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Article
Publication date: 28 November 2023

Liz Foote, Phill Sherring and Sharyn Rundle-Thiele

In this paper we (a pracademic, a practitioner, and an academic) aim to explore the academic/practitioner gap in social marketing and offer recommendations to close it, while…

1017

Abstract

Purpose

In this paper we (a pracademic, a practitioner, and an academic) aim to explore the academic/practitioner gap in social marketing and offer recommendations to close it, while amplifying existing examples of best practice from within the field. We also propose a research agenda to spur dialog and guide further investigations in this area. Insights from prior research, coupled with the co-authors’ experience and observations, indicate that a disconnect does exist between academia and practice within social marketing, though it is admittedly and unsurprisingly not uniform across contexts and disciplinary areas. Given social marketing’s identity as a practice-oriented field, there are many existing examples of academic/practitioner collaboration and the successful linkage of theory and practice that deserve to be amplified. However, the challenges associated with the very different systems and structures affecting both worlds mean the disconnect is problematic enough to warrant systematic change to ensure the two worlds are more aligned.

Design/methodology/approach

This paper (a pracademic, a practitioner and an academic) explores the academic/practitioner gap in social marketing and offer recommendations to close it, while amplifying existing examples of best practice from within the field. The authors also propose a research agenda to spur dialog and guide further investigations in this area.

Findings

The authors suggest five key reasons that focus should be placed upon closing the academic/practitioner gap in social marketing: demonstrating societal value by contributing to practice; embedding and developing theories in practice; adding to the social marketing literature; contributing to social marketing teaching; and communicating the value and effectiveness of social marketing. To close the gap, the authors propose specific recommendations within four broad areas: marketing the academia and practitioner collaboration offer; building ongoing relationships; creating collaborative partnerships; and changing the publishing model ensuring communications are accessible to all. They also suggest ways for social marketing associations and peak bodies to play a role.

Originality/value

The concept of a disconnect between academia and practice is by no means new; it has been a pervasive issue across disciplines for decades. However, this issue has not been the subject of much discussion within the social marketing literature. Recommendations outlined in this paper serve as a starting point for discussion. The authors also acknowledge that due to long standing “bright spots” in the field, numerous examples currently exist. They place an emphasis upon highlighting these examples while illuminating a path forward.

Content available

Abstract

Details

International Journal for Lesson and Learning Studies, vol. 9 no. 1
Type: Research Article
ISSN: 2046-8253

Open Access
Article
Publication date: 27 November 2023

Christina O'Connor and Gillian Moran

Integrated marketing communications (IMC) is possibly “the richest and most accessible service-learning experience” in the marketing curriculum (Petkus, 2000, p. 68). Yet, despite…

Abstract

Purpose

Integrated marketing communications (IMC) is possibly “the richest and most accessible service-learning experience” in the marketing curriculum (Petkus, 2000, p. 68). Yet, despite this recognition, scholars and practitioners continue to lament the pronounced theory-practice gap between how IMC is taught and the practice of it in industry (Schultz and Patti, 2009; Kerr and Kelly, 2017). This research embeds IMC practice within a classroom setting and subsequently explores student marketers' perceptions of their skill development through experiential client-based learning.

Design/methodology/approach

An in-depth qualitative study demonstrates the value of integrating experiential learning within an IMC course, captured through students' reflective practice.

Findings

Evidence suggests that experiential, client-based projects are suitable for fostering key practice-based skills in the classroom through students “experiencing” IMC at work. However, this is not always easy. In fact, building key skills such as leadership, motivation, communications, organisation and teamwork presents various challenges for students, whilst students appear unaware of other pertinent skills (e.g. persuasion, critical thinking) gained through exposure to “real-world” IMC tasks.

Practical implications

Instructors adopting experiential learning in the marketing classroom have an opportunity to actively design tasks to embed key workplace skills to bridge the theory-practice gap. Client-based projects offer fertile ground for students to experience marketing in action whilst ultimately bolstering their confidence in their workplace skills.

Originality/value

This research contributes to the marketing education literature and acknowledges the importance of embedding key workplace skills into the contemporary marketing curriculum. An overview of challenges and solutions for instructors seeking to adopt experiential learning via client-based projects in the IMC classroom is presented within this research.

Details

Higher Education, Skills and Work-Based Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2042-3896

Keywords

Open Access
Article
Publication date: 27 October 2023

Ilkka Tapani Ojansivu

This study aims to explore what characteristics contribute to the definition of relevance in business-to-business (B2B) marketing research and how/why different strands of B2B…

Abstract

Purpose

This study aims to explore what characteristics contribute to the definition of relevance in business-to-business (B2B) marketing research and how/why different strands of B2B marketing maintain or lose their relevance.

Design/methodology/approach

This study is conceptual. It adopts a performative-phenomenal standpoint for B2B marketing research and approaches relevance through the concept of episteme, which is considered pivotal for understanding this phenomenon.

