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The purpose of this paper is to examine how entering students and graduating students from an education doctorate (EdD) program viewed themselves as learners, leaders, and action researchers. Further, the paper examines differences in the identity trajectories between the two groups. Finally, the paper suggested a new identity status – scholarly and influential practitioners (SaIP) emerged from melding the three identity statuses.

The paper employed a mixed method design.

Results indicated students new to the program held strong identities as learners and leaders, but not as action researchers; whereas graduates held stronger views of each type of identity, especially as researchers. Program features such as cycles of action research (CAR), and leader-scholar communities were instrumental in influencing graduates’ identities as researching professionals.

SaIP emerge when doctoral programs enhance the learner and leader identity statuses of doctoral students while at the same time fostering the construction of a researching professional identity status.

Development of researching professionals can be accomplished by fostering a researcher ethos during their participation in a doctoral program. For working professionals, this can be accomplished by requiring and supporting ongoing CAR in a doctoral program.

With respect to social implications, researching professionals, especially those in education offer substantial promise of achieving the educational reforms the school so desperately need.

This research examines how one institution has attempted to develop researching professionals during their preparation in an EdD program, which is based on Carnegie Project for the Education Doctorate (CPED) working principles and design features.

This paper aims to describe how a Carnegie Project on the Education Doctorate-guided EdD program has fostered the development of leadership and research skills and strong identities as learners, leaders and researching professionals (RPs) among its graduates. In doing so, the researchers explored students’ identities as learners, leaders and RPs and examined the development of those identities over a three-year period.

A mixed method approach was used, including pre- and post-program surveys and interviews.

The results showed students enhanced or developed these identities over time. In particular, there was substantial growth and change in the “RP” identity as compared to development of the “learner” and “leader” identities.

The possible-selves theory and the provisional-selves framework (P/PS) were helpful in accounting for these changes as the program requirements fostered students’ efforts in elaborating and developing their identity roles. Further, examination of P/PS and their influence on identity development is warranted. For example, examining outcomes about more explicit use of P/PS and reflections on P/PS is warranted. See next section.

There are implications for teaching of EdD students such as faculty members making more explicit the concept of P/PS during instruction and in the work required of students. Additionally, students could be required to engage in reflection on P/PS to make this process more concrete for them.

Using P/PS provides a way to understand and foster processes underlying doctoral students’ identity development.

The purpose of this paper is two‐fold: to explore the intellectual core of the knowledge management (KM) academic discipline in order to test whether it exhibits signs of a reference discipline; and to analyze the theoretical and practical impact of the discipline.

The most influential articles published in the Journal of Knowledge Management were selected and their cited and citing works were scientometrically analysed.

The KM discipline: builds its knowledge primarily upon research reports published in the English language; successfully disseminates its knowledge in both English and non‐English publications; does not exhibit a problematic self‐citation behavior; uses books and practitioner journals in the development of KM theory; converts experiential knowledge into academic knowledge; is not yet a reference discipline, but is progressing well towards becoming one; exerts a somewhat limited direct impact on practice; and is not a scientific fad.

KM researchers need to become aware of and use knowledge published in non‐English outlets. Given the status of KM as an applied discipline, it is critical that researchers continue utilizing non‐peer reviewed sources in their scholarly work. KM researchers should promote the dissemination of KM knowledge beyond the disciplinary boundaries. The issue whether KM should strive towards becoming a reference discipline should be debated further.

This study analyzes the KM field from the reference discipline perspective.

The purpose of this paper is to present a systematic review of four decades of scholarly lean literature and identify phases of lean while highlighting core knowledge and voids from within the scholarly lean literature.

The methodology applied to better understand lean over the past four decades was a systematic review of literature, as described by Machi and McEvoy in The Literature Review: Six Steps to Success.

This literature review has synthesized and categorized four decades of scholarly literature, along with influential books from credible researchers and practitioners of lean, in an effort to decipher the lean thinking paradigm from jargon to a commonly‐shared language. In total, five themes evolved from the analysis starting with the Discovery phase (1970‐1990), Dissemination phase (1991‐1996), Implementation phase (1997‐2000), Enterprise phase (2001‐2005), and the most recent phase of Performance (2006‐2009).

The literature review was limited to articles available to the researcher using search terms restricted to: lean manufacturing, lean production, lean thinking, lean and review, lean and Toyota Production System, lean assessment, lean culture, lean transformation. The databases accessed through EBSCO were: Academic Source Premier, Business Source Premier, ERIC, and PsycINFO.

Publications tracing the lineage of lean over the past four decades are sparse, based on lean scholarly literature, exposing a void in the knowledge base. This literature review should assist other scholars and practitioners who are interested in substantiating their lean endeavours.

