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Purpose: The current study aims to cast light on the divide between academic research in management accounting and its applicability to practice by examining, from the standpoint of nursing, how this gap is perceived and what challenges may be involved in bridging it.

Design/Methodology/Approach: The current study compares the findings of Tucker and Parker (2014) with both quantitative as well as qualitative evidence from an international sample of nursing academics.

Findings: The findings of this study point to the differing tradition and historical development in framing and addressing the research–practice gap between management accounting and nursing contexts and the rationale for practice engagement as instrumental in explaining disciplinary differences in addressing the research–practice gap.

Research Implications Despite disciplinary differences, we suggest that a closer engagement of academic research in management accounting with practice “can work,” “will work,” and “is worth it.” Central to a closer relationship with practice, however, is the need for management accounting academics to follow their nursing counterparts and understand the incentives that exist in undertaking research of relevance.

Originality/value: The current study is one of the few that has sought to look to the experience of other disciplines in bridging the gap. Moreover, to our knowledge, it is the first study in management accounting to attempt this comparison. In so doing, our findings provide a platform for further considering how management accounting researchers, and management accounting as a discipline might, in the spirit of this study’s title, “Learn from the Experience of Others.”

Major concern over monopolies and trusts was one of the distinguishing marks of the American Economic Association from its foundation and lasted well into the early 1900s (Coats, 1960). The failed merger attempt of the Northern Securities Company and the subsequent panic of 1902–1903, the 1907 financial crisis and its aftermath, as well as the ostensibly illegal financial practices of many conglomerates, all contributed to keep the trusts issue alive on academic circles. But it was only after the 1911 Court decisions that the debate on the trust problem and the necessary measures to amend the existing antitrust legislation acquired new vigor and incisiveness.³

This essay is a review of the recent literature on the methodology of economics, with a focus on three broad trends that have defined the core lines of research within the discipline during the last two decades. These trends are: (a) the philosophical analysis of economic modelling and economic explanation; (b) the epistemology of causal inference, evidence diversity and evidence-based policy and (c) the investigation of the methodological underpinnings and public policy implications of behavioural economics. The final output is inevitably not exhaustive, yet it aims at offering a fair taste of some of the most representative questions in the field on which many philosophers, methodologists and social scientists have recently been placing a great deal of intellectual effort. The topics and references compiled in this review should serve at least as safe introductions to some of the central research questions in the philosophy and methodology of economics.

In this chapter, we consider a number of issues that impact or are related to the identification and promotion of evidence-based practice (EBP) for students with emotional and behavioral disorders (EBD). Specifically, we offer (1) a brief overview of issues related to identifying EBP in special education generally; (2) some considerations about the prospects of identifying evidence-based practice for students with EBD in particular; (3) a discussion of the various sources from which information on EBPs can be drawn, and the issues and challenges associated with the search for EBPs; and (4) suggestions regarding reasonable expectations for practitioners in search of EBPs. We conclude with a discussion of several questions that must be addressed to ensure positive strides toward making EBPs available to practitioners in impactful ways for students with EBD.

The dynamics of the physician knowledge system in the Southern California Region of Kaiser Permanente are explored. The framing and analysis use concepts from the knowledge management literature and network theory. The criticality of this issue to the establishment of sustainable healthcare relates to the lynchpin nature of embedding evidence-based knowledge in healthcare practice and the simultaneous challenge of combining this with clinical knowledge that derives from practice.

The case study is compiled from longitudinal interviews with over 40 physicians and other stakeholders and an examination of archival information including published articles generated by the learning system.

The socio-technical approach to building this learning system was critical given the expectations of physicians for autonomy in making clinical decisions with respect to their patients. This robust learning system builds on rich professional and organizational networks, is led by physicians, and builds on and extends the foundation of evidence relating to quality and value. The goals of the physician practice and a robust measurement and feedback system provide focus for the learning system.

Accelerating the incorporation of evidence-based practice and increasing the scope and reach of the learning system entails building physician networks, having a robust system for critically examining and extending evidence, and a clear linkage to valued outcomes.

This detailed examination of the dynamics of knowledge absorption extends understanding of the capacity of medical care systems to absorb evidence-based knowledge.

