In recent decades, the rapid growth of research on organizational citizenship behavior has had a significant and valuable impact in the educational context. This study proposes to explore and review the existing literature on organizational citizenship behavior, a new movement that has recently emerged in the field, emphasizing the positive aspects of behavior in the pursuit of progress and development of individuals, organizations, and society, whose main effects can be observed in academic and applied research. Specifically, the study aims to: 1) review and identify the conceptualization of OCB and its various constructed forms in the literature; 2) summarize empirical findings of the antecedents and consequences of OCB through the lens of social exchange theory; 3) identify several interesting directions for future research and 4) be a valuable contribution to the literature on organizational citizenship behavior in the Moroccan university context.

This chapter addresses the critical need for education for wisdom in business and management education. After a critical review of the outcomes of the traditional pedagogical tenet, an operational framework for practical wisdom education is proposed, suggesting three components of wisdom learning: wise knowing, wise feeling, and wise judging. The second part of the chapter discusses the challenges of implementing wisdom education in the business school context. First, the authors highlight the requisite paradigm shift from knowledge-driven learning toward wisdom-driven one and then present some initiatives for fostering practical wisdom in the business classroom. The chapter concludes by gesturing toward possible avenues for future research and empirical inquiry into wisdom teaching practices.