Becoming an impact academicMcKenzie, J. ORCID: https://orcid.org/0000-0002-2444-6264 (2023) Becoming an impact academic. In: O'Regan, N. (ed.) From Purpose to Impact: The University and Business Partnership. Routledge. (In Press)
It is advisable to refer to the publisher's version if you intend to cite from this work. See Guidance on citing. Abstract/SummaryGreater attention to impact from research knowledge places considerable demands on academics to make connections and bridge gaps that have long separated the rigorous theoretical knowledge generation from the relevant practice and dynamic activities involved in knowledge use. Nevertheless this is a vital if the institutions employing academics are to deliver value to society. In reality theory and practice, rigour and relevance, thinking and doing for efficient and effective business management are different but to allow those differentiations between the nature of these apparently contradictory dualities, can make it hard to engineering bridges across the divides. This chapter argues for the need for more integrative onto-epistemological positions and methodological approaches that adopt a both-and view, combined with educational mechanisms to translate scholarship into action.
ADLER, P. & KWON, S.-W. 2002. Social capital; Prospects for a new concept. Academy of Management Review, 27, 17-40.
AHMADI, A. & VOGEL, B. 2022. Knowing but Not Enacting Leadership: Navigating the Leadership Knowing-Doing Gap in Leveraging Leadership Development. Academy of Management Learning & Education.
AHRENS, T. & CHAPMAN, C. S. 2007. Management accounting as practice. Accounting, organizations and society, 32, 1-27.
ANDERSON, P. & MEYER, A. D. 2017. Complexity theory and process organization studies. In: LANGELY, A. & TSOUKAS, H. (eds.) The Sage Handbook of Process Organization Studies. London UK.
ARAM, J. D. & SALIPANTE JR, P. F. 2003. Bridging Scholarship in Management: Epistemological Reflections. British Journal of Management, 14, 189-205.
BANERJEE, S. & MORLEY, C. 2012. Professional Doctorates in Management: Toward a Practice-Based Approach to Doctoral Education. Academy of Management Learning & Education, 12, 173-193.
BARTUNEK, J. M. & LOUIS, M. R. 1996. Insider / outsider team research, Thousand Oaks, California, Sage Publications.
BARTUNEK, J. M. & RYNES, S. L. 2014a. Academics and Practitioners Are Alike and Unlike: The Paradoxes of Academic–Practitioner Relationships. Journal of Management, 40, 1181-1201.
BARTUNEK, J. M. & RYNES, S. L. 2014b. Academics and Practitioners Are Alike and Unlike: The Paradoxes of Academic–Practitioner Relationships.
BERGGREN, C. & SÖDERLUND, J. 2011. Management Education for Practicing Managers: Combining Academic Rigor With Personal Change and Organizational Action. Journal of Management Education, 35, 377-405.
BHASKAR, R. 1979. Philosophy and the Human Sciences: A Philosophical Critique of the Contemporary Human Sciences. The Possibility of Naturalism, Harvester Press.
BHASKAR, R. & HARTWIG, M. 2016. Enlightened Common Sense: The Philosophy of Critical Realism, Routledge.
BLACKLER, F. 1995. Knowledge, knowledge work and organizations: an overview and interpretation. Organization Studies, 16, 1021-1046.
BLOMQUIST, T., HÄLLGREN, M., NILSSON, A. & SÖDERHOLM, A. 2010. Project‐as‐practice: In search of project management research that matters. Project management journal, 41, 5-16.
BOISOT, M. A. X. & MCKELVEY, B. 2010. INTEGRATING MODERNIST AND POSTMODERNIST PERSPECTIVES ON ORGANIZATIONS: A COMPLEXITY SCIENCE BRIDGE. Academy of Management Review, 35, 415-433.
BROOK, C., PEDLER, M., ABBOTT, C. & BURGOYNE, J. 2016. On stopping doing those things that are not getting us to where we want to be: Unlearning, wicked problems and critical action learning. Human Relations, 69, 369-389.
BURKE, L. A. & RAU, B. 2010. The research–teaching gap in management. Academy of Management Learning & Education, 9, 132-143.
BURNES, B. 2005. Complexity theories and organizational change. International Journal of Management Reviews, 7, 73-90.
CARLILE, P. R. 2004. Transferring, translating and transforming: An integrative framework for managing knowledge across boundaries. Organization Science, 15, 555-568.
CARROLL, B., LEVY, L. & RICHMOND, D. 2008. Leadership as Practice: Challenging the Competency Paradigm. Leadership, 4, 363-379.
CHANDLER, D. & TORBERT, B. 2003. Transforming Inquiry and Action: Interweaving 27 Flavors of Action Research. Action Research, 1, 133-152.
