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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.

Wisdom is a very difficult construct to work with in research and practice. One reason for this is that wise people can deal with metaphysical questions and experience spiritual phenomena, both of which are hard to measure meaningfully. Although metaphysical and spiritual matters are not imponderable, they have significant measurement problems that are also part of the shortcomings of standard social science statistical frameworks. A second reason is that for many wisdom theorists, wisdom is context-dependent because wisdom is defined by and responds to what its context presents to it. We can therefore argue that wisdom is essentially context, which in quantum physics is theorised as a superposition of random variables that interact. This chapter, therefore, ponders the ‘immeasurable’ from the perspective of quantum-like social science and quantum theory to render wisdom, including its spirituality component, in formal mathematical models. The mathematical formalism of quantum physics allows for the presence of metaphysical phenomena in its ontological foundations and its mathematical models. This chapter, therefore, also presents an argument for understanding wisdom from the superposition perspective and, in particular, the internal interactions between random variables contained within it. If the challenge of measuring wisdom as a nondeterministic system is met, we may finally have an opportunity to measure wisdom in ways that embrace wisdom's complex ontology. A third reason is that wisdom depends on people making first-person subjective judgements. Subjectivity is central to many interpretations of quantum theory, and we can borrow the analytical formalism used in quantum physics for wisdom research. Finally, the chapter discusses future approaches to empirical wisdom research that adopt quantum-like social science methods.

In this chapter, the author explores the principles of responsible management education through the lens of Taoism. This chapter begins by introducing the concepts of knowledge-inquiry and wisdom-inquiry and highlights the differences between the two in the context of management education. The author emphasizes the importance of wisdom-inquiry in management education, arguing that it allows individuals to not only understand and analyze information but also to apply ethical considerations when making decisions. This chapter delves into how to synthesize knowledge and wisdom in education, highlighting the need for a balance between technical skills and ethical awareness in management education. This chapter concludes with an examination of the principles of managing talent by balancing competence and character. The author discusses how to hire for character and train for competence in human resources management and development. This approach involves focusing on developing individuals' character traits, such as integrity, compassion and empathy, in addition to their technical skills. This chapter demonstrates the value of incorporating Taoist principles into management education. When the importance of wisdom-inquiry, balancing competence and character, and developing ethical leaders is emphasized, management education can prepare individuals to navigate the complexities of the modern business landscape while promoting responsible business practices.

Teaching is seen as a morally significant endeavor, but there is a lack of clarity about the entire domain. While teachers usually do not develop a refined professional knowledge base or vocabulary of the moral work of teaching (Sanger, 2017) during pre- and in-service teacher education, there is a need to explore more in detail what kind of expertise is required and employed in the moral work of teaching, and how the components of that expertise are related to each other. The purpose of our theoretical chapter is not to present the “foreground,” that is the results of “what works” but instead to highlight the “background” of teaching profession. We note that the complexities of teaching can be structured through the relational viewpoints of ethical principles, moral judgments, and virtuous policies. From these three standpoints, which often appear separate and disconnected, we try out a constructive synthesis. Our framework denotes that teaching is a peculiar kind of relationship that brings with it special ethical guidelines, moral judgments, and constant considerations of how to realize human well-being in the real-world dilemmas of teaching.

The purpose of this paper is to ascertain whether the organizational spirituality (OS) also called for spiritually-based organization (SBO) concept continues to be, in fact, a source of refreshing ideas to the organizational studies.

Regarding that OS is a theme that does not pertain to the scientific mainstream, the criteria to select valuable work were broader. On this basis, this literature review focused on a set of distinct sources: empirical and theoretical-conceptual papers (i.e. peer-reviewed), books, book chapters and doctoral dissertations. The material should be written in English and matched specifically the terms “spiritually-based organization,” “organizational spirituality” and “spiritual organization” in the websites of prominent scientific publications such as Google Scholar, EBSCO, Emerald, Sage and Elsevier. The premise was to portray an ample overview about what the scientific research has been yielded on this topic covering the period of 23 years (i.e. 1999–2022).

Data revealed that a large portion of the scholarly work of OS has been largely published in journals of modest factor impact or in books/book chapters. Such evidence indicates that OS definitively is not embraced by the scientific mainstream, despite the relevance of this topic. Further, it appears that the study, research and writings about SBOs, despite their positive effects and features, do not draw the attention of the majority of academic community. As a result, this field of knowledge has been characterized by scant work. This conclusion sounds somewhat astonishing considering that companies strongly driven by financial and economic concerns have proved not to be useful to humankind well-being and the planet.

This review sought to concentrate only on scholarly work that could bring something noteworthy to the debate of the OS concept. By the same token, other related concepts such as workplace spirituality and spirituality in the workplace, which have been properly explored, were not approached here. The author surmises that such path may account for somewhat the reduced number of work found about this topic, despite the fact this review drew on Google Scholar as well.

