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Although the theory of cumulative causation posits a “saturation point” at which all members of a rural community who are potential transnational migrants will have migrated, in the case of dynamic out-migration centers, this saturation point may never be reached. This is because growth centers – the growth often having been propelled by wages and remittances of prior migrants – attract in-migrants from poorer, less dynamic, surrounding ranchos that eventually become incorporated in transnational migration networks of the more dynamic rancho. It is also due to intermarriage as well as friendship and ritual kinship ties between members of the core rancho and surrounding ranchos.

This chapter attempts to answer some of the questions raised in this volume, in particular: (1) provide a concise but precise definition of multi-level governance; (2) prove that it is a theoretical and not just a descriptive concept and (3) dispel some of the misconceptions associated with it, for example, that (a) multi-level governance underplays and conceals the exercise of power or (b) it is incompatible with democracy.

The chapter is correspondingly organized in four sections, preceded and followed by short introductory and concluding sections. The four sections address, respectively: (1) the definition of multi-level governance (MLG) (‘Solving the dependent variable problem’); (2) the causes that explain the emergence and diffusion of MLG arrangements (‘The contextual causes of MLG’); (3) the changes that it triggers in the manner in which power is deployed (‘The institutional consequences of MLG’); (4) the democratic implications of the diffusion of MLG arrangements (‘Are MLG arrangements democratic?’).

The methodology employed is mainly that of ‘conceptual analysis’ (Sartori, 1984), which implies that the connotational features (those features which minimally allow us to identify cases of MLG) of the concept are identified so that we can delimit the denotational extension of the concept (the universe of phenomena which can be identified as cases of MLG). This chapter contains a highly abridged version of this conceptual analysis, which is fully developed in Piattoni (2010a).

MLG denotes a growing class of policymaking arrangements characterized by the simultaneous activation of governmental and non-governmental actors at various jurisdictional levels. These arrangements have identifiable contextual causes, even if the precise contours of MLG arrangements depend on the capacity of the actors to mobilize arguments and people on behalf of their specific ideas, values and interest. The precise shape that these arrangements will take, therefore, depends on the mobilization capacity of the actors (and on the capacity of other actors to contain or delimit such mobilization). The causes of mobilization are mainly contextual, having to do with the increased complexity and overload of state activities and with the growing request for direct involvement on the part of civil society organizations. Both these trends induce states to seek joint solutions to common problems, hence MLG dynamics occur on three axes: a centre-periphery axis, a state-society axis, and a national-international axis which challenge, respectively, the centrality, the distinctiveness and the sovereignty of the state.

This conceptualization of MLG allows us to analyse the extent to which different policymaking arrangements respond to MLG logics and to understand which actors and which levels are mostly responsible for the particular configuration that obtains. This conceptualization of MLG, although here deployed in a purely discursive manner, could enable us to ‘measure’ the degree of institutional and political empowerment of subjects, other than central state actors, in various policy realms.

The most important social implication is the impact that MLG arrangements have on how democratic decision-making occurs, on what we mean by democracy, and on the societal perception of how contemporary democracies work. The chapter argues that trying to apply to MLG arrangements democratic criteria and standards that were developed for the unitary, distinctive and sovereign state is misleading and that we must rather develop an updated notion of democracy appropriate for the interconnected, multi-level context in which we live. The concept of ‘transnational democracy’ is cursorily offered as a promising direction for further reflection.

The chapter is wholly based on the long-term work and reflection of the author on MLG and on the scholarly contributions of the other authors of the volume.

The explanatory power of Multi-Level Governance (MLG) has been and is being questioned. Two main criticisms have been raised: first, that MLG is ultimately descriptive, not explanatory; second, that MLG is a case of concept stretching, that it is ultimately an umbrella notion rather than a theory. This chapter outlines what ripostes may be provided to such critiques and argues that the progress of the study of MLG and its usage in political science and public policy and management may lie to an important extent in fostering the dialogue with other streams of research (thus filling the gap of some ‘missing linkages’ in the extant MLG literature), like network governance; policy learning; the analysis of policy tools and the tools of government in complex systems; models in strategic management like stakeholder analysis and others.

This volume is a collective contribution by authors from different disciplinary backgrounds who all address, from different angles and by using a variety of research methods, the key question of how to bring into the MLG research agenda a range of disciplines and applied fields of inquiry that have so far only limitedly been used in the MLG stream of research and literature more systematically.

It arises from the volume that theoretical frames like network governance; policy learning; policy tools analysis; stakeholder analysis and others have important potential to further the MLG research agenda. A number of contributions address the transformation of MLG in the European Union (EU), the polity where MLG arrangements where first detected and labelled as such (Marks, 1993). Others apply MLG frames to other institutional settings, including non-democratic regimes.

