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Dealing with the issue of “Can practical wisdom be taught in business schools?,” in this chapter, I argue for an inquiry-based learning approach as a way of improving today’s management education. Following along these lines, I initially focus on the current criticism of today’s management education in business schools. Then, I provide an introduction into the recent interest in the topic of practical wisdom by management scholars that emerged as part of an effort to overcome these failures of business schools. These attempts, however, remain on a rather vague or theoretical level and are lacking helpful guidance on how universities might implement this concept into their educational offerings. In order to remedy these shortcomings, I introduce a competency-based three-pillar model of practical wisdom and combine it with an inquiry-based learning approach. A comprehensive scheme highlights how the particular competencies of practical wisdom can be fostered over the successive stages of the inquiry process. Most importantly, by describing a MA-thesis program as a successful example of these ideas in application, I provide concrete suggestions of how to facilitate the growth of practically wise competencies by means of an inquiry-based learning approach.

The purpose of this paper is to present a new theoretical model (the generic regulation model (GRM)) which is aimed for e‐government development. There is a need for such a generic model in order to describe and analyse the regulation that occurs in the interaction between governmental agencies and citizens.

This new model has evolved through an action research project/practical inquiry in e‐government. The project area was personal assistance to disabled persons. The practical inquiry has comprised generation and application of the GRM model (as a kind of empirical grounding) and also some initial theoretical grounding.

In the e‐government project there was a need to conceptualize the relations between different governmental agencies and clients. As a response to this need a generic model and a corresponding situational model were developed. The generic model consists of three layers: legislation as general regulation; application of legislation for issuing decisions ( = individual rules), i.e. specific regulation; and application of general and individual rules in regulated practices. The paper also gives an epistemological account of the evolution of the new GRM model. GRM is considered to be a practical theory and it has evolved through a design‐oriented practical inquiry.

The paper presents this new GRM. The GRM model should be adequate to apply in many e‐government situations, since there are often regulation issues at stake. The GRM model should be used in the design and evaluation of e‐government applications.

Purpose – The purpose of this chapter is to trace the origins of narrative inquiry as an empirical research method specifically created to examine how teachers come to know in their own terms.

Approach – The chapter reviews key conceptualizations in the teaching and teacher education field chronologically.

Findings – The review begins with Clandinin and Connelly's groundbreaking work concerning teachers’ personal practical knowledge, the professional knowledge landscapes of schools, and stories to live by (teacher identity). Three other important narrative conceptualizations on the research line are then highlighted: narrative resonance, narrative authority, and knowledge communities. Special attention is also paid to how narrative inquiry has fueled studies having to do with curriculum, subject matter, and culture. Narrative inquiry's important contributions to the emergence of the self-study of teaching and teacher education practices genre of research is additionally highlighted, along with several more recent advances having to do with collaborative narrative inquiries, studies with children, and reforming school landscapes.

Research implications – Lingering issues relating to narrative inquiry's acceptance as a legitimate research approach are also discussed; latent opportunities are likewise paid attention.

Value – The value of the chapter is that it is the first work that has specifically followed developments on the Connelly–Clandinin research line. The chapter shows the major contributions that the world-class research program – and the associated research projects spawned from it – have made to teaching and teacher education internationally.

Scientific inquiry is a leading methodology that promotes science process skills to acquire scientific knowledge. There is evidence that primary school teachers have difficulties introducing inquiry-based activities in their classrooms. Hence, adequate teacher instruction in inquiry methodology is important to apply inquiry-based activities in school science lessons. This work aims to analyse if pre-service teachers succeeded in developing scientific knowledge and scientific skills through the application of an inquiry laboratory activity.

This article is presented as a case study developed in a group of 82 pre-service teachers. This research methodology involved qualitative and quantitative data.

The results demonstrate that pre-service teachers could improve their scientific skills and knowledge through inquiry-based laboratory activity.

The present study assesses not only the scientific knowledge but also if students can acquire scientific skills by doing the inquiry laboratory activity and if these skills are related to low-order cognitive skills or high-order cognitive skills.

To develop a theoretical model for strategic change that links learning in an organization to the strategic process.

The model was developed from a review of literature covering a range of areas including: management, strategic planning, psychology of learning and organizational learning. The process of forming and implementing strategy in an organization was looked at critically and then the links between learning and strategy were explored, particularly in relation to innovation and radical strategic change.

