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Contribution Details
| Type | Conference Presentation |
| Scope | Discipline-based scholarship |
| Title | The construction of relevance in management education |
| Organization Unit | |
| Authors |
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| Presentation Type | paper |
| Item Subtype | Original Work |
| Refereed | Yes |
| Status | Published in final form |
| Language |
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| Event Title | WKORG |
| Event Type | conference |
| Event Location | Zurich |
| Event Start Date | February 13 - 2015 |
| Event End Date | February 15 - 2015 |
| Abstract Text | Even though the literature on practical relevance emphasizes that practice itself ultimately determines whether academic knowledge is practically relevant, practitioners' perspective on relevance has hardly received any attention from researchers interested in the practical relevance of management science. Analyzing practitioners' accounts of relevance of academic concepts, this paper examines how practitioners perceive academic knowledge as relevant. A theoretical model of practitioners’ relevance perception is developed, which shows that practitioners perceive academic knowledge as relevant if it mirrors their contextual problems and existing knowledge, extends them and is advantageous to them. Understanding relevance from practitioners' perspective, this study shows that there are two sides to ambiguity - ambiguous knowledge might increase and at the same time decreases the chance of being perceived as relevant. In addition, this study offers an understanding of the conditions under which practitioners perceive academic knowledge as relevant before they apply it to their organizational contexts. |
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