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Neurostrategy is an abductive decision-making process developed from the knowledge generated within the network of decision-makers. It links cognitive style with the team's decisional adaptability in relation to the organization's purpose. Neurostrategy differs from traditional methods, in which it addresses negative utility or decisional trauma, highlighting the variety of interests that are the main cause of team misalignment and allowing for the development of strategies to address them. Neurostrategy enables the classification of strategy deficiencies based on cohesion, coordination, communication and conduction (Co4).

This paper introduces a novel approach called relational neurostrategy (RNS) to elucidate the knowledge processes influencing decision-making. RNS aims to “capture” the intricate processes guiding decisions, enabling the network's decisional plasticity in both forms and contents. This adaptability is crucial for effectively addressing posed challenges, while simultaneously mitigating the impact of diverse interests. The methodology also ensures transparency in the decision-making process and generates an effective solution strategy.

The RNS addresses two critical aspects of the decision-making process. Firstly, it reduces unnecessary variety stemming from multiple interpretations and secondly, it minimizes the adverse impact of diverse interests within the decision-making network. This approach results in strong and credible decisions that reflect the collective intelligence, cooperation and collaborative efforts of the network, rather than being imposed as absolute truths.

The RNS stands out as a distinctive decision-making method, setting itself apart from existing approaches. Its uniqueness becomes evident in its ability to address the question “what prevents the authors from … ?” from this inquiry, RNS successfully integrates unrequired variety and negative utility. By doing so, it strategically narrows down the search field to the universe of distinctions that truly constitute the problem. This innovative process not only enhances efficiency but also fosters a high level of participation in the strategic design of potential solutions. In essence, RNS brings unprecedented value by effectively navigating the intricacies of decision-making and maximizing the relevance of the identified problem space.

This article features a descriptive proposal that examines the different conceptual dimensions of knowledge (basically the epistemological, ontological, systemic and strategic dimensions) that are involved in the emerging strategic process of organizations. Included in this process are aspects of information, complexity and imagination that make up the spirals of knowledge. In this study we aim to shed light on knowledge management in strategy‐making so that the different categories of knowledge may emerge and develop their potential within an organization and interact among each other. The goal is to create sustainable competitive advantages or essential competencies that help a business to succeed. Considering a constructionist approach to knowledge – specifically, the theory of knowledge creation developed by Nonaka and Takeuchi – we conclude that the formation of the strategy is a double‐loop knowledge creating process. Finally, we outline some of the main practical implications of our position.

This paper seeks to discuss the main implications for strategic knowledge management of uncovering the different knowledge flows and interactions in the strategy formation process in emerging and high‐velocity environments.

The study builds on the findings of a case‐study approach of four innovative firms in the internet banking sector in Spain.

The research highlights the relevance of understanding and considering the different dimensions of knowledge involved in such a process in order to promote its emergence and interaction in the organization, and trigger the creation process.

In sum, the paper addresses the main theoretical and practical implications of understanding strategy making as a double‐loop knowledge creating process.

The purpose of this paper is to offer an epistemological vantage point for theory development in the case of strategic leadership, an emerging focus of scholarly attention in strategic management.

The authors invoke Rescher's epistemological platform for making the case, Rescher being one of the most influential philosophers in the USA.

The analysis suggests that since strategic leadership differs from supervisory leadership, both on organizational reach and incorporation of external elements, defining the strategic leadership problem exclusively as a difference in context – what Weick referred to as a strategy of knowledge growth by extension – is likely to prove unproductive. Rescher's platform can be put to use for specifying the two critical though inter‐related epistemological challenges in the beginning of the theory development project: the choice of concepts, and the type of relations among the concepts. These epistemological challenges may be reframed as opportunities to capture the phenomenal variety embedded in these concepts, and to deploy a diversity of approaches to examine their correspondence.

Contending and complementary views on strategic leadership, and hence concepts representing alternate views should be allowed. Bridges should be built between islands of scholarship, but these bridges are likely to be found in special issues of journals (devoted deliberately to nurture multiple perspectives), edited books and invited conferences.

Engagement with “strategic” leaders is an epistemological necessity for both theoretical and pragmatic reasons.

This paper demonstrates how epistemology can strengthen theory building in the case of strategic leadership. Given the signal importance of this phenomenon, good theories and, therefore, epistemological challenges should occupy a central stage of discussions in this early stage.

This study aims to investigate the ways mobile hybrid team members make sense of their teamwork.

Using surveys, this study examined 579 US-based mobile hybrid team members as they discussed their professional team activities. Leximancer software determined, through frequency and co-occurrence analysis of survey-resulting unstructured data sets, the themes mobile hybrid team members use to make sense of their teamwork.

Participants included the concepts Team, Technology, Communication, Context and Time relative to 25 specific content themes within their talk about teamwork. While thematic clusters such as Team and Communication were densely packed, Technology and Time co-occurred more widely in support of other content themes within the mobile hybrid team member data set. This suggests mobile technologies pervade mobile hybrid team members’ sensemaking about their work.

A first of its kind inquiry into how mobile hybrid team members make sense of work and performance within their teams, this study highlights the need to explore further how mobile hybrid team members frame and enact technological processes as integral to their organizational work and team outcomes.

The purpose of this paper is to analyze the circumstances that have conditioned the development of education in Spain from the enlightenment to the present day.

Multidisciplinary scientific approach that combines the interpretation of the legal texts with the revision of the doctrinal and theoretical contributions made on the issue.

From the beginning of the nineteenth century, the history of education in Spain has been marked by constant fluctuations between the reactionary instincts, principally maintained by the Catholic Church and the conservative social classes, and the progressive experiments, driven by the enlightened and the liberals first, and the republicans and the socialists later. As a consequence of that, the fight for finishing with illiteracy and guaranteeing universal schooling underwent permanent advances and retreats, preventing from an effective modernization of the Spanish educative system. On the one hand, renewal projects promoted by teachers and pedagogues were inevitably criticized by the ecclesiastical hierarchy, obsessed with the idea of preserving the influence of religion on the schools. On the other hand, successive governments were weak in implementing an educational policy which could place Spain at the level of the other European and occidental nations.

At the dawn of the twenty-first century, although the country has overcome a good part of its centuries-old backwardness, increasing economic difficulties and old ideological splits keep hampering the quality of teaching, gripped by neoliberal policies which undermine the right to education for all. The reading of this paper offers various historical clues to understand this process.