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1 – 10 of 87Practical wisdom (PW; phronesis), as one of the human virtues, is experiencing a renewal in the contemporary management literature. The aim of this conceptual paper is first, to…
Abstract
Purpose
Practical wisdom (PW; phronesis), as one of the human virtues, is experiencing a renewal in the contemporary management literature. The aim of this conceptual paper is first, to explore the core practices of managers and leaders in the literature and second, to demonstrate how PW can manifest itself in these practices.
Design/methodology/approach
The research follows the interpretivist research philosophy, inductive approach, qualitative method and the theory-building research strategy. The data collection method is a literature review. The practice ecosystem framework is applied to demonstrate the presence of PW in the core practices of managers and leaders.
Findings
The paper proposes a practice-based paradigm of management and leadership. From the literature study, envisioning, enabling, energizing, engaging and executing as five fundamental practices are identified.
Research limitations/implications
The most significant literature was selected based on decisions of the author. Therefore, it might be that important sources were overlooked. The paper proposes future research questions, and it calls for an empirical validation of the proposed conceptual model in management and leadership practices context.
Practical implications
The practical implications for managers and leaders are in applying the framework developed in this paper as a tool or guidelines to cultivate PW in their practices. The paper offers implications for management education, traditional educational institutions and educational practitioners because they are the key influencers of wise thinking and actions of future managers and leaders.
Originality/value
The novelty of this paper is in making explicit how the eight features of PW can manifest themselves in the everyday actions of managers and leaders. Applying the practice ecosystem framework for this purpose is an original contribution.
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This study aims to theoretically introduce the notion of responsible managing as educational practice (RMEP).
Abstract
Purpose
This study aims to theoretically introduce the notion of responsible managing as educational practice (RMEP).
Design/methodology/approach
The study is an essay. Traditionally assumed as individual-driven, rational, neutral and unproblematic, the author alternatively considers management not as managerialism but as a social practice that needs to be responsible.
Findings
The author posits that responsible management involves educational experiences enacted through practical wisdom. In this context, education herein is understood not as a scholastic practice taught in business schools or offered within professional training, but that may occur in informal contexts such as managing.
Originality/value
RMEP may contribute to a better comprehension of responsible management in practice. The author draws on the epistemology of practices and the notion of phronesis to support his thesis – that managing can be responsible when assumed as an educative practice performed through practical wisdom and people’s mutual education.
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Maria Jakubik and Peeter Müürsepp
This conceptual paper aims to contribute to the knowledge management (KM) literature by seeking to determine whether wisdom management (WM) will replace KM in future.
Abstract
Purpose
This conceptual paper aims to contribute to the knowledge management (KM) literature by seeking to determine whether wisdom management (WM) will replace KM in future.
Design/methodology/approach
This exploratory paper follows the interpretivist research philosophy and the deductive approach. The data collection is based on selected literatures from three disciplines (KM, philosophy and psychology). The findings were qualitatively analysed.
Findings
The findings are threefold: (1) the discussion of wisdom has been either neglected or superficially discussed in the KM literature; (2) despite the fact that wisdom is widely discussed and researched in philosophy and psychology disciplines, there is no commonly agreed upon definition of wisdom, and a dichotomy exists between the implicit and explicit theories of wisdom; (3) wisdom research in philosophy and psychology disciplines provides valuable input to KM by identifying the dimensions, components and characteristics of wisdom and wise individuals.
Research limitations/implications
Important sources may have been unintentionally overlooked in this paper. This paper identifies the need for empirical research and discussion about WM as the next potential phase of KM. It offers several implications for researchers, managers and management educators as this paper shows that WM is emerging as a new discipline.
Originality/value
This paper makes a theoretical contribution to the fifth phase of KM by drawing attention to wisdom and WM as the next potential phase of KM.
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Sascha Naomi Jansz, Terry van Dijk and Mark P. Mobach
The purpose of this paper is to investigate which critical success factors (CSFs) influence interaction on campuses as identified by the facility directors (FDs) of Dutch…
Abstract
Purpose
The purpose of this paper is to investigate which critical success factors (CSFs) influence interaction on campuses as identified by the facility directors (FDs) of Dutch university campuses and to discuss how these compare with the literature.
