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While extant literature has advanced our understanding of senior and middle managers in corporate entrepreneurship, studies have only recently attended to the role of non-managerial employees (NMEs). These organizational members bring ideas, resources and energy to the pursuit of innovative opportunities, yet the determinants of their entrepreneurial behavior are poorly understood.

The authors performed a systematical literature review on the subject of NMEs in corporate entrepreneurship to identify gaps and recommend an agenda for future research.

The review revealed gaps regarding (1) the distance of NMEs from decisions on corporate strategic intent, (2) agentic choices made by NMEs to use their subject matter expertise for their employers' benefit, and the influences of (3) job characteristics and (4) organizational infrastructural support of entrepreneurial behavior.

The authors present a theoretical framework and directions for future research.

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.

This study aims to design and validate a conceptual and practical model of co-creation. Co-creation, to design collaborative new products, services and processes in contact with users, has become more and more important because organisations increasingly require multidisciplinary collaboration inside and outside the organisation to respond to challenges and create added value.

This is a design and validation study, which uses mixed-methods, a reconstructive design and a semi-structured interview with a questionnaire as validation. The designed model is validated by 14 scholars and practitioners across fields.

Designed is a conceptual and practical model, the four-dimensional Co-Creation-Wheel, which contains success factors for co-creation: 12 internal team factors plus 4 external conditions and a core. The validation study of this model, scientifically and as a practical instrument, supported the importance of the components of the model and suggested slight improvements. This resulted in a refinement of the first designed Co-Creation-Wheel.

Although restricted usefulness to large-scale structured innovation practices was expected, the instrument has a broader reach. First applications demonstrate that this Co-Creation-Wheel is multifunctional and international. It inspires, supports reflection of collaboration, stimulates interventions to enhance co-creation practices and human resource development (HRD) activities and is able to measure the quality of co-creation elements. Further research on its effects in co-creation practices is necessary, especially on the role of HRD in co-creation..

This study is the first to design and validate a multifaceted, holistic conceptual and practical model of co-creation that is easy to use for innovators in practice and is multifunctional.

The purpose of this paper is to investigate the role and contribution of tutors to property education. Using the theory of tutor performance which outlines six behaviours which may positively influence student outcomes, this paper considers how tutors can maximise student learning and engagement in tutorials.

This research used a mixed methods approach including student evaluations of teaching (SETs), a survey of students and reflexive journals of a tutor in property education.

This research found that conscious adoption of the behaviours recommended under the theory of tutor performance and informed by further education in the form of a Graduate Certificate in Higher Education resulted in significant improvement of SET results. Student survey responses showed the influence of “real life” experience, amongst other things, in underpinning their learning.

While this research has limitations, in terms of number of responses and restriction to a single tutor, the findings indicate that tutors may have a significant influence on the engagement of students in property education. The use of the tutor's own professional experience and the use of real life scenarios within the delivery of course content may serve to ensure graduates have a greater capacity to meet employers’ expectations.

This research brings originality to the subject of property education by exploring issues in property education from the most fundamental level, that of the tutor. This level of analysis is enhanced by the newness of the tutor in question to academia which highlights property education with new eyes, unencumbered with years of routine teaching experience. The incorporation of reflexive methods with a survey and SETs provides rich experience‐filled data that considers the process of property education and the ways in which purposeful skills enrichment of the tutor and the student may achieve greater outcomes for the property profession and industry.

Negotiations with venture capitalists (VCs) play a crucial role in the entrepreneurial financing process. Habitual entrepreneurs are generally able to secure more venture capital funding and on better deal terms than novices. This study investigates the disparities in negotiation competencies between habitual and novice entrepreneurs during VC funding negotiations.

This study employed a qualitative approach to investigate the variation in negotiation competencies between habitual and novice entrepreneurs, utilizing the negotiation competency model (NCM). The data analysis and interpretation adopted an inductive concept development approach. A total of 21 semi-structured interviews were conducted with seasoned VCs located in Europe, all of whom had actively engaged in funding negotiations with both habitual and novice entrepreneurs.

The findings revealed substantial disparities between novice and habitual entrepreneurs in VC negotiations. Although not all competencies of the NCM exhibited variances, the results indicate three primary dimensions contributing to these differences: expertise, reputation, and negotiation competence.