This volume is a collective attempt to suggest ‘cross-fertilisations’ from other disciplines or applied fields that may lead to unleash more of the potential and promises of the MLG agenda. It is hoped that this work lays some of the foundations for building bridges between the MLG literature and disciplines and theoretical frames that may be effectively brought into the MLG research agenda.

MLG has long gone beyond the academic debate, to become an analytical lens employed by EU and other institutions across the globe. MLG informs the practice of policy-making. By addressing some key gaps in the extant literature and furnishing perspectives to link MLG to disciplines that may provide theories and models to further its analytical potential, this volume aims at contributing to improving the practice of MLG.

The volume is – to our knowledge – the first systematic attempt to bring into the MLG literature a whole range of theories and models that may provide ways forward to the understanding and usage of MLG.

Social and environmental reports have become an increasingly regulated area of corporate reporting and communication. Nevertheless, the substance and level of detail present in such disclosures is largely at the discretion of companies, which has implications for the value of such disclosures to stakeholders. The purpose of this study is to shed light on social visibility as a determinant of the variation in substance found in social disclosures in order to understand underlying reasons for why some firms offer more substance than others in their social disclosures.

Based on a number of hypotheses, which are combined into social visibility, the paper investigates whether a firm's social visibility is a determinant of substance in social disclosures. To this end, the case of modern slavery statements is used as a recently introduced and legally mandated form of social sustainability disclosures.

The findings suggest that social visibility can explain part of the variation in the substance of social disclosures. However, for the remaining part, it is argued that substance in social disclosures can also be driven by institutional logics, which shape organizational outcomes in specific contexts, but are largely unobservable.

This article contributes new insights to the literature on the relationship between corporate social visibility and the substance of social disclosures.

Global virtual teams (GVTs) – composed of members in two or more countries who work together primarily using information and communication technologies – are increasingly prevalent in organizations today. There has been a burgeoning of research on this relatively new organizational unit, spanning various academic disciplines. In this chapter, we review and discuss the major developments in this area of research. Based on our review, we identify areas in need of future research, suggest research directions that have the potential to enhance theory development, and provide practical guidelines on managing and working in GVTs.

Teaching ethical decision making can be distinguished from teaching decision making in other settings by its juxtaposition of students’ affect with their intellect (Gaudine & Thorne, 2001); as Griseri (2002, p. 374) aptly points out, “effective business ethics teaching should involve a combination of…two aspects of ethical situations – their emotional and intellectual elements.” To engage students’ affect, research suggests the use of multiple teaching modalities (e.g., films, case studies, journals, and role-play) (McPhail, 2001). To develop students’ ethical intellect, research recommends using appropriate, individual-specific cognitive stimulation (Massey & Thorne, 2006). Yet, in designing courses, faculty typically preselect course teaching methods independently of the particular students who enroll in the course, often teaching their courses using methods that are consistent with their own personal learning styles (Thompson, 1997) even though those methods may not be effective for (m)any students in their classes. Nonetheless, investigating each student’s preferred learning style and tailoring the course accordingly is impractical (cf., Montgomery & Groat, 1988). Thus, as highlighted in the ethics literature (McPhail, 2001) and suggested in the education literature (Nilson, 2010a), faculty should utilize a variety of approaches to effectively teach ethics to their accounting students. To facilitate these efforts, this paper presents and evaluates various strategies accounting faculty can use to teach accounting ethics in ways that correspond to students’ varying learning preferences. As such, the strategies this paper provides can be used to create an accounting ethics course that affectively impacts and cognitively stimulates a diverse student body that, in turn, can lead to improved ethical reasoning skills.

Empirical studies show substantial variation across immigrants in the rate and direction of assimilation along various dimensions (e.g., cross-ethnic contact, language, identity). To explain this variation, past research has focused on identifying exogenous factors, such as discrimination, human capital, and settlement intention. In this chapter we argue that variation in immigrant outcomes emerges endogenously through positive interaction effects between dimensions of assimilation. We propose a new assimilation model in which processes of social influence and selection into congruent social environments give rise to multiple long-term equilibria. In this model, migrants who are already assimilated along many dimensions tend to also adapt along other dimensions, while less assimilated migrants become more strongly embedded in their ethnic group.

To test the assimilation model, we derive a number of hypotheses, which we evaluate using trend analysis and dynamic panel regression on data from the Longitudinal Survey of Immigrants to Canada.

The data mostly confirm the hypotheses, providing overall support for the assimilation model.

Our theory and findings suggest that immigrants would follow divergent assimilation trajectories even in the absence of a priori population heterogeneity in external factors.

The positive interaction effects between cultural and structural dimensions of assimilation suggest that mixed policies that promote integration while seeking to prevent loss of identity go against the natural tendency for cultural and structural assimilation to go hand in hand.

