial changes, society now defines the individual as its key unit, with the nation being consequently the aggregate of individuals and not of collectivities and the state redefined as the guardian of the nation. This conception might be taken as a kind of overlapping area which includes different approaches, such as Michel Foucault's concept of the disciplinary society (Foucault, 1977), Balibar and Wallerstein's (1991) deliberations on the relation between race, class, and nation, and Benedict Anderson's (1991) description of nations as imagined communities. All these studies could be taken as sharing the notion of “constructedness” (cf. Berger & Luckmann, 1972) of modern society with the neo-institutionalist perspective. The concept of a “world polity” which encompasses the “myths” society is based on, the overall notion of a cognitive culture, which takes Max Weber's concept of rationality as a point of departure, is identified as the basis of isomorphic change in the organizational structure of modern education systems (cf. Baker & Wiseman, 2006). However, the strong emphasis on international, world system embeddedness of nation-states and their education systems is not to be taken as a unidirectional dependence on external forces. While modern nation-states originate from and remain tied to international dynamics and developments, they are conceived as unique entities. For most of their history, modern nation-states have been preoccupied with making themselves distinct from each other. Thus, while international competition has always been present, looking abroad traditionally meant reworking, adapting, and reshaping what was imported, or borrowed (Halpin & Troyna, 1995; Steiner-Khamsi, 2004). This is true for education as well as for other areas of society.