1.tushman and o'reilly (2007) 2.the knowledge supply chain 3. suggestions for bridging the gap...
DESCRIPTION
PASTEUR’s QUADRANT RIGOR RELEVANCE PASTEUR’S QUADRANT PROFESSIONAL SCHOOLS BUSINESS SCHOOLS BOHR’s QUADRANT BASIC DISCIPLINARY RESEARCH EDISON’S QUADRANT CONSULTING FIRMS TUSHMAN AND O’REILLY (2007) RIGOR: QUEST OF FUNDAMENTAL UNDERSTANDING RELEVANCE: CONSIDERATION OF USETRANSCRIPT
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
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"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).