Design/methodology/approach
All 13 Dutch university campus FDs were interviewed (office and walking interview), focussing on CSFs relating to spaces and services that facilitate interaction. Open coding and thematic analysis resulted in empirically driven categories indicated by the respondents. Similarities and differences between the CSFs as previously identified in the literature are discussed.
Findings
The following categories emerged: constraints, motivators, designing spaces, designing services, building community and creating coherence. The campus is seen as a system containing subsystems and is itself part of a wider system (environment), forming a layered structure. Constraints and motivators are part of the environment but cannot be separated from the other four categories, as they influence their applicability.
Research limitations/implications
This study was limited to interviews with FDs and related staff. The richness of the findings shows that this was a relevant and efficient data collection strategy for the purpose of this study.
Practical implications
By viewing the campus as an open system, this study puts the practical applicability of CSFs into perspective yet provides a clear overview of CSFs related to campus interaction that may be included in future campus design policies.
Social implications
This (more) complete overview of CSFs identified in both literature and practice will help FDs, policymakers and campus designers to apply these CSFs in their campus designs. This improved campus design would increase the number of knowledge sharing interactions, contributing to innovation and valorisation. This could create a significant impact in all research fields, such as health, technology or well-being, benefitting society as a whole.
Originality/value
This study provides a comprehensive overview and comparison of CSFs from both literature and practice, allowing more effective application of CSFs in campus design policies. A framework for future studies on CSFs for interaction on campuses is provided.
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As an exploration of how “impact” might be reconsidered, the purpose of this paper is to suggest that current contemporary understandings of “impact” fail practice and research by…
Abstract
Purpose
As an exploration of how “impact” might be reconsidered, the purpose of this paper is to suggest that current contemporary understandings of “impact” fail practice and research by obscuring the space for reflexive criticality that is crucial for an individual or organisation to flourish. That it thus leads to an already predefined enculturated understanding of “impact”.
Design/methodology/approach
Offering some interrogation and folkloristic analogy of the meaning of “impact”, three brief expositions of differing arts-based práxes concerned mainly with reflection and connection, are then discussed through the lens of Ricœur’s et al. (1978) conflation of the hermeneutical process with phenomenology.
Findings
It is suggested that the implications of restoring, refreshing, or representing “impact” give license to a personal/professional revitalisation, and that reformulating an understanding of “impact” through re/search might offer a potential pedagogic tool, and alternative organising feature.
Originality/value
Through the introduction of inter-disciplinary thinking and práxes, the paper offers novel autoethnographic arts-based methods for personal, professional and organisational development and growth.
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The purpose of this paper is to challenge processes of organizational learning and innovation that are based on making use of, extrapolating, or adapting past experiences and…
Abstract
Purpose
The purpose of this paper is to challenge processes of organizational learning and innovation that are based on making use of, extrapolating, or adapting past experiences and knowledge, because such a strategy turns out to be incapable of dealing with the challenges of today’s volatile, uncertain, complex and ambiguous environment. As a possible way out, a conceptual model is proposed that integrates organizational learning and innovation as a future-driven learning process and a future-making practice.
Design/methodology/approach
This work is conceptual in nature, drawing on (both theoretical/philosophical and empirical) interdisciplinary concepts and evidence from a variety of fields, including organizational studies, organizational learning, innovation studies, systems theory and systems biology, as well as cognitive science.
Findings
The author proposes a paradigm shift in organizational learning: from a future-oriented perspective, organizational learning can be viewed as an innovation process that is based on “learning from the future as it emerges.” A conceptual approach is presented that integrates future-oriented innovation and organizational learning as a future-making practice. It is based on learning from future potentials as a source for sustainable innovations. Both epistemological/ontological foundations and organizational implications are discussed.
Originality/value
This paper introduces a new perspective on the role of future-oriented innovation in the context of organizational learning. It shows how organizational learning and innovation can be integrated and how shortcomings of absorptive capacity can be overcome by assuming a future-driven perspective. Furthermore, an epistemology of future knowledge/potentials and its applications for organizations is developed.
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