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Institution

An institution is a humanly devised structure of rules and norms that shape and constrain social behavior.[1][2][3][4] All definitions of institutions generally entail that there is a level of persistence and continuity.[5] Laws, rules, social conventions and norms are all examples of institutions.[6] Institutions vary in their level of formality and informality.[7][8]

For other uses, see Institution (disambiguation).

Institutions are a principal object of study in social sciences such as political science, anthropology, economics, and sociology (the latter described by Émile Durkheim as the "science of institutions, their genesis and their functioning").[9] Primary or meta-institutions are institutions such as the family or money that are broad enough to encompass sets of related institutions. Institutions are also a central concern for law, the formal mechanism for political rule-making and enforcement. Historians study and document the founding, growth, decay and development of institutions as part of political, economic and cultural history.

Definition[edit]

There are a variety of definitions of the term institution.[10][11] These definitions entail varying levels of formality and organizational complexity.[12][13] The most expansive definitions may include informal but regularized practices, such as handshakes, whereas the most narrow definitions may only include institutions that are highly formalized (e.g. have specified laws, rules and complex organizational structures).


According to Wolfgang Streeck and Kathleen Thelen, institutions are, in the most general sense, "building blocks of social order: they represent socially sanctioned, that is, collectively enforced expectations with respect to the behavior of specific categories of actors or to the performance of certain activities. Typically, they involve mutually related rights and obligations for actors."[13] Sociologists and anthropologists have expansive definitions of institutions that include informal institutions. Political scientists have sometimes defined institutions in more formal ways where third parties must reliably and predictably enforce the rules governing the transactions of first and second parties.[13]


One prominent Rational Choice Institutionalist definition of institutions is provided by Jack Knight who defines institutions as entailing "a set of rules that structure social interactions in particular ways" and that "knowledge of these rules must be shared by the members of the relevant community or society."[8] Definitions by Knight and Randall Calvert exclude purely private idiosyncrasies and conventions.[8][12]


Douglass North argues that institutions are "humanly devised constraints that shape interaction".[14] According to North, they are critical determinants of economic performance, having profound effects on the costs of exchange and production. He emphasizes that small historical and cultural features can drastically change the nature of an institution.[14] Daron Acemoglu, Simon Johnson, and James A. Robinson agree with the analysis presented by North. They write that institutions play a crucial role in the trajectory of economic growth because economic institutions shape the opportunities and constraints of investment.[15] Economic incentives also shape political behavior, as certain groups receive more advantages from economic outcomes than others, which allow them to gain political control.[15] A separate paper by Acemoglu, Robinson, and Francisco A. Gallego details the relationships between institutions, human capital, and economic development. They argue that institutions set an equal playing field for competition, making institutional strength a key factor in economic growth.[16] Authors Steven Levitsky and María Victoria Murillo claim that institutional strength depends on two factors: stability and enforcement.[17] An unstable, unenforced institution is one where weak rules are ignored and actors are unable to make expectations based on their behavior. In a weak institution, actors cannot depend on one another to act according to the rules, which creates barriers to collective action and collaboration.


Other social scientists have examined the concept of institutional lock-in. In an article entitled "Clio and the Economics of QWERTY" (1985), economist Paul A. David describes technological lock-in as the process by which a specific technology dominates the market, even when the technology is not the most efficient of the ones available.[18] He proceeds to explain that lock-in is a result of path-dependence, where the early choice of technology in a market forces other actors to choose that technology regardless of their natural preferences, causing that technology to "lock-in". Economist W. Brian Arthur applied David's theories to institutions. As with a technology, institutions (in the form of law, policy, social regulations, or otherwise) can become locked into a society, which in turn can shape social or economic development.[19] Arthur notes that although institutional lock-in can be predictable, it is often difficult to change once it is locked-in because of its deep roots in social and economic frameworks.


Randall Calvert defines institution as "an equilibrium of behavior in an underlying game."[12] This means that "it must be rational for nearly every individual to almost always adhere to the behavior prescriptions of the institution, given that nearly all other individuals are doing so."[12]


Robert Keohane defined institutions as "persistent and connected sets of rules (formal or informal) that prescribe behavioral roles, constrain activity, and shape expectations."[7] Samuel P. Huntington defined institutions as "stable, valued, recurring patterns of behavior."[20]


Avner Greif and David Laitin define institutions "as a system of human-made, nonphysical elements – norms, beliefs, organizations, and rules – exogenous to each individual whose behavior it influences that generates behavioral regularities."[2] Additionally, they specify that organizations "are institutional elements that influence the set of beliefs and norms that can be self-enforcing in the transaction under consideration. Rules are behavioral instructions that facilitate individuals with the cognitive task of choosing behavior by defining the situation and coordinating behavior."[2]


All definitions of institutions generally entail that there is a level of persistence and continuity.[5] Laws, rules, social conventions and norms are all examples of institutions.[6] Organizations and institutions can be synonymous, but Jack Knight writes that organizations are a narrow version of institutions or represent a cluster of institutions; the two are distinct in the sense that organizations contain internal institutions (that govern interactions between the members of the organizations).[8]