Findings

This study proposes four axioms that define the characteristics of relevance in B2B marketing research and discusses their implications for scholars and practitioners. Consequently, an action plan for revitalizing B2B marketing research is developed, comprising learning and temporal dimensions, resulting in nine different relevance types.

Research limitations/implications

The central argument put forward in this study is that different research strands of B2B marketing have deeply rooted epistemic underpinnings that influence their interpretation of relevance. Consequently, fostering dialogue between practitioners and scholars is considered necessary to sustain relevance in B2B marketing research. B2B scholars are urged to think beyond their subspecialized silos and acknowledge how the business environment and the various strands of B2B marketing congruently shape B2B marketing relevance, while also embracing research methods that bring them closer to business practice.

Practical implications

Marketing practitioners and academics continue to drift apart. This study puts forward three recommendations to bring marketing academics and practitioners closer together.

Originality/value

The study contributes to the B2B marketing literature by grappling with the theory-praxis gap and critically exploring what constitutes relevance in B2B marketing research.

Details

Journal of Business & Industrial Marketing, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0885-8624

Keywords

Open Access
Article
Publication date: 10 March 2022

Jan A. Pfister, Peeter Peda and David Otley

The purpose of this paper is to reflect on how to apply the abductive research process for developing a theoretical explanation in studies on performance management and management…

11836

Abstract

Purpose

The purpose of this paper is to reflect on how to apply the abductive research process for developing a theoretical explanation in studies on performance management and management control systems. This is important because theoretically ambitious research tends to require explanatory study outcomes, but prior research frameworks provide little guidance in this regard, potentially facilitating ill-defined research designs and a lack of common vocabulary and criteria for evaluating studies.

Design/methodology/approach

The authors introduce a methodological framework that distinguishes three interwoven theoretical abstraction levels: descriptive, analytical and explanatory. They use a recently published qualitative field study to illustrate an application of the framework.

Findings

The framework and its illustrated application make the systematic logic of the abductive research process visible and accessible to researchers. The authors explain how the framework supports moving from empirical description to theoretical explanation during the research process and where the three levels might open spaces for the positioning of novel practices and conceptual and theoretical innovations.

Originality/value

The framework provides guidance for an explanatory research design and theory-building purpose and has been developed in response to recent criticism in the field that highlights the wide gap between leading-edge practice and the lagging state of theory. It offers interdisciplinary vocabulary and evaluation criteria that can be applied by any accounting and management researcher regardless of whether they pursue critical, interpretive or positivist research and whether they primarily use qualitative or quantitative research methods.

Details

Qualitative Research in Accounting & Management, vol. 20 no. 2
Type: Research Article
ISSN: 1176-6093

Keywords

Open Access
Article
Publication date: 10 May 2019

Yuen Sze Michelle Tan, Joshua Johnstone Amiel and Kwesi Yaro

The purpose of this paper is to describe two cycles of learning study (LS) involving eight elementary teachers in British Columbia, Canada. The study explored the teachers’…

3546

Abstract

Purpose

The purpose of this paper is to describe two cycles of learning study (LS) involving eight elementary teachers in British Columbia, Canada. The study explored the teachers’ experiences of learning to plan and teach lessons as informed by recent brain research.

Design/methodology/approach

The case study was constructed using data sources including teacher semi-structured interviews (pre-study, post-study and delayed post-study), classroom materials (including student assignments), LS training materials, fieldnotes and recordings of meetings and research lessons; sources were triangulated. Thematic analysis was applied. Contemporary neuroscience perspectives framed the LS discourse and analysis.

Findings

The teachers developed theoretical coherence and could better articulate reasons for their pedagogy. They developed understandings of the cognitive architecture underlying functions like learning and memory, allowing them to identify pedagogical actions that are consistent with human biology and understand why these actions are effective in promoting learning.

Practical implications

LS is shown to be an effective professional development (PD) model where theoretical knowledge, like neuroscience, could be employed and tested in classroom settings to provide depth to support teachers’ praxis. This teaching–research nexus supports exploration of fruitful connections between theoretical knowledge and education to advance the science of learning and the science of instruction.

Originality/value

Findings demonstrated how LS could be employed with alternative theoretical perspectives to promote teacher PD, thus extending beyond the dominant use of variation theory. Also, illustrated is the potential use of LS to bridge the knowledge gap between neuroscience and education.

