Acceso usuarios
Basil P. Tucker, Vicki Waye, Susan Freeman
The extent to which academic research informs both student learning and practice has been repeatedly debated in the management literature. Despite the supposed symbiotic relationship between research, learning, and practice, few studies have sought to identify the potential synergies between these relationships. Moreover, studies investigating these separate relationships have been largely confined to a single discipline. Based on perceptions of 47 practicing managers enrolled in accounting, law and international business courses within an Australian Executive MBA program, our findings suggest that the nature of the ‘gaps’ between research and learning, and research and practice are quite different. Although the value of academic research is recognised, barriers impeding its capacity to more effectively speak to and be utilised by students and practitioners are common to all three disciplinary areas. These barriers do not relate to the ‘use’ of research per se, but rather to the ways in which academic research findings are typically communicated, which thus impacts its ‘usefulness’. Our findings contribute to the literature on the relationship between research, practice, and learning, by suggesting how academic research may be positioned to more effectively impact learning and practice
