Speaking Our Language: The Essential Role of Scholar-Practitioners in HRD

Moats, Jason; McLean, Gary N.

doi:10.1177/1523422309337820

Cited by 15 publications

(21 citation statements)

References 24 publications

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“…Nevertheless, it is essential that there are strong linkages between the worlds of academics and practitioners (Hughes et al, 2008;Moats and McLean, 2009), to ensure that (i) academic research is of pragmatic relevance, and (ii) policy development is informed by robust academic work and rigour (Fazey et al, 2004;Haggerty, 2004;Pullin, 2004). For this to occur, there is a need for policy and research to co-evolve, with developments in one reflected in the other (Barzelay, 2001).…”

Section: Introductionmentioning

confidence: 99%

Is research keeping up with changes in landscape policy? A review of the literature

Conrad

Christie

Fazey

2011

Journal of Environmental Management

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a b s t r a c tSeveral innovative directions for landscape policy development and implementation have emerged over recent years. These include: (i) an expansion of scope to include all landscape aspects and landscape types, (ii) an increased emphasis on public participation, (iii) a focus on designing measures appropriate for different contexts and scales, and (iv) encouraging support for capacity-building. In this paper, we evaluate the extent to which these policy directions are reflected in the practice of academic landscape research. We evaluate all research papers published in three leading landscape journals over six years, as well as published research papers relating directly to the European Landscape Convention. The latter, which was adopted in 2000, establishes a framework for landscape protection, planning and management in Europe and is to date the only international legal instrument of its kind. Results indicate that whilst policy innovations do not appear to be a major stimulus for academic research, studies nevertheless address a range of landscape aspects, types and scales (albeit with a slight bias towards bio-physical landscape aspects). However, geographical representativeness of research is weak and dominated by the United States and northern/western Europe, and research capacity likewise appears to be unevenly distributed. Landscape research is also limited in the extent to which it involves stakeholders or develops innovative methods for doing so, notwithstanding that this remains a key challenge for policy-makers. Results point to the potential for landscape research to address areas (topical and geographical) which have received little attention to date, as well as suggesting mutual benefits of stronger links between policy and academia.

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Section: Introductionmentioning

confidence: 99%

Is research keeping up with changes in landscape policy? A review of the literature

Conrad

Christie

Fazey

2011

Journal of Environmental Management

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“…The tension between HRD theory and practice has been explored from both the academic (Kuchinke, 2004;Moats & McLean, 2009) and macro practice based (Leitch, 2006) perspective. In the context of the UK priority has been on expanding higher education (CIPD, 2017a) and de-valuation of technical-level education (Wolf, 2016).…”

Section: /2018mentioning

confidence: 99%

The Future of HRD: Scenarios of Possibility

Gold¹

2017

IJHRDPP&R

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Across Europe and beyond, there is a sense that we are in the midst of a fundamental shift or change unlike anything we have experienced before and we did not see enough of it coming. As a consequence, HRD and learning and development professionals risk joining the growing ranks of those who have been left behind. Schwab (2016) refers to what he sees as a "profound shift" (p. 1) as the Fourth Industrial Revolution, where a confluence of technologies such as artificial intelligence, robotics and the internet of things provide a capability for transformation for generations to come but much disruption, unpredictability and future surprises.For many, and the HRD community and profession might be included, the track of globalization and neo-liberal capitalism, with all its faults, has not yet run its full course. As it does, combined with the advances in technology, it will continue to engender divisions and inequality. As a recent World Economic Forum gathering at Davos found, there was a growing distrust of government, companies and the media, based on a belief of a failing economic and political system. Next in line for an algorithmic/robotized attack might well be skilled and intelligent service staff and professionals, including those in HRD. Left to global forces, the expansion of low paid and low skilled work is likely to become more pronounced leading to uncomfortable political and social disruption (Brexit and Trumpism may be just the start).

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“…(In practitioner parlance, a learning and performance ecosystem encompasses the sum total of physical and digital resources, performance support, human networks, social interactions, enterprise social networks, formal education opportunities, development processes, talent management systems, on-the-job learning, and more (Lombardozzi, 2015;Rosenberg and Foreman, 2014).) In general, practitioners don't often delve into theory and research that deeply, and they appreciate having key points synthesized and distilled for them (Moats and McLean, 2009). Self-directed learning theories offer insights that learning professionals can use to consider the kind of support employees may need when their development is supported by non-training solutions (working out loud, experiential learning, social learning, etc.).…”

Section: A Framework For Self-directed Learning At Workmentioning

confidence: 99%