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Corporate governance research based on agency theory has been criticized for being “under-contextualized,” and for evaluating various governance practices independently. To address both criticisms, we take a configurational approach and show how firm-level governance practices interact with informational asymmetries associated with a firm’s industry. By examining foreign Initial Public Offerings (IPOs) that have chosen to list on London stock exchanges, we demonstrate that an assessment of the firm-level corporate governance configurations is incomplete without taking into account the firm’s industry affiliation. Our use of fs/QCA underscores the possibilities configurational approaches have in advancing theories of corporate governance.

All research has the potential to affect people, ethnographers delve into the life of the every day of their participants, they walk their walk, talk their talk and strive for valid, in-depth contextualised data, gathered over a longitudinal and often intimate basis. Ethnography is explorative and inductive. It is messy, unpredictable and complex. Ethnography conducted with young people and children adds to the intricacy of managing ethically sound research practice within and beyond the field. In recent years, ethnographies with children, young people and families have become increasingly prominent, yet few scholars have written about conducting ethnographic research with children and young people (Albon & Barley, 2021; Levey, 2009; Mayeza, 2017). The ethnographer that works with children and young people needs to be aware that the power relationship between adults and children operates in complex and sometimes surprising ways and so needs to be ethically aware, ethically reactive and be prepared to be ethically challenged.

In a university/district collaboration, three college professors and authors of this chapter co-taught with four teachers over a period of seven years. This study explores the perceived changes in thought and practice of both groups as a result of providing three-week summer school programs for fifth and eighth grade emergent bilinguals. This research is grounded in qualitative methodologies of self-study and case study. We present our joint story as a self-study. Data were collected in the form of lesson plan notes, yearly journals, personal notes, audiotapes of meetings, and in-depth interviews/discussions of those involved in the bounded context. Resulting themes were situated meaning, hybrid language, and a 5R Instructional Model. A case study design is used to present the data from the four in-service teachers. Data were collected from field notes and interviews. Several themes emerged from the teacher data, all of which are components of situated meaning: professional development as side-by-side teaching and learning, recognition of and interest in curriculum integration, and change in classroom practice. Findings indicate that the summer program was a meaningful avenue for professional development (PD) for both groups. However, within group similarities were stronger than across group. The experience changed the way we teach and how we develop PD for teachers. The implications for professors and K-12 teachers are discussed and suggestions for further study and PD are given.

Organizational behavior scholars have long recognized the importance of a variety of emotion-related phenomena in everyday work life. Indeed, after three decades, the span of research on emotions in the workplace encompasses a wide variety of affective variables such as emotional climate, emotional labor, emotion regulation, positive and negative affect, empathy, and more recently, specific emotions. Emotions operate in complex ways across multiple levels of analysis (i.e., within-person, between-person, interpersonal, group, and organizational) to exert influence on work behavior and outcomes, but their linkages to human resource management (HRM) policies and practices have not always been explicit or well understood. This chapter offers a review and integration of the bourgeoning research on discrete positive and negative emotions, offering insights about why these emotions are relevant to HRM policies and practices. We review some of the dominant theories that have emerged out of functionalist perspectives on emotions, connecting these to a strategic HRM framework. We then define and describe four discrete positive and negative emotions (fear, pride, guilt, and interest) highlighting how they relate to five HRM practices: (1) selection, (2) training/learning, (3) performance management, (4) incentives/rewards, and (5) employee voice. Following this, we discuss the emotion perception and regulation implications of these and other discrete emotions for leaders and HRM managers. We conclude with some challenges associated with understanding discrete emotions in organizations as well as some opportunities and future directions for improving our appreciation and understanding of the role of discrete emotional experiences in HRM.

The final chapter of this volume brings together the key debates from this book and situates them within an ever-developing policy landscape. It argues that the themes this volume raises around the two competing uses of ‘business’, both figurative and literal, continue to drive developments in widening participation (WP). It draws together threads around the figurative usage of business to consider the ways in which the ideology of marketisation has impacted the sector to date and continues to shape policies in this area. Considering the more literal ways in which WP has become the ‘business’ of the sector, this chapter draws together threads from across the second part of this book, which examined how higher education providers (HEPs), further education colleges, new providers and third sector WP organisations all enact WP as part of their ‘business as usual’. This chapter concludes with a summary of changes to the market structure introduced since the Higher Education Research Act (HERA, 2017), such as the levelling up White Paper (Department for Levelling Up, Housing and Communities, 2022), the Department for Education (DfE, 2022a) higher education policy statement and Office for Students (OfS) regulatory consultations (OfS, 2022b), and questions whether these represent minor tweaks to a recently embedded policy environment or indeed render much of the 2017 settlement redundant. Whether these are considered as continuity or change, in the final analysis, they suggest that there remain tensions among those responsible for the executive/ideological policy direction, with corresponding knock-on effects elsewhere on the enactment staircase. What remains clear, however, is that the contradictions inherent in the dual imperative – the human capital needs of the country juxtaposed against a desire for a more socially just society – remain unresolved while a ‘level playing field’ market order is layered over such a steep institutional hierarchy.

Critical race theory (CRT) seems to face a never-ending baptism by fire. When the Trump administration sought to ban CRT from American federal training courses in 2020, this may have come as a shock to few (Lang, 2020). Perhaps of greater surprise was that mutual sentiments resonated with the UK Minister for Equalities Kemi Badenoch, a black female, who appears to oppose the teaching of CRT in principle (Thrilling, 2020). The resurgence of such denunciations is problematic in a Western world which is primed for social activism, particularly for scholars in higher education institutions, where CRT has been gaining traction as a guiding framework for research into antiracism, fairness and affirmative action. This chapter suggests that the condemnation of CRT is neither unexpected nor is it altogether absurd. Nevertheless, it aims to provide a balanced metatheoretical ‘criticism’ of CRT and offer a view on the suitability of, and prospects for, its activist research agenda in higher education. Quite often, criticisms of CRT reflect issues with its origin as a troubled bricolage of conveniently assembled ‘tenets’, which do not lend themselves easily to the burden of evidentiary production required in higher education research and practice. In this review, I analyse CRT, through its bricolage-style characteristics, as primarily an explanatory theory, with respect to its application against racialised issues in higher education policy. It is hoped this chapter offers academic and activist researchers a way past the shadow of CRT's bricolage, by defusing some of the misgivings towards its inherent limitations.

Purpose – This chapter explores the m+eaning and significance of family business social responsibilities (FBSRs) using a metasystem approach, placing emphasis on the role of the family.

Design/Methodology/Approach – We employ a revelatory case study to investigate the complexity of family business (corporate) social responsibility. The main case, a German shoe retailer, is supplemented by other case illustrations that provide additional insights into FBSR.

Findings – To fully understand social responsibility in a family firm context, we need to include social initiatives that go beyond the actual family business as a unit. This FBSR connects family members outside and inside the business and across generations. As FBSR is formed through individual and family-level values, its character is idiosyncratic and contrasts the often standardized approaches in widely held firms.

Practical Implication – Family businesses need to go beyond the business as such when considering their engagement in social responsibility. Family ownership implies that all social initiatives conducted by family members, regardless if they are involved in the firm or not, are connected. This includes a shared responsibility for what family members do at present and have done in the past.