To make Evidence-Based Management (EBMgt) commonplace and effective, senior managers and academics must develop the capabilities that problemfocused research requires. Drawing lessons from alternative doctoral programs and problem-focused research, this chapter offers its readers concrete ways to support EBMgt in their educational, research, and senior management activities. It covers three related developments: 1) Alternative doctoral education programs producing a community of managerially experienced practitionerscholars, that fosters EBMgt by bridging managerial and academic practice, 2) Problem-focused research, providing a new model of research for more effective EBMgt, refined in alternative doctoral programs, and 3) Overcoming barriers to EBMgt, new educational pedagogies and problem-focused research via Relevance, Respect, Resourcefulness and Reframing, or "the 4Rs." This chapter presents these developments as exemplified through an alternative doctoral program's fifteen-year evolution. Keywords: Review synthesisAlternative doctoral programs Executive doctoral programs Problem-oriented research Practice-oriented research 1050 "Profound differences in theory are never gratuitous or invented. They grow out of conflicting elements in a genuine problem…" John Dewey, The Child and the Curriculum, 1902 This chapter demonstrates that a powerful step toward encouraging senior managers to apply research evidence is to engage them in becoming practitionerscholars: generators as well as consumers of the evidence they need. Managers must find the evidence and its foundational theories not only to be relevant and accessible, but respectable too. Managers and practitioners often remain skeptical about theoretical contributions to a particular problem, fearing that a theoretical focus supplants practical, demonstrably usable suggestions in a world too fastpaced for debate. The push to "do" trumps the mandate to "consider." Issues of relevance have been recognized and seriously addressed in scholarly literature (c.f., Schon, 1995;Huff, 2000;Van de Ven, 2007). However, the skepticism and even disrespect for both research and the scholars who produce it tend to go unrecognized and unexplored. Fulfilling the mandate for relevance, rigor and respectability requires a change not only in managerial outlook, but also in the fundamental development in the knowledge generation and educational practices of academics.Alternative doctoral programs created since the mid-1990's attempt to produce doctoral graduates whose scholarship optimizes relevance and rigor.Based on the authors' our personal experiences (one as professor, the other as student, graduate and research fellow) with Case Western Reserve University's Table 1 lists the presentations made and awards received in one calendar year by 27 members of the second and third year classes.----------Insert Figure 1 about here ---------- 1056Somewhat to our surprise, we have discovered that the problem-focused research pursued in the program not only produces relevant...
Translation starts in one language, and converts to a second. But it doesn't change the languages or the people who "speak" them. We propose -instead of translation -the joint development of theory and practice that becomes a common language, a common language of a community of scholar-practitioners. This paper describes the work of two scholar-practitioners committed to addressing a pressing problem of practice: the educational attainment and skills required for positive outcomes in the 21st century workplace. This paper examines the original design and implementation of an innovative, theory-based workplace learning initiative called Books@Work, and, arising from this work, proposes a research methodology that integrates theory and practice in a complex, emergent form of engaged scholarship. The authors propose the use of a single lens to join theory and practice in a seamless partnership between scholars and practitioners -and program participants themselves -engaged in a joint effort to solve practice problems and to shape a more integrated, reformulated, view of scholar-practice. Reinventing Translation: Toward a Common Language for Scholar-PractitionersAnn Kowal Smith Karen R. Nestor Books@Work Books@Work EDITORIAL NOTEAnn Kowal Smith's and Karen Nestor's article "Reinventing Translation: Toward a Common Language for Scholar-Practitioners" is the first translation paper in EMR. The purpose of translation articles is to examine how research results, designs or methods are being applied and 'translated' into practical outcomes by practitioner-scholars in the 'swing of things' . The articles are empirical in the sense that they show by using empirical evidence how research results are 'fed' back into action settings and how they shape or fail to do so management action. This article carries all the signs of a good translation article, which I had in mind when we established this genre in EMR. Smith's and Nestor's study settinghow employees read and discuss books in a guided setting in their work place-is itself an example of the first level translation. But they show how this simple translation has rich and far reaching effects on individuals' confidence, cognition and identity and consequently on organizational cognition, absorptive capacity, social bonding and performance. They follow this cascade of effects through a third type of translation in which they use qualitative, grounded theory based dialogue research techniques which they learned as part of their research training. They show how these scholarly competencies help them analyze and make sense of such processes and use it to influence the effectiveness of future translation interventions and of practice itself-an example of true engaged scholarship and action research carried out by practitioners! As a result, the article is rich in detail and provides original insight, inviting the reader to follow these multilevel translations triggered by the initially innocent desire to get people around the table and to discuss well written and touchin...
Background Wellness programs traditionally focus on achieving outcomes such as health improvement, lowered health risks, decreased absenteeism, improved morale and decreased health care costs. Many programs emphasize physical wellness with more recent inclusion of social, emotional, and environmental dimensions. That change is referenced as the migration of wellness programs into well‐being efforts. Objective Addressing all elements of well‐being is critical for effective wellness program delivery. Design Recognition of the positive impact related to community well‐being is growing in the literature. When people connect with others at work and develop positive and effective relationships across boundaries, a culture of health grows within organizations. Results and Conclusions This paper reviews three community well‐being initiatives implemented within one university worksite and describes the effectiveness of such programs in building community well‐being.
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