Re-Focusing the Business School Agenda

This commentary agrees with Starkey and Madan (2001) that business schools must incorporate Mode 2 production methods if they are to be significant knowledge producers in the future. We reinforce their specific suggestions about how that might be accomplished by focusing on learning from early Mode 2 attempts, promoting practitioner research, seeking business co-sponsorship and sheltering some Mode 1 practices and values, including longitudinal reflective research and information storage. We also argue, however, that business schools must go beyond such tasks, difficult and expensive though they are. The way business and business schools currently operate, and are being encouraged to operate, does not address the broader issues of human relevance that concern James March (1998) and others. The gap here is a risk for business and society, and appears to require new, Mode 3, methods of knowledge production.     

The Consolations of Organization Theory

The call for greater relevance in management research leads us to examine the remedies offered by organization theory to organizational problems. In contrast to Starkey and Madan (2001), we argue that research engagement with other academic disciplines helps produce broadly useful knowledge. Installing practitioners in central places in the research process may focus research on short-run rather than deep-seated processes. We illustrate the relevance of organization theory through two examples of how apparently esoteric knowledge (produced through cross-disciplinary collaboration) can have surprising application. First we show how the social network perspective proved useful in rescuing a manager from the perils of unpopularity. Second, we show how deconstruction can uncover the institutionalized routines that disempower managers and workers. Neither the management training centers nor the web-based learning initiatives admired by Starkey and Madan are likely to deliver insights that address deep-seated processes of change within society. Collaboration with academics across the university can further our goals of research relevant to practitioners.     

Management Research After Modernism

If the duty of the intellectual in society is to make a difference, the management research community has a long way to go to realize its potential. The Starkey and Madan (2001) report is a useful entry point into the debate about what kind of management research, but it defines the issues too narrowly and seeks solutions too particularly. The big strategic issues about management research are about capacity, capability and delivery. In an era of knowledge production after modernism there is a more receptive context to meet the double hurdles of management research. Research without scholarly quality will satisfy no one and will certainly disable our capacity to meet the double hurdle of scholarly quality and relevance. A more contextualist and dynamic view of knowing needs to be supported by a re-engagement of management researchers with social scientists and users, a re-engagement between European management researchers and their colleagues in the USA and a period of experimentation and learning with all the potential partners out there waiting to engage with us.     

Re-imagining Relevance: A Response to Starkey and Madan

Starkey and Madan (2001) propose that changing conditions of knowledge production mean that business schools face an increasing relevance gap which, if they do not respond, will be filled by management consultants and corporate universities. In this response, I question the core assumptions of their analysis, suggesting that they misunderstand both the historical role and present practices of universities and business schools. In particular they fail to understand the complexities of knowledge production, its relationship to practice and the importance of 'independence' which is the unique contribution that universities make to society. I argue that their proposal to bridge the relevance gap would, if adopted, have the effect of leaving business schools with no defensible social role. Thus, ironically, their 'solution' to the challenges facing business schools would in fact exacerbate the problems they currently face.     

Bridging Scholarship in Management: Epistemological Reflections

If the relevance gap in management research is to be narrowed, management scholars must identify and adopt processes of inquiry that simultaneously achieve high rigour and high relevance. Research approaches that strive for relevance emphasize the particular at the expense of the general and approaches that strive for rigour emphasize the general over the particular. Inquiry that attains both rigour and relevance can be found in approaches to knowledge that involve a reasoned relationship between the particular and the general. Prominent among these are the works of Ikujiro Nonaka and John Dewey. Their epistemological foundations indicate the potential for a philosophy of science and a process of inquiry that crosses epistemological lines by synthesizing the particular and the general and by utilizing experience and theory, the implicit and the explicit, and induction and deduction. These epistemologies point to characteristics of a bridging scholarship that is problem-initiated and rests on expanded standards of validity. The present epistemological reflections are in search of new communities of knowing toward the production of relevant and rigorous management knowledge.     

Managerial Perceptions and the Essence of the Managerial World: What is an Interloper Business Executive to Make of the Academic‐Researcher Perceptions of Managers?

