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Behavior in organizations is predominantly driven by expectations and routines derived from past experience rather than by envisioned scenarios reflecting future potentialities. The disproportionate weight placed on expectations derived from past experience has been blamed for a variety of problems associated with individual and organizational creativity and change. Drucker addressed this long‐standing problem by arguing that decision makers must address the degree of “futurity” they need to factor into their present thinking and action. Specifically, decision makers must consider the relative weight or ratio given to ideas derived from two temporally distinct sources of knowledge – expectations constructed from remembering past experiences, and visions derived from imagining the future. In this paper I seek to describe how varying the priority given to remembering and imagining during enactment (action‐perception‐sensemaking) episodes affects organizational creativity and change.

Organizational learning is depicted most frequently as an intra‐organizational information processing activity, but the role that experience plays in the development of organizational knowledge has recently become a more central focus of learning theories. The two primary perspectives on organizational learning present strikingly different depictions of the relationship between action and learning: systems‐structural models based on positivist epistemological assumptions emphasize internally‐directed information collection and distribution activities aimed at reducing uncertainty; interpretive models utilize an interpretivist epistemology that emphasizes the necessity of taking action in ambiguous circumstances as a means of creating knowledge. Proposes that neither of these alternative views of organizational learning describe how learning outcomes vary as a consequence of different types of action and that, specifically, previous models of organizational learning have not emphasized the critical role that creative actions play in the development of organizational knowledge. Delineates assumptions which serve to legitimize creative action taking within organizational contexts, and describes the learning outcomes which result from creative and routine actions. Extends previous models of organizational learning which emphasize cognition and communication processes by distinguishing the varied influences that different actions have on the production of knowledge.

In this empirical study, the aim is to examine the relative effect of various rewards on performance of knowledge workers. It is predicted that non‐monetary rewards are associated with enhanced intrinsic motivation, which in turn is related to better performance and innovation.

Data were collected from 288 research and development employees and their supervisors from 30 Fortune 500 companies. The authors tested the hypothesized relationships with mediated multiple regression.

The results revealed that receiving non‐monetary rewards is a stronger predictor of intrinsic motivation manifested by longer work time in comparison to either group or individual monetary rewards. Furthermore, intrinsic motivation was found to fully mediate the relationships between received non‐monetary rewards and performance and innovation.

The paper offers a field test of the cognitive evaluation theory and the crowding theory that have been mainly applied in experimental research and suggests a potential limit to the efficiency wage models in the case of knowledge workers. However, causal conclusions are limited by the cross‐sectional nature of the data and the operationalization of intrinsic motivation is not without its critics.

The study findings suggest that incorporating non‐monetary rewards in reward systems is necessary to encourage productivity and creativity of knowledge workers. Organizations should critically evaluate all aspects of their reward systems to reflect the uniqueness of their employees.

The increased importance of innovation for business success mandates that organizations design their reward systems to stimulate creative behaviors. The study results show the importance of non‐monetary rewards over monetary for knowledge workers’ intrinsic motivation.

The purpose of this paper is to investigate the role of performance measurement systems in organisational effectiveness in the context of the financial services sector within a developing country.

Using the mail survey method data were collected from 69 financial institutions operating in Nepal. Multivariate analysis, in particular multiple regression analysis was employed to test the hypotheses.

The results suggest that non-financial measures and feedback are tightly intertwined with organisational effectiveness. While institutions are focused on using the performance measures concerning internal business process perspective, less emphasis is placed on using customer and employee-related performance measures because they are considered less significant to organisational effectiveness. The findings also reveal that strategy-related feedback is considered more critical by management, as opposed to performance and staff. The study also provides evidence that 40.58 per cent of the financial institutions in Nepal had implemented the Balanced Scorecard, which is considered to be high when compared with other developing countries.

The findings provide managers with valuable insights pertaining to the role of non-financial performance measures and the importance of feedback in improving organisational effectiveness, which could assist them in (re) aligning their performance measurement practices.

The findings of this study contributes to the limited management accounting literature on performance measurement and the impact on organisational effectiveness by providing evidence from the financial services sector within the context of a developing country.

Argues that expertise based solely on rational, quantitative approaches to decision making problematic in rapidly changing business environments that arrest the tools of forecasting, analysis and planning. Where managers must take action in the face of considerable ambiguity, they must justify decisions on “gut instincts”, “best guesses” and other qualitative considerations. Unfortunately, traditional management education is primarily based on quantitative approaches to analysis and planning that may be ineffectual in ambiguous environments. Discusses an alternative approach to management education and training that seeks to blend analytic rigour with insight, intuition, creativity and learning‐by‐doing. Compares assumptions underlying traditional and action‐oriented approaches, and provides examples that suggest how management education and training can enhance their relevance by balancing quantitative and qualitative methods of decision making.

Serves as an introduction to the special issue on the strategic use of the past and future in organizations published in the Journal of Organizational Change Management. The issue of how organizations and their members appropriate the past and future in the context of organizational identity is examined.

