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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.

The purpose of this study was to develop a measurement instrument for organizational learning capability (OLC) in a Chinese management context. Previous research has indicated a need for measurement instruments with proven ecological validity in China, because the learning capability of organizations is influenced by the organization’s external environment.

The authors followed a consequent inductive procedure from item sampling through exploratory factor analysis (EFA) to confirmatory factor analysis (CFA) and nomological validation. The initial part sampled relevant descriptors from a diverse sample of 159 employees from heterogeneous backgrounds in China. After sorting by an expert panel, EFA of data from a sample of 161 executive students yielded a three-dimensional construct comprising knowledge acquisition, knowledge sharing and knowledge utilization. These three constructs were again tested in CFA using a sample of 357 employees from five companies.

The findings across the three samples resulted in a three-dimensional measurement scale that is called as the organizational learning capability questionnaire (OLCQ). The OLCQ displayed high internal consistency, reliability and nomological validity.

This focus of this study has only been to establish a measurement instrument that allows indigenous research on organizational learning in China. The approach was statistically driven grounded approach, not a theoretical assumption of learning mechanisms special to the Chinese culture. Further research is needed to estimate how this approach yields results that are different from other cultures or the extent to which our findings can be explained by features of the Chinese culture or business environment.

This study offers a practical measurement instrument to assess practical and scientific problems of organizational learning in China.

The work here emphasizes the necessity of a knowledge sharing community for organizational learning to appear. It addresses a call for more indigenous Chinese management research.

The authors provide a measurement instrument for OLC with proven ecological validity and with promising consequences for research and practice in China. The instrument is empirically grounded in the practices and behaviors of Chinese managers, avoiding biases that stem from previously identified shortcomings in cross-cultural management research. To the knowledge, it is the first of its kind and a contribution to a call for indigenous management theories with contextual validity.

This paper's twofold purpose is, first, to present ZELPH ['sɛlf], a self-assessment instrument that enables those developing the pedagogy of work-integrating study programmes in higher education (HE) systematically to surface the intended and unintended outcomes of their programme's approach to integrating professional practice into an academic course. Secondly, the paper reports on a small pilot study with programme staff from five different HE institutions in various countries who tested ZELPH.

ZELPH operationalises aspects of key theories on work-integrating learning pedagogy, and thereby enables a simplified depiction of the reality of combining classroom-based and worksite-based learning. Programme staff from Germany, the United Kingdom, France, South Africa and Taiwan applied the instrument to their respective work-integrating study programmes and evaluated its perceived value and feasibility.

The findings suggest that ZELPH offers value as a practical instrument, in particular to those less familiar with developing work-integrating learning pedagogy as well as to those keen to compare programmes across national, cultural and institutional contexts.

ZELPH contributes to addressing the lack of practically applicable instruments to support the design and international benchmarking of work-integrating learning pedagogy in HE.

The purpose of this paper is to test a measurement system with performance indicators to improve organizational learning about crisis communication by public organizations enhancing public safety in large scale emergencies. The tool can be used to conduct a preparedness audit or to evaluate communication performance in a real situation or in an emergency exercise. Evaluation is part of the strategic planning and development of crisis communication.

The construction of the instrument and its theoretical underpinnings are first explained, after which the series of empirical tests that were implemented to scrutinize the clarity and appropriateness of the indicators as well as the usability of the instrument are presented. The process approach to crisis management, in which the various phases of a crisis are seen as a continuum, and the stakeholder perspective, in which both the diversity of public groups and the network of response organizations are taken into account, are applied in the paper.

The tests of the instrument revealed much interest in its use, and it was seen as a potential tool for the improvement by public organizations of their crisis communication. The tests led to improvements in the structure as well as in the phrasing of the individual performance indicators and their explanation. The indicators were considered relevant and important but too many in number. Therefore, a possibility to use the instrument in three separate parts, relating respectively to the period before, during and after a crisis, should be offered.

This study addresses the main factors relevant for crisis communication with respect to the approach chosen, but does not report all the literature and empirical findings that validate the individual indicators as this has been done in other publications. It also presents a series of first test findings but not as yet the results of improvements initiated by using the instrument.

The instrument developed shows weak and strong points in crisis communication on the level of single indicators, but also allows comparison of performance in different phases and for the various stakeholder groups, showing where more attention is needed. The instrument developed will be available on an open web site and users will be asked to make the measurement results, rendered anonymous, available for its further improvement.

The paper contributes to effectiveness of emergency management by testing an instrument to facilitate learning about crisis communication.

Much of the crisis communication literature focuses on reputation crises. This paper discusses crisis communication supporting crisis management in the case of disasters and other emergencies that are handled by a response network instead a single organization. It provides a clear framework for analysing and assessing the quality of crisis communication and stimulates and thus enables learning and further improvement.

The Kirton Adaption‐Innovation Inventory was introduced as a survey‐feedback instrument during a team development workshop. The instrument proved easy to apply and interpret. Furthermore, the intervention appeared to provide the participants with a powerful means of dealing with misunderstandings and in‐group conflicts. The instrument deserves further trials by organisational change agents and trainers.