As a response to the claims that much of management academic research is irrelevant from the practitioner perspective, this study aims to empirically investigate whether books serve as effective knowledge distribution agents and whether peer‐reviewed publications are used in the development of book content.

A citation analysis of 40 authored and nine edited books was done, followed by a survey of 35 book authors.

This study refutes the previous claims that management academic research has made little impact on the state of practice. Peer‐reviewed sources, such as refereed journals, book chapters, and conference proceedings, are used to develop the content of knowledge management and intellectual capital (KM/IC) books. Even though most business professionals do not directly read academic articles, the knowledge existing in these articles is delivered to them by means of books and textbooks.

Scholarly research has played a significant role in developing the KM/IC field. This study confirms the existence of the indirect knowledge dissemination channels where books serve as knowledge transmission agents. Therefore, academics should not change their research behavior. Instead, infrastructure should be developed to facilitate the transition of scholarly knowledge to practitioners. The question is not whether academic research is relevant, instead it is whether it reaches practitioners in the most efficient way.

This is the most comprehensive empirical investigation of the role of books in academic knowledge transition ever conducted.

With multiple theoretical traditions, diverse topical landscape and rapid regulatory advancements galvanising the ongoing discourse, the emergent marketing scholarship on healthy and unhealthy food and beverages (F&B) has become exhaustive, fragmented and almost non-navigable. Accordingly, this study aims to synthesise and trace two decades of research focused on healthy and unhealthy F&B marketing.

This study conducts a bibliometric analysis of papers published between 2000 and 2020. The data was retrieved from Web of Science (WoS) and Scopus, yielding 338 papers for final analysis. Using VOSviewer software and the Biblioshiny package, the authors performed a detailed bibliometric analysis comprising performance analysis and science mapping.

The study delineated the contribution, theoretical and thematic structure of healthy and unhealthy F&B marketing scholarship. The authors also mapped the evolution trajectory of the thematic structure, which helped us contemplate the research gaps.

By delving deeper into the “who”, “where”, “how”, “what” and “when” of healthy and unhealthy F&B marketing, the study enhances the current understandings and future developments for both theorists and practitioners. However, the selection of literature is confined to peer-reviewed papers available in WoS and Scopus.

The findings delineate the existing scholarship which could guide F&B marketers and policymakers towards designing consumer-centric marketing/policy interventions.

To the best of the authors’ knowledge, this study is the first to perform a bibliometric analysis of healthy and unhealthy F&B marketing, likely to provide valuable guidelines for future scholars, policymakers and practitioners.

The purpose of this study is to examine scholarly impact which is critical to universities in their aspiration to create, disseminate and apply knowledge. However, scholarly impact is an elusive concept. First, the authors present a conceptual model to clarify different dimensions of scholarly impact (i.e. theory and research, education, organizations and society) and four key stakeholders (i.e. other researchers, students, practitioners and policy makers). Second, the authors provide actionable recommendations for university administrators, researchers and educators on how to enhance impact. The scholarly impact model is flexible, expandable, scalable and adaptable to universities in different regions of the world and with different strategic priorities.

The authors conducted a general review of the literature and offered a multidimensional and multistakeholder model of scholarly impact to guide future actions aimed at enhancing scholarly impact.

The authors describe the multidimensional and multistakeholder nature of the critical and yet elusive concept of scholarly impact. The authors delineate multiple dimensions of impact, different stakeholders involved and recommendations for enhancing scholarly impact in the future.

The authors offer practical and actionable recommendations on how to enhance scholarly impact. For university administrators, the authors recommend aligning scholarly impact goals with actions and resource-allocation decisions; ensuring that performance management and reward systems are consistent with impact goals; being strategic in selecting a journal list; developing a strong doctoral program; and promoting practical knowledge and applications. For researchers and educators, the authors recommend developing a personal scholarly impact plan; becoming an academic decathlete; finding ways to affect multiple impact dimensions simultaneously; and leveraging social media to broaden impact on external stakeholders. Implementing these recommendations will benefit other researchers, students, practitioners (e.g. managers, consultants) and policy makers.

The authors provide an innovative way of conceptualizing scholarly impact. In turn, the conceptual analysis results in actionable recommendations for university administrators, researchers and educators to enhance impact.

The research questions probe into the heart of participatory learning’s scholarly landscape. They inquire about historical trends, shifts in research interest, and regional contributions, highlighting the global reach of participatory learning discourse. The study also reaches into the most cited papers, emphasizing their pivotal role in shaping the field’s trajectory.

The research design of our study involves a retrospective analysis focused on the topic of participatory learning in education. A retrospective analysis is a methodological approach that entails examining existing literature, data, and publications within a specific field to identify trends, patterns, and insights over a defined period. In the context of participatory learning in education, this research design allows us to gain a comprehensive understanding of the evolution, contributions, and emerging directions within this pedagogical approach.