Despite decades of social science research into disasters, practice in the field continues to be informed largely from a technical perspective. The outcome is often a perpetuation of vulnerability, as narrowly defined technical interventions fail to address or recognize the ethical, historical, political and structural complexities of real-world community vulnerability and its causes. The authors propose that addressing this does not require a rejection of technical practice, but its evolution into a critical technical practice – one which foregrounds interdisciplinarity, inclusion, creativity and reflexivity, as means to question the assumptions, ideologies and delimited solutions built into the technical tools for understanding risks.

The authors present findings from three events they designed and facilitated, aimed at rethinking the engineering pedagogy and technical practice of disaster risk management. The first was a 2-day “artathon” that brought together engineers, artists and scientists to collaborate on new works of art based on disaster and climate data. The second was the Understanding Risk Field Lab, a 1-month long arts and technology un-conference exploring critical design practices, collaborative technology production, hacking and art to address complex issues of urban flooding. The third was a 4-month long virtual workshop on responsible engineering, science and technology for disaster risk management.

Each of these events uncovered and highlighted the benefits of interdisciplinary collaboration and reflexivity in disaster risk modeling, communication and management. The authors conclude with a discussion of the key design elements that help promote the principles of a critical technical practice.

The authors propose “critical technical practice” which foregrounds principles of interdisciplinarity, inclusion, creativity and reflexivity, as a means to question the assumptions, ideologies and delimited solutions built into the technical tools for understanding climate and disaster risk.

This paper aims to show how property rights predominantly shape discussions about the governance of natural resources and thereby neglect questions of (collective) identities and alternative solutions to govern natural resources. The purpose is to introduce narratives as an alternative approach to the discussion about the governance of natural resources.

Guided by the question of how we acquire property and what that tells us about our understanding of to whom natural resources belong to, the paper reviews the history of property rights by looking into property theories starting from Thomas Hobbes, John Locke, Adam Smith, Immanuel Kant and Pierre-Joseph Proudhon. It then takes a closer look at The Economics of Ecosystems and Biodiversity (TEEB) study and the Nagoya Protocol with regard to property rights. Second, the paper introduces the concept of narratives surrounding property rights in the past and present.

Property rights are a social concept dominant in the industrialised world. This has strong implications when looking at the way indigenous people look at natural resources. Mostly, property rights are unknown to them or alternative concepts exist. Yet, documents such as the Nagoya Protocol or the TEEB study presuppose an understanding of property rights originating in European property concepts. A narrative approach to property rights introduces new ideas and looks beyond legislation and policies at the stories people tell about property and natural resources, at property stereotypes and identities and what this might entail for future natural resource governance.

The paper fulfils a need to find alternative approaches to govern natural resources against the background of global environmental challenges.

The purpose of this paper is to empirically test the causal relationships in the Malcolm Baldrige National Quality Award (MBNQA) Education Performance Excellence Criteria.

Using a sample of 220 respondents from 15 United Arab Emirates (UAE) universities and colleges, results of regression analysis and confirmatory structural equation modeling show that all of the hypothesized causal relationships in the Baldrige model are statistically significant.

A comprehensive “measurement model” grounded in the Baldrige Performance Excellence in Education Criteria for the 33 items of measurement is developed, tested, and found to be valid and reliable. Leadership is identified as a driver for all components in the Baldrige System, including measurement, analysis and knowledge management, strategic planning, faculty and staff focus and process management. All Baldrige components (categories) are significantly linked with organizational outcomes as represented by the two categories of organizational performance results and student, stakeholder and market focus. The paper also tests the statistical fit of the only Baldrige model dealing with higher education, which was published in 1998 by Winn and Cameron.

The data obtained are based on a sample of UAE higher education institutions. Studies in other countries should be conducted using the developed model to ensure the reliability of the results obtained.

A greater understanding of the linkages between the elements making‐up the MBNQA Education Performance Excellence Criteria model, facilitating the guiding role that the award models play in the implementation of quality management in higher education.

For the first time, an instrument of the MBNQA Education Performance Excellence Criteria is developed and tested. A new in‐depth and holistic perspective for examining the relationships and linkages in the MBNQA Education Performance Excellence Criteria model is provided.

The purpose of this paper is to extend current theories in crisis communication, by developing a more systemic approach to understanding the role of emotions in crises and the strategies organizations can use to respond. The authors' integrated crisis mapping (ICM) model is premised on a public‐based, emotion‐driven perspective where different crises are mapped on two continua, the organization's engagement in the crisis and primary public's coping strategy.

Content analysis was used to analyze 259 stories in US mainstream newspaper covering five different crisis cases.

The initial test suggests theoretical rigor. It found that publics involved in crises pertaining to reputational damage, technological breakdown, industrial matters, labor unrest, and regulation/legislation, are likely to feel anxious, angry, and sad. At the same time, they are likely to engage in conative coping.

Understanding publics' emotions in crisis is a rarely studied area. This model is arguably the first to suggest a framework of emotions. This study is the first of a series of tests to generate what Yin termed “analytic generalization” for the ICM model.