CHIA, R. 1995. From Modern to Postmodern Organizational Analysis. Organization Studies, 16, 579-604.
COGHLAN, D. 2011. Action Research: Exploring perspectives on a philosophy of practical knowing. Academy of Management Annals, 5, 53-87.
COGHLAN, D. & SHANI, A. 2014. Creating action research quality in organization development: Rigorous, reflective and relevant. Systemic practice and action research, 27, 523-536.
COLLINS, C. & MC BAIN, R. 2018. Learning the Craft: Developing apprentice scholars with the capacity to integrate theory and practice. In: BARTUNEK, J. M. & MCKENZIE, J. (eds.) Academic practitioner research partnerships: Developments complexities and opportunities. Abingdon: Routledge.
CUNLIFFE, A. L. & IVALDI, S. 2020. Embedded ethics and reflexivity: narrating a charter of ethical experience. Management Learning, 52, 294-310.
CZARNIAWSKA, B. 1998. Who is afraid of incommensurability? Organization, 5, 273-275.
DANERMARK, B. 2019. Applied interdisciplinary research: a critical realist perspective. Journal of Critical Realism, 18, 368-382.
DANERMARK, B., EKSTRÖM, M. & KARLSSON, J. C. 2019. Explaining Society: Critical Realism in the Social Sciences, Taylor & Francis.
EMPSON, L. 2013. My Affair With the “Other”: Identity Journeys Across the Research–Practice Divide. Journal of Management Inquiry, 22, 229-248.
EMPSON, L. 2018. My liminal life. Perpetual journeys across the research practice divide. In: BARTUNEK, J. M. & MCKENZIE, J. (eds.) Academic practitioner research partnerships: Developments complexities and opportunities. Abingdon: Routledge.
GIBBONS, M., LIMOGES, C., NOWOTNY, H., SCHWARTZMAN, S., SCOTT, P. & TROW, M. 1994. The new production of knowledge: The dynamics of science and research in contemporary societies, London, Sage.
GOLSORKHI, D., ROULEAU, L., SEIDL, D. & VAARA, E. 2010. Cambridge Hadbook of Strategy as Practice, Cambridge, Cambridge University Press.
GRANT, R. M. 2002. The knowledge-based view of the firm. In: CHOO, C. W. & BONTIS, N. (eds.) The Strategic Management of Intellectual Capital and Organizational Knowledge. New York: Oxford University Press.
HAWKINS, B. & EDWARDS, G. 2015. Managing the monsters of doubt: Liminality, threshold concepts and leadership learning. Management Learning, 46, 24-43.
HAY, A. & SAMRA-FREDERICKS, D. 2016. Desperately seeking fixedness: Practitioners’ accounts of ‘becoming doctoral researchers’. Management Learning, 47, 407-423.
HOGGAN, C. D. 2016. Transformative learning as a metatheory: Definition, criteria, and typology. Adult education quarterly, 66, 57-75.
HULME, P. E. 2014. EDITORIAL: Bridging the knowing–doing gap: know-who, know-what, know-why, know-how and know-when. Journal of Applied Ecology, 51, 1131-1136.
IRVING, G., WRIGHT, A. & HIBBERT, P. 2019. Threshold concept learning: Emotions and liminal space transitions. Management Learning, 50, 355-373.
JARZABKOWSKI, P., LEWIS, M. & SMITH, W. K. 2018. Practices for Leveraging the Paradoxes of Engaged Scholarship. In: BARTUNEK, J. M. & MCKENZIE, J. (eds.) Academic practitioner research partnerships: Developments complexities and opportunities. Abingdon Oxon: Routledge.
JARZBKOWSKI, P. 2005. Strategy as practice: An activity based approach, London, Sage Publications.
KALIKA, M. & PLATT, S. (eds.) 2022. The Doctor of Business Adminstration: Taking your professional practice to the next level Ideas for Leadership Publishing: Edinburgh UK.
KEEFER, J. M. 2015. Experiencing doctoral liminality as a conceptual threshold and how supervisors can use it. Innovations in Education and Teaching International, 52, 17-28.
KIESER, A. & LEINER, L. 2009. Why the Rigour–Relevance Gap in Management Research Is Unbridgeable. Journal of Management Studies, 46, 516-533.
KOGUT, B. & ZANDER, U. 1992. Knowledge of the Firm, Combinative Capabilities, and the Replication of Technology. Organization Science, 3, 383-397.
LANGLEY, A., SMALLMAN, C., TSOUKAS, H. & VAN DE VEN, A. H. 2013. PROCESS STUDIES OF CHANGE IN ORGANIZATION AND MANAGEMENT: UNVEILING TEMPORALITY, ACTIVITY, AND FLOW. Academy of Management Journal, 56, 1-13.
