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Culture is a central concept broadly studied in social anthropology and sociology. It has been gaining increasing attention in economics, appearing in research on labor market discrimination, identity, gender, and social preferences. Most experimental economics research on culture studies cross-national or cross-ethnic differences in economic behavior. In contrast, we explain laboratory behavior using two cultural dimensions adopted from a prominent general cultural framework in contemporary social anthropology: group commitment and grid control. Groupness measures the extent to which individual identity is incorporated into group or collective identity; gridness measures the extent to which social and political prescriptions intrinsically influence individual behavior. Grid-group characteristics are measured for each individual using selected items from the World Values Survey. We hypothesize that these attributes allow us to systematically predict behavior in a way that discriminates among multiple forms of social preferences using a simple, parsimonious deductive model. The theoretical predictions are further tested in the economics laboratory by applying them to the dictator, ultimatum, and trust games. We find that these predictions are confirmed overall for most experimental games, although the strength of empirical support varies across games. We conclude that grid-group cultural theory is a viable predictor of people’s economic behavior, then discuss potential limitations of the current approach and ways to improve it.

In this chapter, the authors introduce Ludwik Fleck and his ideas of “thought style” and “thought collective” to suggest a re-thinking of the divide between “micro” and “macro” that has perhaps more inhibited than inspired organization studies in general, and institutional theory in particular. With Fleck, the authors argue that there is no such thing as thought style-neutral cognition or undirected perception: meaning, constituted through a specific thought style shared by a thought collective, permeates cognition, judgment, perception, and thought. The authors illustrate our argument with the longitudinal case study of Sydney 2030 (i.e., the strategy-making process of the City of Sydney, Australia). The case suggests that – regardless of its actual implementation – a strategy is successful to the extent to which it shapes the socio-cognitive infrastructure of a collective and enables those engaged in city-making to think and act collectively.

Purpose – This study examines the meaning of shopping for Taiwanese students visiting England. It asks how this activity takes place, what purposes it serves for the students, and how the resulting purchases make meaning for the students once they return to Taiwan.

Methodology/approach – The study is ethnographic, involving observation and interviews in England as well as visual elicitation and interviews with the students once they returned to Taiwan and also some time later.

Findings – Shopping for souvenirs in England is found to be part of the process by which young Taiwanese tourists come to understand cultural differences. It is also a part of the process by which these students fulfill social obligations to those family members who have largely funded their trips. It is also a way of engaging with locals through the medium and excuse of shopping. Both the items selected and the memories they encode form thesomewhat stereotypical condensations of the experience of going abroad to “The West.”

Research limitations/implications (if applicable) – Those studied represent a young group with limited prior travel experience. Their retrospective recollections are subject to some distortion, although this is a part of the normal process of remembering.

Practical implications (if applicable) – For those planning foreign educational exchange programs, the critical role of shopping in this process should not be neglected.

Originality/value of paper – The researcher accompanied the students on their trip to England and also followed up with them once they returned home to Taiwan. This produced a rare insight into the process of tourist meaning-making during and after their trip abroad.

How do radical technological fields become naturalized and taken for granted? This is a fundamental question given both the positive and negative hype surrounding the emergence of many new technologies. In this chapter, we study the emergence of the US nanotechnology field, focusing on uncovering the mechanisms by which leaders of the National Nanotechnology Initiative managed hype and its concomitant legitimacy challenges which threatened the commercial viability of nanotechnology. Drawing on the cultural entrepreneurship literature at the interface of strategy and organization theory, we argue that the construction of a naturalizing frame – a frame that focuses attention and practice on mundane, “rationalized” activity – is key to legitimating a novel and uncertain technological field. Leveraging the insights from our case study, we further develop a staged process model of how a naturalizing frame may be constructed, thereby paving the way for a decrease in hype and the institutionalization of new technologies.

This chapter focuses on one particular practice that came to the forefront in over a dozen teacher education sessions with government schoolteachers in southern India- the reflective practice “Dialogic Modeling.” This chapter delves into two primary facets of dialogic modeling: how it operates and how it fosters opportunities to study the practices being modeled. To help supporters’ and critics’ reading, this chapter examines the form of several episodes of dialogic modeling. By form, the author refers to terms such as logic, structure, and conditions. This form and function analytic is critical to recognizing the mechanics of the practice, and provides an understanding of how a reflective dialogic practice can operate. The chapter also takes up why this form matters for how teachers learn to do their work, and how doing the work of teaching can be bolstered through reflective practice. By doing so, the chapter aims to provide additional warrants for the claims that teacher education can, and likely should, involve teacher-learners in the deliberate study of principled practices. Moreover, the author argues that modeling as it is commonly done leaves much to chance and squanders the opportunity to learn and build teachers’ capacities.

The phenomenon of the ethnically homogeneous middleman group (EHMG) or ethnic trade network – the Chinese merchants in Southeast Asia, the Gujarati-Indians merchants in East Africa, the Jewish merchants in medieval Europe, etc. – is ubiquitous in stateless societies, pre-industrial and in less-developed economies (Curtin, 1984). Neoclassical (Walrasian) theory of exchange cannot explain the existence of merchants let alone the phenomenon of the EHMG. This is because Neoclassical theory of exchange is a static theory of frictionless, perfectly competitive markets with the Walrasian auctioneer costlessly coordinating the plans of anonymous producers (sellers) and consumers (buyers) so as to achieve equilibrium. There is no role for merchants in the Neoclassical theory of exchange.