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The purpose of this paper is to introduce a collection of articles representing the best papers and invited contributions from attendees at the 4th Annual Global Drucker Forum, an international conference focused on future challenges facing management.

The recent financial crisis has presented twin challenges confronting the next generation of management: a transformation toward a new environment in which market‐driven efficiency and the concern for a functioning society are better aligned, and the nature of management practice that successfully addresses this alignment. Dimensions of these challenges are discussed in five articles in this special issue. This summary of the articles and underlying themes is provided by a professor whose teaching and research focus on strategy and entrepreneurship in free markets.

The articles in this issue discuss the need in organizations for adaptive flexibility, new ways of thinking, leadership behaviour at the individual and system level, and systems thinking to overcome short termism. Themes underlying these challenges include the challenges of managing in the present for the future, the need to create a learning organization, and the complexity of managing holistically.

The paper suggests themes that might benefit from future management research.

This paper summarizes cutting‐edge issues for management that were discussed at a recent international conference, and synthesizes six authors' research contributions that address dimensions of these issues.

This chapter argues that corporate social responsibility (CSR) and even corporate sustainability and responsibility will be insufficient to generate the transformation needed for businesses, economies, and societies to deal with potentially existential sustainability, climate change, and inequality crises. A new socio-economic narrative needs to be created to underpin thinking about economies, societies, and nature. After briefly looking at CSR today, the paper discusses the power that the neoliberal narrative has in shaping understanding of the roles and purposes of businesses. It then argues for a new narrative emphasizing well-being, dignity, and sustainability, an economy in service to life, as an alternative, highlighting the powerful role that memes, core units of culture, play in shaping narratives.

The quest to produce a good or service to satisfy a customer has always been at the heart of business activity, whether in feudal times, the days of guilds, through the industrial revolution and today. Drucker's observation has always been true.

Provides an interview with Richard Straub, President, Peter Drucker Society Europe

In the following interview, Richard Straub discusses the success of last year's Global Peter Drucker Forum, and the theme for this year's event: Managing Complexity

The purpose of this paper is to reflect on 21 years of IC theory and practice as input into discussing the origins of IC, its multiple perspectives and where it is heading.

This article is based on the author's reflections of the past and vision for the future.

IC is still for many an invisible fuzzy dimension, or mainly a measuring and accounting issue. For others, it is thought of as a more and more strategic ecosystem for sustainable value creation. Is there a kind of learned blindness in financial capital accounting or ignorance of new value opportunity spaces? We need to go beyond IC reporting. We are on the edge of something, but what?

The paper presents the personal views of an internationally renowned IC academic and practitioner about what the future may hold for IC.

The purpose of this paper is to lay the foundations for new ways of management and personality development by using the same way Peter Drucker developed his ideas. What was this “teaching philosophy”? Where else can it be found? Which learning phenomena are typical for this way of teaching? Can this “teaching philosophy” be replicated? Can it be applied to management in general?

The historical genetic method developed by Ernst Mach from the historical‐critical method. Using this approach the paper traces the origin of Drucker's central ideas for management in his early learning experiences. It then asks the question, in how far can these central ideas be generalized and used to develop the central ideas of Drucker (including the intuitive ones) further? The question is genetically left open, i.e. it is continually transformative.

Drucker was heavily influenced in his way of thinking by his education at a special school in Vienna. The school was organized by Eugenie Schwarzwald. Many of Drucker's ideas on personality development and his intuitive theories on psychology and learning can be traced back to that time. What was especially important for Drucker's later works was the “teaching philosophy” taught by Schwarzwald's teachers.

There is a direct link between the science teaching results for Finland in the OECD PISA study and Drucker's way of thinking. Drucker acquired an exponential way of learning, instead of a learning based on a linear model. This is what made his thoughts so challenging and ahead of his contemporaries. As the example of Finland shows, this is not a light‐tower method (i.e. a singular phenomenon without empirical evidence of its reproducibility). One can use these ideas in general for all of education and it has been used in over a dozen cases at different around the world times. It is especially valuable in management education of knowledge workers. In such a way, one can create a much more efficient and effective way of education, an “education 2.0”.

This is the first time that Drucker's ideas can be linked to the ideas of Ernst Mach and to similar types of education based on ideas of Mach, such as used in Finland. The empirical results of such methods can therefore not only be found in Drucker's autobiography as a single case, but they can be compared in much more general contexts, for instance in the large‐scale field study OECD PISA study or in Hattie's educational meta‐meta analysis.