I argue that the Mezias and Starbuck (2003) research programme misses being managerially relevant by investigating the extent of perceptual inaccuracies among managers rather than the more valuable question of from where these inaccuracies arise and what their consequences are in practice. As a sometime business executive, it seems to me that the closer one gets to an actual managerial position, the less significant some of the explanations and recommendations in the academic research literature appear as regards managerial concerns. To ensure relevance in the managerial research enterprise, I suggest that academics should make concrete efforts to become reasonably conversant with the managerial world before undertaking any empirical research. I also make the point that the discussion of the Mode 2 approach to knowledge production in the management field needs to move away from the current focus on straightforwardly 'bridging the relevance gap' and toward finding ways to improve the competence of Mode 2 researchers by insisting on a minimum understanding of the managerial world before embarking on management research.     

Developing a Human‐centred and Science‐based Approach to Design: The Knowledge Management Platform Project

The gap between theory and practice is a persistent problem in management and organization research. In this respect, several scholars have suggested that ‘design’ is an ideal‐typical form of mode 2 knowledge production. Design research develops knowledge in the service of action and problem solving in organizational settings. In this paper, we connect two perspectives on design that can be considered to be largely complementary but have hardly been combined and integrated in practice: science‐based design drawing on design propositions grounded in research and human‐centred design emphasizing an active and systematic participation by users and other stakeholders. An integrated approach that builds on both perspectives is developed and subsequently applied to designing and developing a portal for mapping competencies in an information technology cluster. This project involves creating problem awareness and articulating design propositions as well as developing scenarios of use, experimenting with prototypes, and organizational transformation. As such, this methodology addresses the dual challenge of rigour and relevance by producing both scientific and practical knowledge.     

Extending the Foundations and Reach of Design Science: Further Reflections on the Role of Critical Realism

In his commentary on our proposal to reframe the relevance of business and management research by combining design science with critical realism (Hodgkinson and Starkey, British Journal of Management, 22 (2011), pp. 355–369), Willmott (British Journal of Management, 23 (2012), pp. 598–604) commends us for our advocacy of a social science as opposed to professional school agenda, while admonishing us for seeking to underpin the commended design science ethos with critical realism, on the grounds of ontological inconsistency and the risk of diminishing the emancipatory elements of our social usefulness agenda. In reply, we demonstrate how, in highlighting the interplay of multiple generative mechanisms within and between levels of analysis, critical realism is entirely commensurate with the design science approach advocated, and enriches rather than diminishes our overarching agenda to humanize the workplace.     

The relevance and impact of business schools: In search of a holistic view

The degree to which business schools are relevant and impactful for society has been disputed. Critics that engage in the so-called ‘relevance problem’ have argued that business schools are preoccupied with academic rigour at the expense of practical relevance, resulting in a lack of societal impact. This systematic literature review synthesizes the fragmented body of knowledge pertaining to the relevance and impact of business schools. Appreciating the contributions of both research and education, this review offers a holistic view that acknowledges the multidimensional nature of business schools. Based on an analysis of 266 journal articles, we present the four main literature streams in this domain. We find limited evidence of cross-fertilisation between discussions of research and education. However, by acknowledging the contribution of applying a multidimensional lens to the study of business schools, we develop a holistic thematic framework that provides theoretical directions for the future. Using this, we demonstrate four avenues for advancing the business school literature. First, we emphasise the potential of an institutional logics perspective to viewing business schools. Second, we offer a novel proposal for understanding the bridge between research and education. Third, we emphasise the application of a value co-creation theoretical lens when considering how business schools engage with stakeholders in research and education. Finally, we propose an all-encompassing stakeholder-centric definition of relevant and impactful knowledge and advocate for this inclusive definition to conceptually bridge the fragmented discussions of research and education.     

Academic Entrepreneurship: Time for a Rethink?

Academic entrepreneurship, which refers to efforts undertaken by universities to promote commercialization on campus and in surrounding regions of the university, has changed dramatically in recent years. Two key consequences of this change are that more stakeholders have become involved in academic entrepreneurship and that universities have become more ‘strategic’ in their approach to this activity. The authors assert that the time is ripe to rethink academic entrepreneurship. Specifically, theoretical and empirical research on academic entrepreneurship needs to take account of these changes, so as to improve the rigour and relevance of future studies on this topic. We outline such a framework and provide examples of key research questions that need to be addressed to broaden understanding of academic entrepreneurship.     