The service quality literature has evolved around two schools of thought: the North American and the Nordic European. Although the North American School of thought has received much attention from the practitioners with a five factorial model, it has also generated a great deal of criticism. The Nordic European School of thought, on the conceptualisation of service quality, has remained for the most part at the conceptual level with few attempts at applications. Attempts to test an instrument developed by the North American School. It did not produce the nominated dimensions. In fact the result favours the Nordic European School in that it produced a two factor model.

This study aims to analyze four text-mining studies of quality management (QM) to illustrate and problematize how the research on quality has informed the quality paradigm since the 1980s. By understanding history, one can better manage current developments.

The findings are based on a meta-analysis of four text-mining studies that explore and describe 11,579 research entries on quality between 1980 and 2017.

The findings show that the research on quality during the past 30 years form a research paradigm consisting of three operational paradigms: an operative paradigm of backend quality orbiting around QM, total QM (TQM) and service quality; an operative paradigm of middle-way quality, circling around the International Organization for Standardization (ISO), business excellence frameworks (BEFs) and quality awards; and an operative paradigm of frontend quality, revolving around reliability, costs and processes. The operative paradigms are interconnected and complementary; they also show a divide between a general management view of quality and a hands-on engineering view of quality. The findings indicate that the research on quality is a long-lived standalone paradigm, supporting the notion of quality being a genuine academic entity, not a fashion or fad.

The empirical basis of the study is four text-mining studies. Consequently, the results and findings are based on a limited number of findings.

Text-mining studies targeting research on quality are scarce, and there seem to be no prior models that depict the quality paradigm based on such studies. The perspectives presented here will advance the existing paradigmatic discourse. The new viewpoints aim to facilitate and deepen the discussion on current and future directions of the paradigm.

The purpose of the paper is to provide insight in the critical factors involved in creating an optimum in developing technology for educational innovation, for each stakeholder, in any relevant context and at any time.

From literature review, four diagrams were constructed to contain the critical factors involved in creating an optimum in developing technology for educational innovation in different “views”. These four diagrams, as a theoretical instrument for analysis, was then reshaped into a practical instrument for analysis, in the form of an online questionnaire, and tested with five different projects in three different schools.

The critical factors can be ordered by stakeholder, by context and by time. Each ordering provides a different view on the development process. Using the different views for different cases, more insight is provided and more guidelines for improvement can be found.

The practical instrument needs improvement to be more easy to use for teachers and students. Future research is also needed to test both the practical instrument as well as the theoretical instrument further, to be able to refine them where needed.

A very insightful instrument to analyse the success factors of developing of technology for educational innovation for the different stakeholders, in different context and at different times in the process.

This paper combines an overview of the critical success factors of developing of technology for educational innovation with different views of these factors, to provide more insight in the process.

Teaching management information systems (MIS) fundamental course remains a challenging task to date, encountering several continuing complaints from students as well as instructors, as per several studies. Several reasons are reported, some of which are related to little embrace of more innovative non-traditional techniques, and limited literature guidance on selection and effective use of appropriate strategies to various settings. Toward instructional innovation, this paper proposes and tests a pedagogical instrument. By introducing this tool, the ultimate objective is to minimize the confusion that students usually encounter during this course and to empower the instructors in the delivery of its interdisciplinary knowledge.

A triangulation of four methods is being employed: conceptual development, experimentation for 12 years, assessment in light of the self-regulated learning theory, and empirical analysis. For the latter method, an open-ended questionnaire as well as group interviewing were carried out.

The proposed instrument (need-function instrument [NFI]) was found to be in support of self-regulated learning to a promising extent in terms of its four core aspects. The participants were more inclined to accept as well as appreciate the instrument than report drawbacks. Yet, there are few complaints for the inability to distinguish between two introduced terms, ‘Information Problem’ and ‘Operations Problem’. Therefore, a future effort is deemed necessary to explore this aspect.

The results are based on a single case of educational institution which is not enough to generalize for other educational environments. Future research is necessary for testing in a variety of settings in terms of type of classroom, number of students enrolled, type of institution (public or private), etc.

Whereas the instrument is anticipated to render improvements in the students’ understanding of MIS content and to alleviate the task of the course leader in delivering the course, there are possible practical implications that should be paid careful attention to. They were analyzed in terms of four dimensions: the Instructor, the Student, the Classroom and Time.

The paper introduces a new pedagogical instrument/tool for teaching the MIS fundamental course.

The purpose of this paper is to develop and validate a multi-dimensional instrument to measure e-learning blog satisfaction (ELBS).

This study introduces and defines the construct of ELBS, provides an empirical validation of the construct and its underlying dimensionality, develops a generic ELBS instrument with desirable psychometric properties, and investigates the instrument's theoretical and practical applications.

After analyzing data from a calibration sample (n=238) and a validation sample (n=226), this study proposes a five-factor, 20-item ELBS instrument.

This empirically validated instrument will be useful to researchers in terms of developing and testing blog-based learning theories, as well as to educators in terms of understanding students’ ELBS and promoting the use of blog-based learning systems.

This study is a pioneering effort to develop and validate a multi-dimensional instrument to measure ELBS.