1. Tushman and O'Reilly (2007)2. THE KNOWLEDGE SUPPLY CHAIN3. SUGGESTIONS FOR BRIDGING

THE GAP4. Bartunek (2007) 5. Van de Ven and Johnson (2006) 6. McKelvey (2007).

DBAs CSF

TUSHMAN and O’REILLY

DBAs CSF

PASTEUR’s QUADRANTRI

GO

R

RELEVANCE

PASTEUR’S QUADRANTPROFESSIONAL SCHOOLS

BUSINESS SCHOOLS

BOHR’s QUADRANTBASIC DISCIPLINARY

RESEARCH

EDISON’S QUADRANTCONSULTING FIRMS

TUSHMAN AND O’REILLY (2007)

RIGOR: QUEST OF FUNDAMENTAL UNDERSTANDINGRELEVANCE: CONSIDERATION OF USE

Tushman and O'Reilly (2007) argue that doctoral programs and faculty development should be consistent with Pasteur's quadrant combining both rigor and relevance.

THE KNOWLEDGE

SUPPLY CHAIN

According to Van de Ven (Kenworthy U'Ren, 2005), the divide between academia and practice is no accident.

Many academics have been socialized in a trickle-down view of the knowledge supply chain

The TRADITIONALKNOWLEDGE VALUE CHAIN

data textbooks best practices

environmental complexity – problems & issues

findings instruction problem-solving

Researchers& Theorists

Practitioners

methodology pedagogy strategy

Teachers &Consultants

data textbooks best practices

environmental complexity – problems & issues

findings instruction problem-solving

Researchers& Theorists

Practitioners

methodology pedagogy strategy

Teachers &Consultants

The INNOVATIVEKNOWLEDGE VALUE CHAIN

THE PRACTICAL

KNOWLEDGE

This view is limited and self-serving. Academic researchers do not have a monopoly on knowledge production.

TYPES OF KNOWLEDGE

PHRONESIS

EPISTEME

TYPES OF KNOWLEDGEARISTOTLE

TECHNE

PRACTICAL

THEORETICAL

APPLIED

In a way, the purpose of these executive doctoral programs can be considered as a means of helping practitioners to translate research & theory into practical knowledge, or phronesis

SUGGESTIONSFOR BRIDGING

THE GAP

Many suggestions have been provided in Academy of Management journals to fill in the gap betwen theory and practice.

•Bartunek (2007) •McKelvey (2007). •Van de Ven and Johnson (2006) •Tushman and O'Reilly (2007)

BARTUNEK

DBAs CSF

"boundary spanners", (Bartunek, 2007)

"people who do not identify themselves fully with either the academic of practitionner community and who have the courage and the interest to treat both groups as valuable" (p. 1329) and therefore "consciously move back and forth between academia and practice" (p. 1329).

"boundary spanners", (Bartunek, 2007)

forums to flesh out implications for practice suggested in journal articles and other forums to discuss topics of shared interest among academics and practitioners.

VAN DE VENAnd JOHNSON

DBAs CSF

Van de Ven and Johnson (2006) call for a "dialectical form of engaged scholarship" (p. 809) through the design of research projects that cover five dimensions:

1. the focus on big question or problem that is grounded in reality,

2. a collaborative learning community, 3. an extended duration of building

relationships, 4. a multiplicity of models and methods, 5. and a reexamination of research

assumptions. (p 810 - 814).

Mc KELVEY

DBAs CSF

McKelvey (2007) responds to Van de Ven and Johnson (2006) with « nice try » and recommends a shift in focus from MBAs •as examples of good and bad extremes, •to an "average" of organization and management phenomena (p. 827).