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Balancing continuity and novelty: The practical relevance of management research from the practitioners' perspective


Splitter, Violetta (2018). Balancing continuity and novelty: The practical relevance of management research from the practitioners' perspective. In: TOPOS Seminar, University of Oxford, 27 February 2018 - 27 February 2018.

Abstract

In management research, the literature on practical relevance holds that practitioners actively construct practical relevance. However, the practitioners' perspective on relevance has received very little scholarly attention to date. This paper puts forward a theoretical model for examining how practitioners construct academic knowledge as practically relevant based on interviews with practitioners enrolled on executive MBA (EMBA) courses. The model shows that practitioners construct academic knowledge as relevant by (1) perceiving it as congruent with their context, experiences and intuition, (2) extending their knowledge by new instruments, constructs, and means of scientific framing and (3) reconnecting it to their contexts and professional practices. This model extends the literature by showing that, in order to be considered practically relevant, academic knowledge needs to balance novelty and continuity. Additionally, the paper shows that practitioners are unlikely to perceive as relevant ambiguous academic knowledge that is 'action expansive', i.e. that presents them with an overwhelming range of possible actions.

Abstract

In management research, the literature on practical relevance holds that practitioners actively construct practical relevance. However, the practitioners' perspective on relevance has received very little scholarly attention to date. This paper puts forward a theoretical model for examining how practitioners construct academic knowledge as practically relevant based on interviews with practitioners enrolled on executive MBA (EMBA) courses. The model shows that practitioners construct academic knowledge as relevant by (1) perceiving it as congruent with their context, experiences and intuition, (2) extending their knowledge by new instruments, constructs, and means of scientific framing and (3) reconnecting it to their contexts and professional practices. This model extends the literature by showing that, in order to be considered practically relevant, academic knowledge needs to balance novelty and continuity. Additionally, the paper shows that practitioners are unlikely to perceive as relevant ambiguous academic knowledge that is 'action expansive', i.e. that presents them with an overwhelming range of possible actions.

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Additional indexing

Item Type:Conference or Workshop Item (Paper), not_refereed, original work
Communities & Collections:03 Faculty of Economics > Department of Business Administration
Dewey Decimal Classification:330 Economics
Language:English
Event End Date:27 February 2018
Deposited On:23 Aug 2019 08:34
Last Modified:07 Apr 2020 07:21
OA Status:Green
Free access at:Publisher DOI. An embargo period may apply.
Publisher DOI:https://doi.org/10.31235/osf.io/v4su8
Official URL:https://osf.io/preprints/socarxiv/v4su8/
Other Identification Number:merlin-id:17337

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