The Research-Practice Gap: Role of the Academy in Society

1. The Research-Practice Gap:Role of the Academy in Society VT NCR Faculty Association’s Third Annual Last Lecture Gabriella Belli 6 May 2010

2. What’s it all about, Alfie?

3. Historical perspective • In 1982, Luthans and Martinko wrote that both academics and practitioners “recognized and lamented” the gap between academic research and actual practice in management.

4. In 2007, Bartunch indicated that questions about management research impacting management practice had existed since at least 1958, when the Academy of Management Journal was started, and that “multiple answers have been given in the Academy throughout the past 50 years”

5. In 2008, Nye wrote that “a wide gap still exists” between research and practice in foreign policy.

6. In 2008, Nye wrote that “a wide gap still exists” between research and practice in foreign policy. • He indicated that a growing gap between theory and practice in the formulation of foreign policy • was evident two decades ago and • that the gap was likely to grow in the future

7. Prevalence of the Gap Issue • Community research • Educational research • Evaluation • Health management • Intergroup relationships • Knowledge management • Library and information science • Nursing • Psychology • Social work • Statistics Education

8. Hits from Online Searches Using keyword combinations: bridging the gap or divide; practice; & theory or research 166 hits from Google Scholar for last 5 years: 2005-2009

9. Continuing Dilemma • In 1997, Anderson, former president of AERA • cited a continuing dilemma for educational research • worried how it would find its way into practice

10. Continuing Dilemma • In 1997, Anderson, former president of AERA • cited a continuing dilemma for educational research • worried how it would find its way into practice • He stated:“We’ve had various models of the proper relationship between research and practice. None of the models work well.”

11. Continuing Dilemma • Six years later (2003), De Corte concluded that education had not been improved based on understanding of learning and teaching process.

12. Continuing Dilemma • Six years later (2003), De Corte concluded that education had not been improved based on understanding of learning and teaching process. • “Teachers rarely directly implement the educational research produced by universities and seemingly do not value it” (Hirschkorn & Geelan, 2008).

13. But… • The law requires teachers to use evidence-based practices in their classrooms

14. But… • The law requires teachers to use evidence-based practices in their classrooms • US DOE’s Office of Educational Research & Improvement include requirements for research grantees to design their work with teacher involvement!

15. But… • The law requires teachers to use evidence-based practices in their classrooms • US DOE’s Office of Educational Research & Improvement include requirements for research grantees to design their work with teacher involvement! Why the research-practice /rigor-relevance gap?

16. Two Cultures Researchers • Intent on rigor; sound research Practitioners • Want relevance for bettering practice

17. Two Cultures Researchers • Intent on rigor; sound research • Divorced from concerns of practice Practitioners • Want relevance for bettering practice • No interest in theoretical reasoning

18. Two Cultures Researchers • Intent on rigor; sound research • Divorced from concerns of practice • Theoretically oriented Practitioners • Want relevance for bettering practice • No interest in theoretical reasoning • Action-oriented

19. Two Cultures Researchers • Intent on rigor; sound research • Divorced from concerns of practice • Theoretically oriented • Objective Practitioners • Want relevance for bettering practice • No interest in theoretical reasoning • Action-oriented • Subjective

20. Two Cultures Researchers • Intent on rigor; sound research • Divorced from concerns of practice • Theoretically oriented • Objective • Prefer quantitative strategies Practitioners • Want relevance for bettering practice • No interest in theoretical reasoning • Action-oriented • Subjective • Prefer qualitative approaches

21. Two Cultures Researchers • Intent on rigor; sound research • Divorced from concerns of practice • Theoretically oriented • Objective • Prefer quantitative strategies Practitioners • Want relevance for bettering practice • No interest in theoretical reasoning • Action-oriented • Subjective • Prefer qualitative approaches Different underlying assumptions about other group.

22. Two Cultures Researchers • Intent on rigor; sound research • Divorced from concerns of practice • Theoretically oriented • Objective • Prefer quantitative strategies Practitioners • Want relevance for bettering practice • No interest in theoretical reasoning • Action-oriented • Subjective • Prefer qualitative approaches Different underlying assumptions about other group. Their constructed identities shape interaction & communication.

23. Two Approachesto the Theory-Practice Divide • Based on a personal interview with Dr. John T. Mentzer • Former president of bothThe Academy of Marketing ScienceThe Council of Logistics Management

24. Two Approachesto the Theory-Practice Divide American Marketing Association • One response to academic-practitioner divide – hold separate conferences

25. Two Approachesto the Theory-Practice Divide American Marketing Association • One response to academic-practitioner divide – hold separate conferences • Academy of Marketing Science chartered in 1971

26. Two Approachesto the Theory-Practice Divide American Marketing Association • One response to academic-practitioner divide – hold separate conferences • Academy of Marketing Science chartered in 1971 • A scholarly professional organization • Focused on marketing research and other academic issues: • How to get funding • How to teach • How to negotiate the roles of assistant and associate professor • Promote future scholars • Sponsor mentoring program for doctoral students and new faculty

27. Two Approachesto the Theory-Practice Divide Council of Logistics Management (1967) • Now the Council of Supply Chain Management Professionals Had a different culture

28. Two Approachesto the Theory-Practice Divide Council of Logistics Management (1967) • Now the Council of Supply Chain Management Professionals Had a different culture • Practitioners attend scholarly presentations to learn about new results in logistics research. • Academics attend practitioner presentations to learn about new pressing issues.