Bridging Practice and Theory: A Design Science Approach

Despite ambitious efforts in various fields of research over multiple decades, the goal of making academic research relevant to the practitioner remains elusive: theoretical and academic research interests do not seem to coincide with the interests of managerial practice. This challenge is more fundamental than knowledge transfer, it is one of diverging knowledge interests and means of knowledge production. In this article, we look at this fundamental challenge through the lens of design science, which is an approach aimed primarily at discovery and problem solving as opposed to accumulation of theoretical knowledge. We explore in particular the ways in which problem‐solving research and theory‐oriented academic research can complement one another. In operations management (OM) research, recognizing and building on this complementarity is especially crucial, because problem‐solving–oriented research produces the very artifacts (e.g., technologies) that empirical OM research subsequently evaluates in an attempt to build explanatory theory. It is indeed the practitioner—not the academic scientist—who engages in basic research in OM. This idiosyncrasy prompts the question: how can we enhance the cross‐fertilization between academic research and research practice to make novel theoretical insights and practical relevance complementary? This article proposes a design science approach to bridge practice to theory rather than theory to practice.     

The Impact of Stakeholder Management on Corporate International Diversification

This article explores the relationship between stakeholder management and international diversification. We differentiate between strengths and concerns in stakeholder management to demonstrate the differential effects of the two aspects of stakeholder management. Previous research on stakeholder theory often focuses on the importance of stakeholder relations, trying to build a business case of relational capital that results from strong stakeholder management. Such a relational approach, however, overlooks the process of managing stakeholders, a process that allows firms with strengths in stakeholder management to develop an important capability of managing tensions. In this study, we argue that this capability, an inherent part of stakeholder management, can be critical when firms face increased complexity during the process of international diversification. We therefore propose that strengths in stakeholder management are positively related to international diversification, while concerns in stakeholder management are negatively related to international diversification. Using panel data for 169 US multinational firms over a 10‐year period, we find support that strengths in stakeholder management facilitate international diversification. We discuss the contributions of our findings to stakeholder theory and international business research.     

Use of risk assessment and life cycle assessment in decision making: a common policy research agenda.

Quantitative risk assessment (RA) and life cycle assessment (LCA) are both analytical tools used to support decision making in environmental management. They have been developed and used by largely separate groups of specialists, and it is worth considering whether there is a common research agenda that may increase the relevance of these tools in decision-making processes. The validity of drawing comparisons between use of the tools is established through examining key aspects of the two approaches for their similarities and differences, including the nature of each approach and contextual and methodological aspects. Six case studies involving use of each approach in public decision making are described and used to draw out concerns about using RA and LCA in this context. The following categories of concern can be distinguished: philosophical approach of the tools; quantitative versus qualitative assessment; stakeholder participation; the nature of the results; and the usefulness of the results in relation to time and financial resource requirements. These can be distilled into a common policy research agenda focusing on: the legitimacy of using tools built on a particular perspective in decision making; recognition and role of value judgments in RA and LCA; treatment of uncertainty and variability; the influence of analytical tools in focusing attention on particular aspects of a decision-making situation; and understandability of the results for nonspecialists. It is concluded that it is time to bring together the experiences of RA and LCA specialists and benefit from cross-fertilization of ideas.     

Bridging the Relevance Gap: Aligning Stakeholders in the Future of Management Research

This report examines the relevance gap in management research. Its focus is the nature of knowledge created by research at the interface between business and academia in the context of major changes likely to affect the nature of demand for such knowledge. Management research has been accused of a lack of relevance to managerial practice and of too narrow a discipline base. The report examines the conditions giving rise to this criticism, in the UK and elsewhere, and identifies an important strategic need to increase the stakeholding of users in various aspects of the research and knowledge creation and dissemination process. The report concludes with recommendations concerning new forms of research partnership and research training that will address the relevance gap. However, bridging this gap does not only require changes in the academic mind-set. Managers and firms too need to rethink their involvement in the research process.     

