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The purpose of this paper is to theorize the theory-practice gap and to provide examples of how it currently expresses itself and how it might be addressed to better integrate between the worlds of thought and praxis.

Two empirical examples exemplify how the theory-practice gap is an institutionally embodied social reality. Cultural-historical activity theory is described as a means for theorizing the inevitable gap. An example from the airline industry shows how the gap may be dealt with in, and integrated into, practice.

Cultural-historical activity theory suggests different forms of consciousness to exist in different activity systems because of the different object/motives in the world in which we think and the practical world in which we live. A brief case study of the efforts of one airline to integrate reflection on practice (i.e. theory) into their on-the-job training shows how the world in which pilots think about what they do is made part of the world in which pilots live.

First, in some cases, such as teacher education, institutional arrangements can be made to situate education/training in the workplace. Second, even in the training systems with high fidelity, high validity (transferability) cannot be guaranteed.

The approach proposed provides a theory not only for understanding the theory-practice gap but also the gap that exists even between very high-fidelity (“photo-realistic”) training situations and the real-world praxis full of surprises.

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.

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.

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.

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.

The purpose of this paper is to reconceptualize the theory-practice gap in educational leadership, not as a deficit, but as a necessity for legitimacy within institutional contexts.

This paper draws on institutional theory to reframe the theory-practice gap, which is often seen as a deficit of leaders or preparation programs.

Three vignettes illustrate how aspiring and current educational leaders engage with theory and practice within specific contexts and in relation to specific aspects of leadership. Importantly, the vignettes show that when school leaders decouple theory from practice, they may be doing so to function as legitimate providers of K-12 educational leadership.

The theory-practice gap, while often perceived as something negative, can have certain benefits within particular contexts. Scholars interested in the interconnections of theory and practice would benefit from considering why and how school leaders engage theory and practice.

Implications for leadership preparation programs highlight developing more complex views of the challenges that leaders face in tightly coupling theory and practice. To support future and current leaders, leadership preparation programs need to ensure that their students understand their institutional contexts and the reasons that leaders may decouple theory from action in various ways.

Instead of viewing the theory/practice gap as a deficit, this paper argues for a new way to consider why school leaders and leadership candidates may engage with theory and practice in different ways.

This study aims to expose the challenges associated with theory development and its implementation, as it relates to services marketing and hospitality management. The author summarizes the literature, creates a conceptual model and proposes directions to bridge the theory–practice divide.

The author synthesizes and extends the literatures of services marketing, general marketing and hospitality management through a systematic literature review. A conceptual model is created to illustrate the challenges related to theory development and implementation.

Four types of theory challenges and three contemporary practical challenges are presented. The challenges for theory development include a communications gap, difficulties in applying universal theories into idiosyncratic organizations, researchers disconnected from practice and practitioners disconnected from research. Contemporary practical concerns include: human resource constraints, customer behavior and misbehavior and the organizational and business environment.

Managers can bring contemporary business challenges to the forefront by collaborating and writing with scholars. Similarly, keeping abreast of the latest advances in customer service, applying best practices in human resource management, educating and cocreating with customers are among several recommendations proposed to managers and marketers. Internal and external scanning can assure that managers engage in efforts to reduce barriers to implementation and improve services in their organizations.

Despite the decades-long study of customer service, organizations still struggle to deliver exceptional service. This study informs scholars on developing and communicating theories and managers on how to better access and interpret the latest research. In order for research to be successfully generated and implemented, scholars can engage in efforts aimed at joint (researchers and managers) idea generation, publication in multiple outlets, sampling that resembles real life, adoption of contingency theories and reconsidering journal editorial and institutional policies.

The purpose of this paper is to address the research-practice gap in management and advocate the need for an independent organization, called the evidence-based management (EBMgt) collaboration to facilitate generation and dissemination of knowledge that is rigorous, relevant, and actionable.

The authors use a theory-building approach to collaboration. They identify existing challenges in the research-practice gap literature and argue that EBMgt offers the most viable alternative to narrow this gap. They offer a theory of collaboration with supporting propositions that engages the generators, disseminators, and users of management knowledge in an ongoing sustainable collaboration toward EBMgt.

The authors envision evidence at the center of the EBMgt collaboration. They offer a process model of EBMgt incorporating a collaboration that ensures the fusion of rigor, relevance, and actionability of management knowledge toward the production of strong evidence that is of value to a decision maker. They suggest that the collaboration generate evidence in the form of a systematic review (SR) using a standard template and make it available online to management decision makers around the world in real time. They outline the parameters of the SR and offer details on the design of the Template.

The theory of collaboration brings together various competing ideas and recommendations made over the past few decades to close the research-practice gap in management. The theory can be used as a guideline to establish and maintain the operation of an EBMgt collaboration.

The authors offer details on the format and content of a standardized SR along with a template to execute it. They believe it would appeal to a practicing manager to know the state-of-the-art knowledge that applies to a decision that he or she is about to make in real time.

The work provides a theoretical platform for the idea of EBMgt collaboration that was not available before. The authors add value to the research-practice gap literature by addressing critical concerns including the identification of relevant research questions, evaluating and grading evidence, fostering communication between researchers and practitioners, and translating research to practicing managers. The integration of research and organizational knowledge in the form of an SR that provides decision support to a practicing manager is of significant value to the profession. The conceptualization of the collaboration, not as a research method but as a separate social system that links key management knowledge stakeholders together adds originality to collaboration research.

The aim of this paper is to contribute to the debate about the existence and nature of a “gap” between theory and practice in management.