LANGLEY, A. & TSOUKAS, H. (eds.) 2017. The Sage Handbook of Process Organization Studies, London: Sage Publications Ltd.
LAVE, J. 1996. Situated Learning in Communities of Practice. In: RESNICK, L. B., LEVINE, J. M. & TEASLEY, S. D. (eds.) Perspectives on Socially Shared Cognition. Washington DC: American Psychological Association.
LEWIS, M. W. & SMITH, W. K. 2014. Paradox as a Metatheoretical Perspective: Sharpening the Focus and Widening the Scope. The Journal of Applied Behavioral Science, 50, 127-149.
LICHTENSTEIN, B. B. 2014. Generative Emergence. A new discipline of organizational, entrepreneurial and social innovation, Oxford, Oxford University Press.
LÜSCHER, L. S. & LEWIS, M. W. 2008. Organizational change and managerial sensemaking: Working through paradox. Academy of Management Journal, 51, 221-240.
MARKIDES, C. 2007. In search of ambidextrous professors. Academy of Management Journal, 50, 762-768.
MCKELVEY, B. 1999. Toward a Campbellian realist organization science. In: BAUM, J. A. C. & MCKELVEY, B. (eds.) Variations in Organization Science: In honor of Donald T Campbell. Thousand Oaks CA: Sage Publications
MCKELVEY, B. 2003. From Fields to Science: Can organization studies make the transition? In: WESTWOOD, R. & CLEGG, S. (eds.) Debating Organization: Point Counterpoint in Organization Studies. Malden MA: Blackwell.
MCKENZIE, J. & COLLINS, C. 2020. Journeys through liminality. British Academy of Management. In the Cloud.
MCKENZIE, J. & VAN WINKELEN, C. 2018. Sustaining the interaction: The Henley Forum for Organizational Learning and Knowledge Strategies. In: BARTUNEK, J. M. & MCKENZIE, J. (eds.) Academic practitioner research partnerships: Developments complexities and opportunities. Abingdon: Routledge.
MCNIFF, J. 2009. You and your action research project, Routledge.
MITROFF, I. I. & FEATHERINGHAM, T. R. 1974. On systemic problem solving and the error of the third kind. Behavioral Science, 19, 383-393.
MOHRMAN, S. A. 2018. Partnering to advance sustainable effectiveness at the centre for effective organisations. In: BARTUNEK, J. M. & MCKENZIE, J. (eds.) Academic Practitioner Relationships: Developments, complexities and opportunities. Abingdon UK: Routledge.
MOHRMAN, S. A., GIBSON, C. B. & MOHRMAN, A. M. 2001. Doing Research That Is Useful to Practice: A Model and Empirical Exploration. The Academy of Management Journal, 44, 357-375.
MOSCARDINI, A. O., STRACHAN, R. & VLASOVA, T. 2022. The role of universities in modern society. Studies in Higher Education, 47, 812-830.
NAHAPIET, J. & GHOSHAL, S. 1998. Social Capital, intellectual capital and the organizational advantage. Academy of Management Review, 23, 242-267.
NATIONAL CENTRE FOR UNIVERSITIES AND BUSINESS. 2023. Diverse researcher career pathways will power UK innovation and growth, say business and university leaders - National Centre for Universities & Business (ncub.co.uk) [Online]. Available: https://www.ncub.co.uk/insight/diverse-researcher-career-pathways-will-power-uk-innovation-and-growth-say-business-and-university-leaders/#:~:text=The%20Taskforce%20has%20shown%20that%20businesses%20and%20universities,the%20experiences%20they%20need%20to%20develop%20impactful%20innovations. [Accessed 19/10/23].
RAELIN, J. A. 2007. Toward an Epistemology of Practice. Academy of Management Learning & Education, 6, 495-519.
RAELIN, J. A. 2016. Leadership-as-practice: Theory and application, Routledge.
REASON, P. & BRADBURY, H. (eds.) 2006. Handbook of Action Research, London: Sage.
RIPAMONTI, S., GALUPPO, L., GORLI, M., SCARATTI, G. & CUNLIFFE, A. L. 2016. Pushing action research towards reflexive practice. Journal of Management Inquiry, 25, 55-68.
SÆTRE, A. S. & VAN DE VEN, A. H. 2021a. Abductive theorizing is more than Idea Generation: Disciplined imagination and a prepared mind. Academy of Management Review.
SÆTRE, A. S. & VAN DE VEN, A. H. 2021b. Generating Theory by Abduction. Academy of Management Review.