The culmination of this study lies in formulating 75 thought-provoking future research questions. These questions are designed to guide the future trajectory of participatory learning research, addressing existing gaps and propelling the field toward new horizons. The findings of the study contribute to a panoramic view of participatory learning’s evolution, global impact, and potential for reshaping education. It is a compass for researchers, educators, and policymakers navigating the intricate landscape of participatory learning in education.

Themes and topics are thoroughly explored, unrevealed the multidimensional nature of participatory learning research. The investigation spans time, revealing enduring themes while unveiling emerging areas of inquiry that capture the attention of researchers and practitioners. Current trends and focus areas are scrutinized, offering insights into the ever-evolving scholarly pursuits within participatory learning.

This comprehensive study investigates the evolution and impact of research on participatory learning in education from 1995 to 2023. The research objectives encompass a broad spectrum, including trend analysis, geographical distribution assessment and identification of influential papers, thematic exploration, and the formulation of future research questions. Through a meticulous examination of published literature, this study aims to shed light on the development of participatory learning as a transformative educational approach.

This study’s originality lies in its comprehensive analysis of participatory learning in education from 1995 to 2023, revealing temporal trends, global contributions, influential papers, thematic nuances, and emerging trends. By amalgamating these dimensions, it offers a holistic view of participatory learning’s evolution, impact, and future directions, enriching the understanding of this transformative educational approach and guiding further research and practice.

The purpose of the paper is to explore how service marketing knowledge is applied in practice. It introduces some ideas about how to bridge the gap between scholarly knowledge and business practices, and thereby opens up the conversation between service marketing scholars and management practitioners.

This qualitative study focusses on four concepts of service marketing (service quality, servicescape, internal marketing and augmented service offering). Knowledge use is studied according to the degree service marketing knowledge is applied at symbolic, conceptual and instrumental levels. Four firms are involved.

Service marketing knowledge was acknowledged within the firms. However, the application of the knowledge in practice was limited, resulting in shortcomings and negative consequences in terms of marketing outcomes. Hence, the knowledge was used mainly symbolically and conceptually, and the instrumental use of the knowledge was limited.

By comparing the current use of knowledge to the levels of knowledge, the findings contribute to the understanding of why shortcomings of knowledge use develop and the study introduces ideas about how to bridge the gap between service marketing knowledge and business practices. Using this approach, the study contributes to the debate on knowledge “translation,” transfer, exchange and sharing between scholars and practitioners.

The study shows how management practitioners could understand and analyze their own practices as they develop their services and customer-oriented practices. It offers insights for scholars who seek to share scholarly knowledge for practical use.

The study contributes to the discussion on the use of scholarly knowledge by focussing on knowledge related to service marketing. Moreover, it focusses on not only the use of service marketing knowledge but also how it is used. By applying the three usage levels, the study recommends systematic means to detect gaps and shortcomings in knowledge use.

The current paper aims to expand an empirical assessment of correlations of the stock exchange in Poland with other stock markets and foreign economies. The paper attempts to explore international spillover effects during the current financial crisis.

The study builds upon questionnaires and interviews with practitioners associated with the Polish stock market. The interviewees represent both the advanced and emerging European economies. At this point, analyzing the notions of a cross‐section of experts from different geographical regions increases the value of the findings. The interviewees were asked to comment on a wide range of examples mirroring the reaction of the Warsaw Stock Exchange (WSE) to economic and financial information derived from foreign markets in times of the current financial crisis. An empirical model evaluating the cross‐border implications for the Polish stock market was specified. The model encompassed a wide range of variables and events influencing the performance of the Polish stock market and investors' uncertainty during the nascent financial crisis. Semi‐structured interviews complemented the quantitatively obtained findings and allowed for a gap between theory and practice to be bridged. The qualitative approach injected a dose of realism into the empirical model utilized in the paper and contributed to the value of general findings.

The current paper reports initial responses of the WIG20 indexed equity prices to 41 economic and financial information sets, originating from systemically significant markets. The influence of these sets is ranked in accordance with their influential powers. The ranking indicates which information events are more likely to be prioritized by investors associated with the WSE and which news are ignored in times of the current financial crisis. Henceforth, the findings outline the crisis‐induced changes in the uncertainty of equity investors and the implications for investment decision making processes. Comparing the responses to economic and financial information sets among different stock markets and industries delivers insight into the profitability of the international portfolio diversification based on either the country or industry specific factors.

The paper focuses on the Polish stock market, which is relatively under‐researched by the existing body of literate. However, Poland's stock market became a leading central European bourse during the current financial crisis. Reporting a number of useful and important implications for the practitioners associated with the WSE constitutes the core value of the paper.