This study is groundbreaking as it represents one of the earliest empirical investigations into the entrepreneurial negotiation competencies within VC negotiations. The findings endeavor to narrow the gap between novice and habitual entrepreneurs in VC negotiations by pinpointing the distinct variations between these two groups, which hold significant practical implications. Furthermore, this study expands the conceptual framework of the NCM by identifying supplementary competencies within the realm of VC negotiations.

Interest in supporting the development of teachers’ professional identity in preservice and in-service teacher education programs has increased in recent decades considerably, given that teachers’ sense of their professional identity manifests itself in job satisfaction, occupational commitment, self-efficacy, and changes in their levels of motivation (i.e., Day, 2002). In this chapter, we present different pedagogies that have been enacted in the Estonian context to support the development of preservice and novice teachers’ professional identity. The pedagogies have been divided into three groups: pedagogies that facilitate the professional aspect of teacher identity, pedagogies that address the personal aspect of teacher identity, and pedagogies that support the interaction of the professional and personal aspects of teacher identity.

The purpose of this study is to explore the mediating role of workplace attitudes: professional identity and career aspirations between perceptions of principals’ authentic leadership and teacher behaviors: intent to leave, organizational citizenship behavior, counterproductive work behavior, lateness and intention to leave among teachers.

The sample was composed of 605 teachers, randomly selected, nested in 41 Israeli elementary, junior high and high schools. Data analysis was based on multi-level structural equations.

The findings indicated that the more the school was perceived by the teachers as having an authentic leader, the professional identity of the teachers was higher and was negatively associated with counterproductive work behavior toward colleagues in the school, while the teachers’ career aspirations were higher and negatively associated with counterproductive work behavior toward the organization.

This study shows the importance of teachers’ individual and collective perceptions and their impacts on teacher behaviors. The practical contribution may include encouraging principals to promote high standards of authentic leadership, to raise teachers’ professional identity and their career aspirations and reduce teachers’ counterproductive work behavior and intention to leave.

Indian Railways (IR) has been slow in innovation. The competition from other modes of transport has posed new challenges to IR. Railways worldwide have taken help from startups to develop innovative solutions to improve railway operations. Such collaborations have helped in leveraging the technical expertise of startups in domains which are non-conventional for railways to develop in-house. These collaborations have been made possible by funding startups through various investment channels.

This paper aims to develop a framework for benchmarking the maturity of public sector foresight programs and outlines strategies that program managers can use to overcome obstacles to foresight program development in government.

The public sector foresight benchmarking framework is informed by a bibliometric analysis and comprehensive review of the literature on public sector foresight, as well as three rounds of semi-structured interviews conducted over the course of a collaborative 18-month project with a relatively young department-level foresight program at the government of an Organisation for Economic Co-operation and Development (OECD) country. The paper frames public sector organizations as “complex adaptive systems” and draws from other government initiatives that require fundamental organizational change, namely, “gender mainstreaming”.

Nascent or less mature programs tend to be output-focused and disconnected from the policy cycle, while more mature programs balance outputs and participation as they intervene strategically in the policy cycle. Foresight program development requires that managers simultaneously pursue change at three levels: technical, structural and cultural. Therefore, successful strategies are multi-dimensional, incremental and iterative.

The paper addresses two important gaps in the literature on public sector foresight programs by comprehensively describing the key attributes of mature and immature public sector foresight programs, and providing flexible, practical strategies for program development. The paper also pushes the boundaries of thinking about foresight by integrating insights from complexity theory and complexity-informed organizational change theory.

This paper introduces a new instructional design for executive programs that combined a flipped classroom methodology and experiential learning to address the challenge of teaching highly technical material in a compressed time frame. In practice, when decision-making executives lack technical expertise and face a highly technical problem, they contract for subject-matter expertise (SME) within the firm or through hiring consultants. The authors show how this can be done in a classroom setting to enhance the learning experience.

The classroom approach utilizes students from other programs as analysts for executive MBA (EMBA) teams faced with case analysis that involves technical issues in finance. The analysts act as subject-matter experts for the EMBA students.

Executive student learning is not eroded by relying on the analysts, and, moreover, the use of analysts enhances EMBA student understanding

Executives are able, in a short time frame, to produce high quality analysis by utilizing the subject-matter experts. Executives also learn how to ask the right questions and evaluate the quality of the analysis created by the subject-matter experts. The subject-matter experts, who are also students, derive added benefits of an employment experience in finance, learning how to interpret instructions about the analysis and how to respond to feedback.

The paper illustrates a new course design where the course's technical analysis aspects mimic work environments enhancing student learning.