An informal institution tends to have socially shared rules, which are unwritten and yet are often known by all inhabitants of a certain country, as such they are often referred to as being an inherent part of the culture of a given country. Informal practices are often referred to as "cultural", for example clientelism or corruption is sometimes stated as a part of the political culture in a certain place, but an informal institution itself is not cultural, it may be shaped by culture or behaviour of a given political landscape, but they should be looked at in the same way as formal institutions to understand their role in a given country. The relationship between formal and informal institutions is often closely aligned and informal institutions step in to prop up inefficient institutions. However, because they do not have a centre, which directs and coordinates their actions, changing informal institutions is a slow and lengthy process.[21]


According to Geoffrey M. Hodgson, it is misleading to say that an institution is a form of behavior. Instead, Hodgson states that institutions are "integrated systems of rules that structure social interactions."[22]

: The family is the center of the child's life. The family teaches children cultural values and attitudes about themselves and others – see sociology of the family. Children learn continuously from their environment. Children also become aware of class at a very early age and assign different values to each class accordingly.[23]

Family

: Some religion is like an ethnic or cultural category, making it less likely for the individuals to break from religious affiliations and be more socialized in this setting. Parental religious participation is the most influential part of religious socialization—more so than religious peers or religious beliefs.[24] See sociology of religion and civil religion.

Religion

: A peer group is a social group whose members have interests, social positions and age in common. This is where children can escape supervision and learn to form relationships on their own. The influence of the peer group typically peaks during adolescence however peer groups generally only affect short term interests unlike the family which has long term influence.[25]

Peer groups

: Economic systems dictate "acceptable alternatives for consumption", "social values of consumption alternatives", the "establishment of dominant values", and "the nature of involvement in consumption".[26]

Economic systems

: Children are pressured from both parents and peers to conform and obey certain laws or norms of the group/community. Parents' attitudes toward legal systems influence children's views as to what is legally acceptable.[27] For example, children whose parents are continually in jail are more accepting of incarceration. See jurisprudence, philosophy of law, sociology of law.

Legal systems

: The penal systems acts upon prisoners and the guards. Prison is a separate environment from that of normal society; prisoners and guards form their own communities and create their own social norms. Guards serve as "social control agents" who discipline and provide security.[28] From the view of the prisoners, the communities can be oppressive and domineering, causing feelings of defiance and contempt towards the guards.[28] Because of the change in societies, prisoners experience loneliness, a lack of emotional relationships, a decrease in identity and "lack of security and autonomy".[29] Both the inmates and the guards feel tense, fearful, and defensive, which creates an uneasy atmosphere within the community.[28] See sociology of punishment.

Penal systems

: People learn to socialize differently depending on the specific language and culture in which they live.[30] A specific example of this is code switching. This is where immigrant children learn to behave in accordance with the languages used in their lives: separate languages at home and in peer groups (mainly in educational settings).[31] Depending on the language and situation at any given time, people will socialize differently.[32] See linguistics, sociolinguistics, sociology of language.

Language

: The mass media are the means for delivering impersonal communications directed to a vast audience. The term media comes from Latin meaning, "middle", suggesting that the media's function is to connect people. The media can teach norms and values by way of representing symbolic reward and punishment for different kinds of behavior.[33] Mass media has enormous effects on our attitudes and behavior, notably in regards to aggression.[34][35] See media studies.

Mass media

community – academia and universities; research institutes – see sociology of science

Research

Medicine

Psychiatric hospitals

or paramilitary forces – see military sociology

Military

: Through the constant interference of gender within social structures, it is observed that it constantly interacts with other social institutions (in more or less visible ways), such as race, sexuality and family.[36]

Gender

: Video games also fall into the category of social institutions, given the fact that the complex gamer identity is seen as being at the confluence with other social institutions, such as gender and sexuality. Also, video games frequently contribute to ideological power dynamics in society by incorporating them into discourses that associate them with other phenomena, such as aggression.[37]

Video games

Examples of institutions include:


In an extended context:

Berger, P. L. and T. Luckmann (1966), The Social Construction of Reality: A Treatise in the Sociology of Knowledge, Anchor Books, Garden City, NY.

Chang, Ha-Joon (ed.) (2007), , Anthem Press.

Institutional Change and Economic Development

Greif, Avner (2006), Institutions and the Path to the Modern Economy: Lessons from Medieval Trade, Cambridge University Press,  978-0-521-67134-7

ISBN

North, D. C. (1990), . Cambridge University Press, Cambridge.

Institutions, Institutional Change and Economic Performance

Schotter, A. (1981), The Economic Theory of Social Institutions. Cambridge University Press, Cambridge.

Gielen, P. (ed. 2013), Institutional Attitudes. Instituting Art in a Flat World. Valiz: Amsterdam.

The Organization Man, Doubleday Publishing, 1956. (excerpts from Whyte's book)

Whyte, William H.

"", Stanford Encyclopedia of Philosophy

Social Institutions