Categorical Entanglements of Scholarly Practice -- Re-Connecting 'L', 'P' and 'Q' in New Ways

Autor/in	Ellwood, Paul
Titel	Categorical Entanglements of Scholarly Practice -- Re-Connecting 'L', 'P' and 'Q' in New Ways
Quelle	In: Action Learning: Research and Practice, 15 (2018) 3, S.249-257 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2018.1504743
Schlagwörter	Theory Practice Relationship; Organizational Change; Change Strategies; Learning Processes; Scholarship; Expertise; Guidelines + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Organisationswandel; Lösungsstrategie; Learning process; Lernprozess; Scholarships; Stipendium; Expert appraisal; Richtlinien
Abstract	The starting assumption of this paper is that the management scholar-practitioner does not exist as a stable distinct category. Rather, scholarly practice may be better understood as the on-going entanglements between scholarly insight and practitioner knowledge. The learning that occurs when practitioners transition to scholarly-practititioners is explained with an alternative reading of the classic action learning equation (L = P + Q). In this new reading, scholarly-ness is identified as the source of questioning insight (Q) and practitioner expert knowledge is equated with P. The mechanisms by which "scholarly-ness" provides questioning insight (Q), and the subsequent entanglement with expert practitioner knowledge (P), are then related to different process theories of change [Van de Ven, A. H., and M. S. Poole. 1995. "Explaining Development and Change in Organizations." "Academy of Management Review" 20: 510-540]. In this, I posit that the mechanisms and entanglements will be most effective if they are congruent with these underlying process theories of change. This framework allows different threads of literature on scholarly practice to be reconciled into one model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01