Kurt Lewin's Field Theory: A Review and Re‐evaluation

Field theory was central to Kurt Lewin's work yet, after his death, interest in it declined significantly until the 1990s when a variant, force field analysis, became widely used. This paper examines the origins, purpose and continuing relevance of field theory. It especially looks at the influences of gestalt psychology, topology and Ernst Cassirer's philosophy of science on its development. It argues that Lewin's attempt to replace conventional topology with his own Lewinian mathematics‐based topology in pursuit of scientific rigour resulted in the undermining of its relevance. The paper also compares force field analysis with Lewin's original conception of field theory and shows that it has significant weaknesses in terms of rigour. It concludes that a return to Lewin's original conception of field theory, based on gestalt psychology and conventional topology, can provide academics and practitioners with a valuable and much‐needed approach to managing change.     

Making and Mending your Nets: Managing Relevance, Participation and Uncertainty in Academic–Practitioner Knowledge Networks

Making and mending your nets is concerned to examine, from an actor–network theory perspective, how the relevance debate concerning research and teaching is a significant non‐human actor in the development and management of industry–academic networks associated with UK business schools. By significant, we do not imply the most important because it is only one of many human and non‐human actors that may arouse interest, be problematized, enrolled and/or mobilized for such networks to become ‘obligatory passage points’ and ultimately irreversible collective assemblies. The paper then utilizes actor–network theory as a framework for examining our primary empirical research on academic–practitioner knowledge networks – nets that require a continuous making and mending in managing relevance, participation and uncertainty. We argue that the actor–network framework is more compatible than alternative knowledge diffusion or transfer models with the data we have collected on academic–practitioner knowledge networks in the UK. In accounting for the dynamic instability and precariousness of knowledge networks, it avoids raising false expectations about business knowledge and its relevance or effectiveness. If knowledge in the physical sciences and engineering unfolds slowly and unevenly in the face of many disputes, disruptions and setbacks, as actor–network theory has claimed, then how much more likely is this to be the case in the social sciences? Consequently there should be no expectations of one‐to‐one, direct causal chains between knowledge production and application, as some business school critics seemingly demand.     

Reflections on the distinctiveness of European management scholarship

Management scholarship and the journal publication process has been increasingly criticised for being overly elitist and largely irrelevant to the needs of business. There is some justification for such criticisms. Yet, paradoxically, university business schools must resist the urge to be superficially relevant in order to be genuinely useful. I argue here that the very best of management research scholarship relies on a ‘scholarship of common sense’ that actively mirrors the very best of business and management practices. Artistic rigour, much more than technical rigour is needed. Openness, empirical sensitivity and the capacity for achieving ‘flying leaps’ of imagination, are to be preferred to procedural adherence in the research process. This alternative understanding of academic rigour and the intellectual richness and diversity of perspectives associated with it is clearly more evident in the British and European intellectual traditions. Such a European-styled management scholarship can help in actively reshaping the intellectual landscape, priorities and parameters of management research by encouraging the kind of scholarly contributions that is not simply technically rigorous, but imaginatively interesting and often counterintuitive.     

Intervention Research as Management Research in Practice: Learning from a Case in the Fashion Design Industry

Research in the field of management and organizational sciences has yielded a deeper understanding of many emerging business issues. However, the relevance of the contributions has been increasingly criticized, in both the academic and public spheres. We propose the intervention research approach – originally developed by the research group at Ecole des Mines de Paris – as a design science approach able to address both the relevance gap issue and the growing complexity of management practice. It is argued that increasing our understanding of management requires research that is more insightful, influential and immediately applicable. This in turn requires closer collaboration between management and researchers during the inquiry process, which is not always easy to achieve. An illustrative case study of an intervention research project focusing on creativity, conducted in Italy in collaboration with a fashion company, demonstrates how intervention research can be rigorous and relevant to practitioners, and how it can advance theoretical knowledge in management science.     

Contextualist-retroductive case study design for strategic asset management research

Abstract

This paper develops a tailored case study design for strategic asset management research. It draws on the notions of ‘contextualist approach’ and ‘retroductive strategy’ used in case study research, and follows the multiple embedded-case design advocated within qualitative research. Using a published asset management research study as a primer, it demonstrates the application of the proposed research design and its methodological rigour. This research design could serve as a reference framework, as well as a research instrument, for guiding asset management research. As such, it facilitates the development of theory that accounts for the multi-faceted nature and current priorities of asset management. Overall, this research design helps determine what activities to be incorporated into an asset management program to enhance an organization’s ability to capture value from its operations system. In so doing, it promotes a holistic perspective on asset management that is currently lacking in the literature.