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Institutions and culture as well as their distance between home and host countries matter for international business activities. Yet, the exact nature of this influence is still not fully understood. In this chapter, we develop the concept of institutional and cultural compatibility and propose empirical measures of both to contribute to our understanding in this regard. We argue that the institutional and cultural profiles of home and host countries can create synergies that facilitate bilateral foreign direct investment (FDI) flows (that is being compatible) even if they are characterized by high distances. We apply our measures of compatibility to a sample of bilateral FDI flows between 127 host and 122 home countries over 12 years.

We argue that resource-based view (RBV) researchers must take into account three interdependencies, (i) intrafirm resource complementarity, (ii) interfirm resource complementarity or rivalry, and (iii) compatibility or incompatibility of firm resources to broader socio-economic institutions, when attempting to empirically verify the RBV. However, these interdependencies lead to three potential causes of statistical bias, which can reduce the interpretability of such empirical examinations. First, omitted variable bias results from a researcher's inability to find and include in empirical analyses appropriate operationalizations of constructs. Second, selection bias can arise when a researcher samples only from one subset of the population, and not others. Bias in estimates can occur if a correlation between unobserved determinants of the outcome and factors affecting the selection process exist. Finally, joint dependence, where two explanatory variables are themselves mutual determinants, can lead to biased estimation.

The relationship between individuals and institutions is a core feature of the microfoundations of institutional theory. This chapter analyzes the role of conceptual metaphors, a standard ingredient of theory building, in shaping how we theorize this relationship. Using illustrations from the emergent literature on emotions in institutional theory, the author shows the significance of conceptual metaphors for theory building and argues for selecting conceptual metaphors that help craft a dynamic, recursive relationship between individuals and institutions, respecting core premises of institutional theory and offering new creative insights into this relationship.

We investigated how an institutional settlement concerning Native Indian gaming (the operation of gambling establishments such as casinos or bingo halls by Native Indian tribes) was preserved over time in spite of three significant challenges. Building on previous literature on settlements and institutional logics, we see settlements as institutional arrangements that manage power dynamics and competing institutional logics. Based on our analyses of the settlement and three challenges in the Native gaming field, we suggest that even seemingly volatile institutional settlements can be maintained when powerful actors balance each other’s ability to modify the settlement and different actors invoke alternative institutional logic(s). We also find that these processes can be facilitated by the embeddedness and formality of the settlement. We contribute to the settlement literature by showing how settlements can be maintained when actors draw on equally strong sources of power and different logics to counter the actions of other actors. Furthermore, we shed light on “how institutions matter” by demonstrating how institutional settlements can facilitate field stability.

As institutional theory increasingly looks to the micro-level for explanations of macro-level institutional processes, institutional scholars need to pay closer attention to the role of emotions in invigorating institutional processes. I argue that attending to emotions is most likely to enrich institutional analysis, if scholars take inspiration from theories that conceptualize emotions as relational and inter-subjective, rather than intra-personal, because the former would be more compatible with institutional theory’s relational roots. I review such promising theories that include symbolic interactionism, psychoanalytic and psychodynamic perspectives, moral psychology, and social movements. I conclude by outlining several possible research questions that might be inspired by attending to the role of emotions in institutional processes. I argue that such research can enrich the understanding of embedded agency, power, and the use of theorization by institutional change agents, as well as introduce a hereto neglected affective facet into the study of institutional logics.

Librarians have traditionally looked to academic library directors (ALDs) to list those qualities that make them good at what they do. Little research has sought the input of institutional administrators (who are the ones who hire ALDs) about what they look for when hiring ALDs. This study presented a list of qualities that had been rated by ALDs as being important for the position to these senior institutional administrators and asked them to rate the relative importance of these qualities and to add to the list any qualities they felt should be there. Their ratings were then compared with those of the library directors to see how closely they correlated. The results showed not only that there was statistically significant agreement between the two groups, but also that there were important differences, with the hiring administrators placing more priority on ideological attributes (attributes based on professional orientations and ideals) while ALDs emphasized the need for experience. The hiring administrators also added several attributes to the original list, including managing multiple priorities, being learning/student oriented (especially toward low achievers), being self-directed with a good work ethic, being able to relate effectively to all constituencies, and experience in the same type of institution as the one the person was being hired to lead.

Two of the most important trends in higher education have been the emergence of online learning and efforts to internationalise the curriculum and student body. While most universities embraced both these trends, insufficient attention has been paid to how the two approaches might be mutually supportive. Online education offers the opportunity to bring together students living in different countries in common courses and programmes, but cross-border enrolments remain low and new models and approaches are needed to build educational offerings that bring students and faculty from different countries together in sustained educational engagement online. This paper highlights a case study of an innovative blended double degree business masters’ program between Royal Roads University (RRU) in Canada and the Management Center Innsbruck (MCI) in Austria that allows mid-career, blended learning students to build international competencies and networks while continuing to work full-time. Through this double degree program, students can complete a Master of Global Management (MGM) at RRU and an MBA at MCI in approximately 24 months. Mid-career students have traditionally had limited opportunities to participate in an international education due to work and family constraints, but the pairing of two blended programmes creates an opportunity for these students to engage in a rich cross-cultural learning community. The paper highlights the challenges of integrating online learning into internationalisation strategies and explains how double degree programmes such as the RRU-MCI collaboration provide advantages that help overcome the challenges associated with online programmes that enrol students from different countries.