The present chapter proposes a novel model of immigrant assimilation and an empirical test.

In 1937, a pictorial fine art map of the University of Toronto was designed and painted by artist Alexander Scott Carter. The map was commissioned by Vincent Massey, then High Commissioner for Canada in Britain, and given as a gift to Hart House. As a vibrantly visual rendition of the university's historical lineage, the map depicts the evolution of the university's various colleges along with its founders, contemporary geographical boundaries, and lush and verdant landscapes. The purpose of this paper is to inquire into its cultural and historical importance.

The paper analyses, and provides a viewpoint on, A. Scott Carter's map.

Carter's map reveals the discursive and visual interpretive frameworks in which the map was situated and the narratives and myths that it sanctioned. The map performs an important function in authorizing the collective identity of the university and its actual and imagined communities. It provides a cultural expression of shared values, ideals, and particular historical traditions. The university's place in the hierarchy and tradition of Canadian higher education in the British Commonwealth is embodied in the map at a time when such ideas were under scrutiny by professors and intellectuals who were arguing for the extrication of Canada from colonial inheritances.

Carter's map highlights the university and its integral cultural artifacts, spaces, and practices as being replete with contested meanings, experiences, and symbolism. Through dynamic cartography, new approaches in deciphering the official and informal campus emerge to produce a nuanced and multifaceted historical picture of university and academic cultures.

This paper is motivated by the Financial Markets Authority’s (FMA) investigation into reporting delays of New Zealand issuers. The purpose of this paper is to provide regulators with systematic evidence on firm specific characteristics associated with reporting delay. The paper examines the audit report lag (ARL), the financial report lag and the corresponding interim report lags for a large sample of New Zealand listed firms.

Because of the small sample we report bivariate correlations. Together with OLS regression, we examine the association between reporting delay and firm characteristics (e.g., size, complexity, governance) that capture the supply and demand for timely audited financial reports. We choose a period immediately prior to the FMA enforcement of reporting delays to capture the voluntary choice of reporting timeliness by managers.

The audit lag (i.e. balance date to preliminary announcement to the NZX) is longer than the report lag (i.e. preliminary announcement date to the issuance of the report to the NZX). We find that audit risk factors (leverage and finance firms) and busy reporting period are associated with longer audit lag. Whereas, having a Big 4 auditor and an interim review reduces annual audit lag. Investor demand factors are associated with a shorter report lag. Firms with a loss and more segments have a shorter report lag, while firms with high market to book ratio have a longer report lag. These are consistent with agency and proprietary cost explanations. The interim report lag is only seven days shorter than the annual lag. The determinants of annual report lag provide weak explanations for the interim report lags.

Although all listed companies are sampled, the small sample size reduces the power of the analysis and may limit finding significant results at conventional levels.

The factors associated with reporting delays could be used by regulators as red flags to identify abnormal reporting delays. Interim reporting lags appear excessively relative to annual report lags. Therefore, regulators should investigate the reasons for the lack of timeliness of interim reports.

Report timeliness is an important, but often overlooked, component of accounting quality. The major social implication is that timely reporting reduces information asymmetry between managers and shareholders and other stakeholders. Making better, timelier decisions ought to increase the wealth and welfare of investors and other stakeholders.

There are many studies on reporting delay. However, prior evidence on reporting delay in New Zealand is pre-IFRS and pre-recent regulatory reforms (such as the formation of the FMA). Hence, our contribution is to provide more contemporary-relevant evidence. We also distinguish between ARL and the financial report lag and found that different firm characteristics drive these lags. We also examine the interim reporting lag.

The paper reports on findings of research into the institutional and individual influences on engaging in professional development (PD), reflecting on how PD might be made available in ways which could support quality in e‐learning.

The paper presents findings of a research project exploring factors influencing engagement in e‐learning PD within New Zealand tertiary education institutions. The research comprised an online survey of 408 individuals in three polytechnics and two universities and 40 qualitative interviews ascertaining beliefs, experiences and practices of staff regarding e‐learning PD.

The survey and interviews suggest there are numerous factors which both help and hinder quality of engagement in e‐learning PD. Most PD engaged in by staff is informal. Engagement in formal PD is influenced by organisational structure, co‐ordination, poorly developed and/or implemented e‐learning policy, differences in managerial support, and individual beliefs and time allocation.

The research is conducted in a small number of tertiary institutions and may not be applicable to private or work‐based training organisations.

Understanding impacts and influences on individual uptake and experiences of PD provides insights into the sorts of institutional practices and policies likely to improve quality in e‐learning and in e‐learning PD.

By focussing on staff experiences, this paper provides important insights into practical considerations informing the development of e‐learning quality enhancement and assurance strategies.