This essay addresses the topic of research lifeworlds and personal lifeworlds and what we gain and lose as researchers, and as people, from their overlaps and collisions. The essay analyses six narrative accounts of the authors lived experience of a unique collision between research and personal lifeworlds when the researcher-mother presented with her sick daughter to the hospital emergency department that served as the field site for her own research. This analysis revealed the following themes through which a researcher’s personhood animates the research process: feeling exposed but empowered; gaining conceptual clarity while opening up ethical ambiguity; and becoming liminal because of identity shifts and coping through self-reflexivity. The essay contributes to our collective understanding and shared learning of the ways a researcher’s personhood shapes, and is shaped by, the research process and (re)production of knowledge.

The chapter provides a general review of the policy debate around the provision of formal Park-and-Ride (P&R) facilities and the empirical research evidence about travellers’ responses to the opportunities they present, drawing on evidence from the United Kingdom and the Netherlands. The effects of the schemes on road traffic and car dependence are considered.

The different ways in which private vehicles and public transport are combined during journeys are reviewed. The position of P&R is considered as a modal variant within a ‘socio-technical system’ competing with the more established journey options of fully private and fully public transport. Scenarios which can maximise the traffic reduction and sustainable development potential of P&R are examined.

The review of the policy context establishes that a range of policy objectives are conceived for P&R depending on different professional and citizen perspectives. There is partial understanding amongst local authorities about the effectiveness with which P&R addresses the range of objectives in practice. The key travel behavioural findings are that only a portion of P&R users’ car trips are shortened. Hence, overall increases in car use occur, combined with overall reductions in public transport use, and in some cases less active travel. Where dedicated public transport services are operated, these are also a further source of additional traffic.

P&R implementations are generally successful where they are explicitly for providing more parking for economic growth or traffic management reasons, rather than to enhance sustainable mobility. The essential conditions for traffic reduction to occur in future are a strategic subregional integrated parking and public transport strategy which achieves interception of car trips early and ensures public transport services remain attractive for a range of access modes.

The chapter provides a synthesis of work by a number of leading authors on the topic and includes elements of originality in the combination of the established knowledge, the addition of novel insights, and in overall interpretation.

Purpose — This chapter explores measurement of some of the key concepts used in the research, particularly social exclusion, but also social capital and community connection. In contrast to psychology, other social sciences continue to debate conceptual terms and do not have measurement as a central concern. Thus, there is a need to provide a measurement framework before commencing the research project.

Methodology — This chapter is based on literature searches of how these concepts are understood, used and measured in social science. A lack of precision has possibly contributed to their omission from much current project evaluation and government policy decisions, including around transport. Five principles that have guided the formation of the measurement tool are outlined. This is followed by illustrations of measurement that has been used in key pieces of research.

Findings — Social exclusion is measured using five dimensions important for connection to society: income, employment, political activity, social support and participation. Threshold levels of exclusion are determined for each of these dimensions and the results added to obtain a rating or score for each of the respondents. Social capital is measured by the comprehensiveness of the participant’s social network and whether this network comprises bonding or bridging social capital. Although it is common to include the measurement of trust and reciprocity as part of social capital, networks has been deemed to be the most important component for policy development. Community connectedness is measured using an existing ‘Sense of Community Scale’, verified and commonly used in psychology.

Organizations have become increasingly interested in developing their human resources. One tool that has been explored in this quest is mentoring. This has led to a surge in mentoring research and an increase in the number of formal mentoring programs implemented in organizations. This review provides a survey of the empirical work on mentoring that is organized around the major questions that have been investigated. Then a conceptual model, focused on formal mentoring relationships, is developed to help understand the mentoring process. The model draws upon research from a diverse body of literature, including interpersonal relationships, career success, training and development, and informal mentoring. Finally, a discussion of critical next steps for research in the mentoring domain is presented.

This chapter explains how special education is an integral part of the US system of public education; detailing the critical rationale for distinctions and specializations as well as how both general and special education might improve in the future delivery of an evidence-based educational system. Particular attention will be given to the importance of maintaining a structure that protects special education's particular purpose for a specific population, with the conceptual framework that preserving and enhancing special education's special and specialized identity are critical to adequate service delivery for the most vulnerable populations of students, families, and communities.