The degree of correspondence found across various strands of the literature implies a general principle: that the development of strategy is closely linked with learning. The paper proposes that, if appropriately designed, purposeful strategic activity will help to develop an organizational learning culture. As the strategic planning process is widely accepted across all sectors of the economy, it has the potential; to provide an effective means of directing resources in order to achieve desirable learning within an organization towards its long‐term viability.

The paper develops a theoretical model of strategy formation, called “The maturity model for strategy formation”, which describes a developmental continuum for strategy based on the application of appropriate strategic approaches which are linked to suitable learning approaches and a consideration of the roles of management and staff in the change process.

The purpose of this paper is to illustrate new methods of examining structural differences among segmented markets beyond comparing merely univariate variable mean scores, so as to help marketers and researchers gain better insights into segment differences for meaningful strategy development.

A comprehensive dataset covering various lodging market segments was constructed from Tripadvisor.com. The data then were sorted into lodging customer segments by star rating, type of operation, and level of price charged. Structural equation modeling with the −2 log‐likelihood difference test was conducted to illustrate how effectively the differences, if any, of market segments could be assessed in contrast to the traditional mean‐score comparison approach.

Guest satisfaction was influenced by the same performance variable to the same magnitude and direction across different lodging segments examined. Such stability in the amount of influence of performance on guest satisfaction was true even in the fact that the variable mean scores were significantly different across the market segments.

The traditional approach to examining segment differences via univariate mean scores could be one set of results, while the effect‐based difference assessments in this paper resulted in another. Developing marketing strategies based on the effect‐based segment differences, as illustrated in this paper, is considered more effective than the traditional mean‐based approach. One limitation of this paper could be use of a secondary dataset with limited scope of the model employed for an illustrative purpose. Another limitation is that the sample characteristics are unknown due to the nature of a secondary dataset. The examination of the market segments was also limited to those based on only three popular variables.

The paper is a fresh attempt to examine market segment differences through the effect of one variable on another. The paper advances the methods of hospitality and tourism research for examining segment differences beyond the traditional univariate mean‐based examination approach. The methodological illustration is applicable to a vast majority of different theoretical frameworks known in the hospitality and tourism field. Use of the assessment method illustrated in this paper also requires future market segmentation studies to rely more on theories than data.

Within the developing exploration of the role of the scholar-practitioner, the situation in which scholar-practitioners engage in the scholarship of practice in their own organizational systems has not received much attention. This chapter adopts the position that scholar-practitioners are not merely practitioners who do research but rather that they integrate scholarship in their practice and generate actionable knowledge, that is, knowledge that is robust for scholars and actionable for practitioners. This chapter explores the phenomenon of scholar-practitioners engaging in the scholarship of practice in their own organizational systems as inside change agents. It discusses how scholar-practitioners engage in inquiry-in-action in first-, second-, and third-person modes of inquiry and practice in the present tense and provides a methodology and methods for such engagement that it be rigorous, reflective, and relevant.

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the interconnections between teaching, learning, and research within the arts, humanities, and social sciences. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions within the arts, humanities, and social sciences. The chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should serve as an incubator where students are part of a learning community and where they are encouraged to grow cognitively, emotionally, and socially by taking increasing responsibility for their own learning.

The paper aims to investigate how far the pragmatist concept of inquiry (Dewey, 1916, 1938) makes it possible to develop a processual and relational approach to accountability, moving the focus away from a representational conception of truth and subjectivist/individualist views on meaning-making, toward collective exploration and understanding of an issue by stakeholders with the aim of transforming social practices. The paper studies an accountability process in action, namely nuclear incident reporting, and its role in the construction of a community of inquiry investigating nuclear safety.

This research opts for a case study methodology including 36 in-depth interviews, field observation and document analyses. The data are drawn from a three-year field study of a “Local Information Commission”, a body set up to represent the public living near a nuclear site.

The object of accountability needs to be constructed through a joint exploratory inquiry by accountors and accountees into reports of incidents as originally presented, to advance their understanding and capacity for action.

It will be important to test this processual and relational approach to accountability in other types of situation, involving different governance issues than nuclear safety.

To turn theoretical stakeholders such as the public into real stakeholders (e.g. in the studied case, active participants in safety inquiries), specific social and managerial conditions must be fulfilled (concerning time, resources, commitment to open, taboo-free dialogue and legitimacy).

The paper argues that Dewey's concept of inquiry makes a valuable contribution to the processual and dialogical view of accountability.