Details

International Journal for Lesson and Learning Studies, vol. 8 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Open Access
Article
Publication date: 1 June 2015

Amani K. Hamdan

Recently, various policies have been implemented in Saudi Arabia to reform science teaching at K-12 levels in order to focus on critical thinking, inquiry-based learning, and…

1183

Abstract

Recently, various policies have been implemented in Saudi Arabia to reform science teaching at K-12 levels in order to focus on critical thinking, inquiry-based learning, and problem solving. Research is needed to explore the adequacy of teacher preparation programs to determine whether these programs sufficiently prepare Saudi science teachers to teach according to these new reforms. This study explores the challenges that Saudi pre-service science teachers face in these higher education programs. Results indicated that graduates of the programs studied were satisfied with their experiences; however, various concerns were expressed by some pre-service teachers regarding the theory-practice gap between their university coursework and field experiences, and the supervision structures and functions in place for the professional experiences component. Modifications to the teacher preparation programs are suggested in order to address these concerns and to successfully enact reforms in science education in Saudi Arabia.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 12 no. 1
Type: Research Article
ISSN: 2077-5504

Open Access
Article
Publication date: 29 July 2021

Elizabeth Miller and Iro Konstantinou

Reflection on performance and progress prepares students for workplace environments where self-management is expected, and yet this is something students are not often required to…

4267

Abstract

Purpose

Reflection on performance and progress prepares students for workplace environments where self-management is expected, and yet this is something students are not often required to do formally in higher education (HE). This paper explores this gap in students' ability and seeks to address it through a reconsideration of summative assessment practices which, particularly in light of COVID-19, must align with the needs of graduates and their employers.

Design/methodology/approach

The paper draws from data collected from the summative reflective assessment reports that degree apprentices (DAs) submitted during the final year of their Business Management degree while undertaking a problem-based module. We undertook a document analysis of these reports and used thematic analysis where we systematically looked for repeated themes in students' reflections.

Findings

Students problematise the skills needed during COVID-19, and beyond, both in their academic studies and the workplace. Authentic assessment provides opportunities for students to work on skills and projects which are relevant to them. Through reflective accounts of skills they developed, students were able to bridge academic and professional practice and identify areas of convergence. Students engaged with academic theories in a constructive and meaningful way which suggests that authentic reflective accounts as part of assessment have the potential to maintain academic rigour.

Originality/value

Skills development can bring the workplace into HE in a meaningful and systematic way and this article provides guidance for those looking to introduce reflection on skills to other courses. We suggest how this model can be utilised across modules which do not have work-integrated learning in their delivery.

Details

Journal of Work-Applied Management, vol. 14 no. 1
Type: Research Article
ISSN: 2205-2062

Keywords

Open Access
Article
Publication date: 14 September 2022

Massimo Giovanardi

This paper aims to contribute to this Special Issue about alternative and critical marketing theory on space and place by discussing its link with practice. More generally, this…

Abstract

Purpose

This paper aims to contribute to this Special Issue about alternative and critical marketing theory on space and place by discussing its link with practice. More generally, this paper intends to suggest that more effective links between theory and practice can result into more meaningful conceptual research in business administration and marketing.

Design/methodology/approach

This is a reflexive introspective essay that relates the author’s personal experience to the recent literature on the dialogue between theory and practice within general marketing research and marketing scholarship on place and space.

Findings

After recognising that different modes of knowledge creation exist, some gateways between theory and practice are identified, as part of a future agenda that could accompany scholars in improving their engagement with society. These gateways include dissemination strategies; teaching and public engagement; and formats of “engaged” research that comprise action research and collaboration with non-academic actors.

Research limitations/implications

The alternative and critical marketing theory on space and place comprises different specific domains, some of which appear to be closer to practice than others. Because of the author’s background, place branding and destination marketing are granted preferential attention.

Originality/value

The figure of the craftsman depicted by Sennet (2008) is identified as a source of inspiration for marketing scholars interested in space and place. The metaphor of the craftsperson could be useful for business and marketing scholar alike while reflecting on their roles and positionalities.

Details

Qualitative Market Research: An International Journal, vol. 25 no. 5
Type: Research Article
ISSN: 1352-2752

Keywords

Open Access
Article
Publication date: 14 December 2020

Vivien W. Forner, Michael Jones, Yoke Berry and Joakim Eidenfalk

Self-determination theory (SDT), offers a theoretical framework for enhancing employee motivation and stimulating positive outcomes such as commitment, well-being and engagement…

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Abstract

Purpose

Self-determination theory (SDT), offers a theoretical framework for enhancing employee motivation and stimulating positive outcomes such as commitment, well-being and engagement, in organizations. This paper aims to investigate the application of SDT among leaders and delineate practical managerial approaches for supporting basic psychological needs in the workplace.

Design/methodology/approach

Participants were 51 leaders who had personally applied SDT with their own followers. Data were collected via free-listing method and analysed to extrapolate examples of SDT-application that are both practically salient and aligned to theoretic tenets of SDT.

Findings

The findings reveal how SDT is operationalized by leaders to support basic psychological needs for autonomy, competence and relatedness in the workplace. The SDT-informed management strategies are discussed in relation to the literature and alongside case scenarios to illustrate approaches for integrating elements of SDT into day-to-day management activities.

Originality/value

Despite extensive literature support for SDT, very little empirical attention has been paid to examining how the theory is applied, interpreted and/or used by practitioners in real world settings. This research is the first to draw on the lived-experience of practitioners who have applied SDT, contributes previously unexplored strategies for supporting workers’ basic psychological needs and responds to calls for SDT research to identify a broader range of managerial behaviours that support employee motivation.

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