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The purpose of this paper is to refract March’s views on leadership to re-frame them within an authentic model that understands optimistic failure and mindful resilience as likely byproducts of enabling ambiguous innovation. An analysis of March’s theories of slack, and the concepts of exploration and exploitation, as well as that of foolishness, are used to support the adoption of authentic and ethical leadership as an intelligent practice and, more concretely, to portray the leader as a resilient “juggling fool.”

This paper makes use of primary data by focusing on March’s published works, as well as on interviews and other materials written about him, or those discussing his contributions. A post-hoc practice of “appreciation” facilitated a fresh refraction of the “evidence” to identify or recognize new perspectives and/or challenges to March’s conceptualization of leadership, while relying on literature and metaphor to engage in “polymorphic research.”

This paper presents March as a complex thinker, whose thoughts on leadership have received, perhaps, less attention for being thought to be more refractive and less empirical. Nonetheless, his reflections on leadership re-discover him as a solid leadership philosopher. His use of literature, his theories of slack and the concepts of exploration and exploitation, as well as that of foolishness, may help leadership scholars to understand the essence of authentic and ethical leadership as an intelligent practice.

This paper proposes to extrapolate March’s vast insights about organizational theory to further develop the framework of authentic leadership. This re-framing of the leader as a “juggling fool” constitutes an empowered view of leadership that comes closer to balancing the complementary purposes of leadership and management; an effort that rests at the core of the future of leadership.

Despite the ostensible popularity of leadership over management as a desired organizational outcome, March’s phenomenal insights remind current and developing leaders of just how much the two fields must overlap in constant tension. It is, perhaps, the conceptualization of a leader as an authentic and resilient “juggling fool” what adds depth of meaning to March’s contributions to the field of leadership beyond that of management.

The purpose of this Real Impact Research Article is to empirically explore one of the most controversial and elusive concepts in knowledge management research – practical wisdom. It develops a 10-dimensional practical wisdom construct and tests it within the nomological network of counterproductive and productive knowledge behavior.

A survey instrument was created based on the extant literature. A model was developed and tested by means of Partial Least Squares with data obtained from 200 experienced employees recruited from CloudResearch Connect crowdsourcing platform.

Practical wisdom is a multidimensional construct that may be operationalized and measured like other well-established knowledge management concepts. Practical wisdom guides employee counterproductive and productive knowledge behavior: it suppresses knowledge sabotage and knowledge hiding (whether general, evasive, playing dumb, rationalized or bullying) and promotes knowledge sharing. While all proposed dimensions contribute to employee practical wisdom, particularly salient are subject matter expertise, moral purpose in decision-making, self-reflection in the workplace and external reflection in the workplace. Unexpectedly, practical wisdom facilitates knowledge hoarding instead of reducing it.

Managers should realize that possessing practical wisdom is not limited to a group of select, high-level executives. Organizations may administer the practical wisdom questionnaire presented in this study to their workers to identify those who score the lowest, and invest in employee training programs that focus on the development of those attributes pertaining to the practical wisdom dimensions.

The concept of practical wisdom is a controversial topic that has both detractors and supporters. To the best of the author’s knowledge, this is the first large-scale empirical study of practical wisdom in the knowledge management domain.

Education is foundational for creating caring sustainable leaders and organizations. This paper aims to investigate whether historically eminent Lebanese universities are integrating sustainability courses and practices in their curriculum, and to discern whether these universities’ administrators are currently providing, or plan to provide, positive educational experience through addressing sustainability concepts and tools in their respective universities.

The authors based their qualitative study on a multimodal design for explorative and recommendation purposes. The review of literature and online search facilitated setting standards and benchmarking. Face-to-face interviews and observation corroborated the findings and provided insight. The information was systematically ordered to tackle sustainability as a product and as a process on different campuses. All research was subject to ethical clearance from the studied subjects.

Compiling the input from all participants revealed that there is an urgent need to reform universities’ products and processes, in addition to a necessary call for support from governmental entities. The seeds of environmental sustainability are present in varying degrees in universities that have been continuously functional in the service of higher education in Lebanon for a period of 50 years or more.

The lack of contextual, comprehensive models, toward which change can be geared, presents a limitation to this work. Another limitation is that this study was restricted to historically prominent universities with the valid assumption that they play a leadership role in higher education. More universities should be investigated to further validate the findings, to complement this project and to allow for generalizability and comparison with initial findings.

More focus is needed to prepare present students and the future community to rely on available resources. The paper outlines the need to change the educational approach in Lebanese universities. It addresses a call to the administrators of all universities to provide the right policies, tools, materials and other resources to help sustainability.

Universities are called to play a major role especially in inspiring and teaching sustainability concepts. It is worth noting that education can be seen as a social good. If education is well served, it can create jobs, generate high revenues and raise standards of living. But serving the education “well” may require disruption of the status quo, which, if done creatively, will lead to novel approaches and solutions that outweigh the disruption itself.

This paper has exposed the status quo of universities vis-à-vis sustainability, but it has also challenged “what is”, and opened up possibilities of what “could be”. Educational projects should be adapted with the participation of the private sector to stimulate innovation, and experience the lived dimension of sustainability. Implementing such a change represents the bridge between current and needed ways of thinking required by the new environment.