The putative theory/practice “gap” in management is investigated by examining the theory/practice debate in three cognate fields–economics, nursing and marketing.

The relationship between theory and practice is actively debated in all three of the fields. In economics, criticism has been directed at the implicit ontological assumptions made in formal mathematical methods employed by orthodox neoclassical economists. In nursing the debate has centred on the practical issues associated with implementing evidence based practice; in particular identifying and seeking to overcome barriers to implementation. In marketing, managers find most academic theory difficult to read and irrelevant; this may be because the goals of academics and the goals of practitioners are different.

Potentially fruitful topics for further research are identified at the pragmatic, epistemological and ontological levels.

The paper identifies lessons for the field of management research from economics, nursing and marketing. Each of these three areas provides a unique lens through which to view the research/practice “gap” in management.

The aim of this paper is to identify and gain insights into the significance of barriers contributing to the purported “gap” between academic management accounting research and practice.

Drawing on diffusion of innovations theory, this study collects and analyses data from a questionnaire survey and follow-up interviews with 19 representatives of the four principal professional accounting bodies in Australia.

Professional accounting bodies perceive the gap between academic research and practice in management accounting to be of limited concern to practitioners. The two most significant barriers to research utilisation by practitioners are identified as: difficulties in understanding academic research papers; and limited access to research findings. In acting as a conduit between the worlds of academia and practice, professional bodies have an important role to play by demonstrating the mutual value to both academics and practitioners resulting from a closer engagement between MA research and practice.

As one of the few empirically-based, theoretically informed investigations exploring the research-practice gap in management accounting, this study provides insights rather than “answers”. Its findings therefore serve as a foundational basis for further empirical and theoretical enquiry.

This study contributes to the conversation about the “research-practice gap” in management accounting by adopting a distinct theoretical vantage point to organize, analyse and interpret empirical evidence obtained from Australian professional accounting bodies about management accounting practice.

The purpose of this paper is to provide an overview and evaluation of the “theory/practice” gap in business and management research as it has been developed in relation to US and European business and management schools.

The paper combines theoretical and institutional analysis to construct a framework for analyzing the “theory/practice” gap and its wider implications.

The paper suggests that a “dialogical” rather than “linear” model of knowledge production and dissemination is the most analytically and practically useful way of approaching the “theory/practice” gap in business and management research.

The paper reviews and updates the “theory/practice” gap in business and management research and offers a more nuanced and realistic appreciation of how it might be resolved.

The purpose of this paper is to understand the role of boundary-spanning organisations as intermediary institutions potentially able to close the gap between applied research and practice in sustainability accounting.

A review of the literature reveals that boundary organisation theory provides a potential way of understanding the role of boundary-spanning organisations in the context of the research–practice gap. The theory is applied in the context of three cases of potential boundary-spanning organisations involved with sustainability accounting – Chartered Accountants in Australia and New Zealand, the World Business Council for Sustainable Development and the International Federation of Accountants.

Findings from the three cases, which consider the application of boundary organisation theory, indicate the potential for professional accounting associations to act as sustainability accounting boundary-spanning organisations has not been realized for four main reasons. These relate to the need for finer granularity in relation to boundary objects and problem-solving; uncertainty about the range of parties to be involved as boundary-spanning organisations; the importance of reconciling views about different incentives for academics and practitioners in the sustainability accounting space; and the necessity for collaboration with other boundary-spanning organisations to address the transdisciplinary nature of sustainability accounting.

Development of a way of seeing the relationships between academics and practitioners in the context of sustainability accounting has two messages for practice and practitioners. First, with such complex and uncertain issues as sustainability accounting, a transdisciplinary approach to resolving problems is needed, one which involves practitioners as integral and equal members of research teams. The process should help bring applied academic and practitioner interests closer together. Second, it has to be recognised that academics conducting basic research do not seek to engage with practitioners, and for this group, the academic–practitioner gap will remain.

Two main social implications emerge from the application of boundary organisation theory to analyse the academic–practitioner gap in the context of sustainability accounting. First, development of boundary organisations is important, as they can play a crucial role in bringing parties with an interest in sustainability accounting together in transdisciplinary teams to help solve sustainability problems. Second, collaboration is a foundation for success in the process of integrating applied researchers and practitioners, different disciplines which are relevant to solving sustainability problems and collaboration between different boundary spanning organisations with their own specialised foci.

This paper considers boundary organisation theory and the role of boundary-spanning organisations in the context of the complex transdisciplinary problems of sustainability accounting.

The purpose of this paper is to compare and contrast perceptions about the research-practice “gap” as it may apply within management accounting, from the perspective of professional accounting bodies in Australia and Germany.

The findings reported in this paper is based on the collection and analysis of data from interviews with 19 senior representatives from four Australian Professional bodies and 14 representatives of German Professional accounting bodies.

In Australia and Germany, there exist common as well as unique barriers preventing a more effective engagement of academic research with practice. Common to both countries is the perception that the communication of research represents a major barrier. In Australia, practitioner access to academic research is seen to be a principal obstacle; in Germany, the relevance of topics researched by academics is perceived to represent a significant barrier to academic research informing practice.

This paper directly engages with, and extends recent empirically based research into the extent to which academic research may “speak” to management accounting practice. It extricates both common and specific barriers contributing to the oft-quoted “research-practice gap” in management accounting, and points to the pivotal nature of an intermediary to act as a conduit between academics and practice.

By investigating this issue in two quite different cultural, educational, academic and practice contexts, this paper provides much-needed empirical evidence about the nature, extent and pervasiveness of the perceived research-practice gap in management accounting, and provides a basis for further investigation of this important topic.