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Spirituality refers to the relationship that individuals have with something greater than themselves. It is an inner experience that includes a sense of transcendence, a connection to a higher power, or a sense of purpose or meaning. Nonprofit organizations can be defined as a unique category of organizations whose primary goal is not to make a profit. They represent a wide range of collective action and have long been collaborators with public governance systems in both developed and developing economies.

In the current socioeconomic structure, nonprofit organizations have become prominent policy actors, responsible for producing and distributing goods and services. To fulfill their responsibilities, these organizations rely on spirituality as a means of obtaining resources.

While contemporary nonprofit organizations have evolved from religious charities of the past, it would be incorrect to suggest that religious influences have disappeared completely. In fact, today's nonprofit organizations and charity sector exist on a spectrum that can be defined along a religious – secular axis, under the influence at different levels.

As modern nonprofit organizations are directly affected by contemporary organizational processes and principles, it is essential to examine spirituality in such organizations, regardless of whether they are religiously affiliated or not. This chapter examines the relationship between spirituality and nonprofit organizations, while also assessing their organizational effectiveness, career opportunities, leadership approaches, teamwork, job satisfaction and job dedication, in terms of spirituality and spiritual intelligence not only from a religious and cultural perspective, but also from an organizational one.

Andrew Greeley draws a distinction between serious literature and popular literature, and locates theological and moral insight in the latter rather than the former. An overview of modern writing leads him to conclude that, while “‘serious’ literature realizes that life is pointless and absurd…popular fiction or fairy stories…reassure their readers that there is meaning and purpose in life” (Greeley, 1988, p. 11). He readily acknowledges that this has not always been the case. However, to find “happy endings” revealing “paradigms of meaning” and hopeful, encouraging answers to the important questions of life the contemporary reader turns to popular literature (Greeley, 1988, p. 11).

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.

The purpose of this chapter is to conduct a structured literature review to examine the relationship between entrepreneurship and emotional intelligence in academic settings as well as the current entrepreneurship pedagogy for flexible, innovative and creative graduates. One hundred and twenty-eight peer-reviewed papers were analysed based on Webster’s and Watson’s (2002) methodology. Papers classified into three topics and a content analysis was implemented to discuss about the publication year, journals, authors, frequency of keywords and research method adopted. The contribution of this chapter is twofold. It is a bibliometric study which provides a macropicture of a research field, its evolution and connections among studies, in order to be a starting point for future researchers who are already studying entrepreneurial education or entrepreneurship-related scientific areas. Also, this chapter helps academics to improve educational programmes and curriculum to increase students’ entrepreneurial intention taking into account the factors that affect it.

Historically business education has put greater emphasis on rational analysis and the acquisition of instrumental and technical knowledge, while paying relatively scant attention to developing business students’ soft skills such as self- and social awareness and emotional intelligence through contemplative learning. In light of the growing need for more open and diverse ways of knowing that are more holistic, emotional, and aesthetic in management education, the authors present a 2 × 2 framework of arts-based pedagogy which helps organize various arts-based practices currently used in management education. The authors also share their personal reflections on using artful practices, specifically focussing on two individual-level experiential learning activities (i.e. museum visits and e-portfolio projects) and one group-based participatory art project. The authors further discuss why creative thinking and innovative arts-based practices can open up a new possibility for filling the gaps in current management education, especially in regard to developing students’ self- and social awareness and environmental consciousness in a more creative manner.

Systems theory and open systems principles trace their origins to the life sciences. Our observations of living systems also inform the design and management of sustainable communities and organizations. Grounded in the patterns of living systems and social ecologies, the stewardship design principles (SDP) – balance, interdependence, regeneration, diversity, and succession (BIRDS) – can increase the agility of sustainable design practitioners in ramping up from small-scale experiments to large-scale systems change. The urgency of addressing global challenges such as climate change calls upon social change practitioners – be they business leaders, social entrepreneurs, or both – to create and/or adapt tools to increase the velocity and range of positive social change. Case vignettes in the design of small-scale experiments illustrate how the application of stewardship design principles can help expedite larger systemic change at the regional, statewide, and national levels.