SANDBERG, J. & TSOUKAS, H. 2011. GRASPING THE LOGIC OF PRACTICE: THEORIZING THROUGH PRACTICAL RATIONALITY. Academy of Management Review, 36, 338-360.
SCHATZKI, T. R. 2006. On Organizations as they Happen. Organization Studies, 27, 1863-1873.
SCHATZKI, T. R. 2016. Practice theory as flat ontology. In: SPAARGAREN, G., WEENINK, D. & LAMERS, M. (eds.) Practice Theory and Research: Exploring the dynamics of social life. Abingdon Oxon: Taylor and Francis.
SHANI, A. B. & COGHLAN, D. 2019. Action research in business and management: A reflective review. Action Research, 0, 1-24.
SHANI, A. B. R., MOHRMAN, S. A., PASMORE, W. A., STYMNE, B. & ADLER, N. (eds.) 2008. Handbook of Collaborative Management Research, Thousand Oaks CA: Sage Publications.
SHARMA, G. & BANSAL, P. 2019. Cocreating Rigorous and Relevant Knowledge. Academy of Management Journal, 63, 386-410.
SHARMA, G., GRECO, A., GREWATSCH, S. & BANSAL, P. 2022. Cocreating Forward: How Researchers and Managers Can Address Problems Together. Academy of Management Learning & Education, 21, 350-368.
SILVA, M. E. & FIGUEIREDO, M. D. 2017. Sustainability as practice: Reflections on the creation of an institutional logic. Sustainability, 9, 1839.
SKABURSKIS, A. 2008. The Origin of “Wicked Problems”. Planning Theory & Practice, 9, 277-280.
SMITH, W. K. & LEWIS, M. W. 2011. Toward a Theory of Paradox: A Dynamic Equilibrium Model of Organizing. Academy of Management Review, 36, 381-403.
SOH, W. G., ANTONACOPOULOU, E. P., RIGG, C. & BENTO, R. 2023. Embedding a “Reflexive Mindset”: Lessons From Reconfiguring the Internal Auditing Practice. Academy of Management Learning & Education, 22, 88-111.
SPENCER, L., ANDERSON, L. & ELLWOOD, P. 2022. Interweaving Scholarship and Practice: A Pathway to Scholarly Impact. Academy of Management Learning & Education, 0, null.
STEVENS-LONG, J., SCHAPIRO, S. A. & MCCLINTOCK, C. 2011. Passionate Scholars: Transformative Learning in Doctoral Education. Adult Education Quarterly, 62, 180-198.
TRAFFORD, V. & LESHEM, S. 2009. Doctorateness as a threshold concept. Innovations in education and teaching international, 46, 305-316.
TSOUKAS, H. 1994. What is Management? An Outline of a Metatheory. British Journal of Management, 5, 289-301.
TSOUKAS, H. & CHIA, R. 2002. On Organizational Becoming: Rethinking Organizational Change. Organization Science, 13, 567-582.
TSOUKAS, H. & DOOLEY, K. J. 2011. Introduction to the Special Issue: Towards the Ecological Style: Embracing Complexity in Organizational Research. Organization Studies 32, 729-735.
TUSHMAN, M. L., FENOLLOSA, A., MCGRATH, D. N., O’REILLY, C. & KLEINBAUM, A. M. 2007. Relevance and Rigor: Executive Education as a Lever in Shaping Practice and Research. Academy of Management Learning & Education, 6, 345-362.
TUSHMAN, M. L. & O’REILLY, C. A., III. 2007. Research and relevance: Implications of Pasteur’s quadrant for doctoral programs and faculty development. Academy of Management Journal, 50, 769-774.
VAN DE VEN, A. H. 2007. Engaged Scholarship: A Guide for Organizaational and Social Research, Oxford, Oxford University Press.
VAN DE VEN, A. H. 2022. Theory building and research design [Online]. University of Minnesota. [Accessed 20/10/23].
VAN DE VEN, A. H. & JOHNSON, P. E. 2006. Knowledge for theory and practice. Academy of Management Review, 31, 802-821.
VAN WINKELEN, C., BIRCHALL, D. & MCKENZIE, J. Exploring relevance: A case study of an interactive research method within the context of an inter-organizational community of practice. Bristish Academy of Management, 9-11 September 2008 Harrogate.
VAN WINKELEN, C. & MCKENZIE, J. An Exploration of Epistemic Culture As a Barrier to Knowledge Flows. European Conference on Knowledge Management Cartagena Spain, September, 2012.
WELLINGTON, J. & SIKES, P. 2006. ‘A doctorate in a tight compartment’: why do students choose a professional doctorate and what impact does it have on their personal and professional lives? Studies in Higher Education, 31, 723-734. University Staff: Request a correction | Centaur Editors: Update this record |