This study aims to investigate the concept of “practical wisdom” which may be defined as the ability to effectively manage one’s rational knowledge and to read and respond appropriately to the interplay of other people's emotions and one's own and their values. The aims of this study also are (1) to investigate the relationship between the spiritual, emotional and rational capacities which underpin practical wisdom and (2) to analyse the relationship between the practical wisdom co-created in and between individuals through these three capacities.

This study adopts a case study methodology by considering the experience provided by a group of hikers who organized a trip to cross the island of Gran Canarias and its natural parks.

This study proposes that the presence of spiritual, emotional or rational capacities can boost individual self-awareness, self-control and empathy, which can help workers in general and knowledge workers, in particular, more effectively tackle difficult situations, remain calm and collectively develop and enact appropriate responses to these situations. Therefore, results show that the concept of practical wisdom allows for the identification of both the nature of the capacities that contribute to the effective handling of difficult situations and them and the balance that needs to be developed between them.

For knowledge workers, the study provides a framework and an explanatory framework to help them understand how rational, spiritual and emotional capacities both interact and are operationalized to tackle difficult problems. Furthermore, it enables them to identify situations where success to consider such interactions, leads to develop and implement appropriate responses to such situations.

A proper balance of emotional, rational and spiritual capacities may enable people to have a more holistic vision of difficult situations, allowing the finding of appropriate solutions to complex problems (i.e. practical wisdom). This study contributes to strengthening knowledge workers' perception and understanding of the links between the knowledge stocks and knowledge flows that relate to a practical perspective of wisdom.

Wisdom is considered as crucial in decision-making in both management and auditing practice. This research aims to investigate the concept of wisdom in auditing, thereby empirically exploring the determinants of wisdom in audit decision-making and explaining inter-relations among these determinants.

This study employs grounded theory methodology that is based on in-depth interviews with twenty-seven practicing auditors who are audit partners, managers, seniors and assistants of auditing firms. Guided by the grounded theory, data collection and data analyses were conducted simultaneously to look into the new insights of the research phenomenon. The coding process was constantly compared until the research's theoretical saturation is reached after four rounds. At the end of the research process, the study conducted a survey to confirm the proposed framework as well as examine the inter-relationships between the defined determinants.

Results suggest developing a conceptual framework to interpret wisdom-based decision-making process in auditing. A wise process of audit decision-making is defined as an integrated exercise of multiple determinants including knowledge assimilation, judgmental ability and ethical orientation. The research also explains and examines the potential interrelationships among these determinants in the audit decision-making process.

Wisdom is a valuable tacit ability for all external auditors. The development of wise decision-making abilities of auditors should be considered an integral part of multiple virtues including knowledge and judgmental and ethical aspects.

The contributions of this study are original and significant because it proposes a new approach to explain for the audit decision-making process and enhances better understandings of the concept of wisdom in auditing practices and its roles in audit decision-making.

Work readiness is an important aspect of the transition from higher education to professional practice. The purpose of this study was to explore the perceptions of work readiness of individuals transitioning into physiotherapy practice in Australia and identify any association with personal, education and work factors.

Purpose-built surveys were distributed to final-year students and graduates of physiotherapy programmes nationally. Work readiness was measured using the recently validated Work Readiness Scale for Allied Health Professionals 32 (WRS-AH32), which captures the following four domains: Practical Wisdom, Interpersonal Capabilities, Personal Attributes and Organisational Acumen. The surveys also included personal, education and work data. Work readiness was expressed as percentages for total work readiness and within each domain. Independent t-tests were used to examine the influence of personal, education and work factors on work readiness.

176 participant responses were analysed (84 students and 92 graduates). Total work readiness was 80% [standard deviation (SD)8], with Practical Wisdom the highest scoring domain (91%, SD8) and Personal Attributes the lowest scoring domain (65%, SD14). Considering overall work readiness, individuals reporting some psychological symptoms scored lower than asymptomatic individuals [mean difference 7% (95% confidence interval (CI) 4 to 9)] and final-year students scored less than graduates [mean difference 3% (95%CI 0 to 5)].

All stakeholders, including individuals, universities and employers, need to consider further strategies to develop aspects of work readiness, particularly within the domain of Personal Attributes and those with psychological symptoms.

This study demonstrates that physiotherapy students and graduates perceive themselves to be well prepared to transition to the workforce.

All of us are born critical thinkers; some perfect this talent; others ignore it as useful in daily life. This chapter follows those who perfected this talent in order to learn from them the art and models of critical thinking in terms of its optimal inputs, processes, and outputs. According to great critical thinkers in business management, critical thinking questions – or should question – the obsessive generalizations, constraints, and “best” practices of the prevailing system of management, and try to replace them with more valid assumptions and more meaningful generalizations that uphold the dignity, uniqueness, and inalienable rights of the individual person and the community. After setting out some cases illustrating the lack of critical thinking, in Part I of this chapter, we introduce some representative management thinkers on critical thinking, and in Part II, we introduce eight models or practical approaches for critical thinking.