29. Two Approachesto the Theory-Practice Divide Council of Logistics Management (1967) • Now the Council of Supply Chain Management Professionals Had a different culture • Academics supply practical implications of their research • Practitioners provide direction for new research & offer access to data

30. Two Approachesto the Theory-Practice Divide Council of Logistics Management (1967) • Now the Council of Supply Chain Management Professionals Had a different culture • Academics supply practical implications of their research • Practitioners provide direction for new research & offer access to data • Possible reason for difference – RELATIVE SIZE

31. Bridging the Gap • Literature has many general principles • About the research process • About building/maintaining relationships • Implications for time commitment!

32. Bridging the Gap • Change academic journal format requirements. • Foster practitioner publication of applied research. Halfhill & Huff, 2003 Applied & Personnel Psychology

33. Bridging the Gap • Four approaches (Hirschkorn & Geelan, 2008) • Fix the practitioners • Fix the researchers • Fix the research • Create research translation roles

34. Bridging the Gap • Four approaches (Hirschkorn & Geelan, 2008) • Fix the practitionersFind ways to improve access to and use of research by practitioners – over and above graduate school training.

35. Bridging the Gap • Four approaches (Hirschkorn & Geelan, 2008) • Fix the researchersHold them accountable for providing more direct information to teachers by publishing in teacher journals & presenting at teacher conferences

36. Bridging the Gap • Four approaches (Hirschkorn & Geelan, 2008) • Fix the researchDo different types of research.Move from “generalized, decontextualized knowledge” to “descriptions of and prescriptions for practice.”

37. Bridging the Gap • Four approaches (Hirschkorn & Geelan, 2008) • Create research translation rolesNo change for researcher or practitionerA new role of “research translator” • Steeped in both cultures • Adept at speaking both languages • Respected in both contexts

38. Bridging the Gap • Consider a funded research model Hazhir Rahmandad, 2009 VT’s Industrial & Systems Engineering; Management

39. Bridging the Gap • Consider a funded research model • Faculty build relationships with outside clients to: • fund doctoral research • raise awareness of practical needs • provide results for publication • acculturate future scholars to communication Hazhir Rahmandad, 2009 VT’s Industrial & Systems Engineering; Management

40. On-going efforts

41. Evidence Based Decision Making medicine, nursing, pharmacy, or dentistry “The practice of health care in which the practitioner systematically finds, appraises, and uses the most current and valid research findings as the basis for clinical decisions.” (Mosby's Medical Dictionary)

42. Evidence Based Decision Making medicine, nursing, pharmacy, or dentistry “The practice of health care in which the practitioner systematically finds, appraises, and uses the most current and valid research findings as the basis for clinical decisions.” (Mosby's Medical Dictionary) “The judicious use of the best current evidence in making decisions about the care of the individual patient. Evidence-based medicine (EBM) is meant to integrate clinical expertise with the best available research evidence and patient values.” (MedicineNet.com)

43. Evidence Based Decision Makingeducation “The integration of professional wisdom with the best available empirical evidence in making decisions about how to deliver instruction” (U.S. DOE’s Institute of Educational Sciences) Empirical Evidence Practitioner Knowledge

44. 5 Steps in Evidence-Based Practice • Formulating a well-built question (Bio-Medical Library, University of Minnesota webpage,Tutorial for students in healthcare fields, medical professions, faculty,…)

45. 5 Steps in Evidence-Based Practice • Formulating a well-built question • Identifying articles and other evidence-based resources that answer the question (Bio-Medical Library, University of Minnesota webpage,Tutorial for students in healthcare fields, medical professions, faculty,…)

46. 5 Steps in Evidence-Based Practice • Formulating a well-built question • Identifying articles and other evidence-based resources that answer the question • Critically appraising the evidence to assess its validity (Bio-Medical Library, University of Minnesota webpage,Tutorial for students in healthcare fields, medical professions, faculty,…)

47. 5 Steps in Evidence-Based Practice • Formulating a well-built question • Identifying articles and other evidence-based resources that answer the question • Critically appraising the evidence to assess its validity • Applying the evidence (Bio-Medical Library, University of Minnesota webpage,Tutorial for students in healthcare fields, medical professions, faculty,…)

48. 5 Steps in Evidence-Based Practice • Formulating a well-built question • Identifying articles and other evidence-based resources that answer the question • Critically appraising the evidence to assess its validity • Applying the evidence • Re-evaluating the application of evidence and areas for improvement (Bio-Medical Library, University of Minnesota webpage,Tutorial for students in healthcare fields, medical professions, faculty,…)

49. Resources for EBDMMedical • National Guideline ClearinghouseAgency for Healthcare Research & QualityUS Dept of Health & Human Services“A public resource for evidence-based clinical practice guidelines.” • Clinical Practice GuidelinesCanadian Medical Association “A public database of evidence-based clinical practice guidelines “

50. Resources for EBDMEducational • What Works Clearinghouse US DOE Institute of Educational Sciences “A central and trusted source of scientific evidence for what works in education.” • Doing What WorksResearch-based educational practices online “Mission is to translate research-based practices into practical tools to improve classroom instruction. “