Most fitness and health apps only record a single type of data. I use a dozen or so different services to track my exercise regime, diet and sleep pattern as a result. Moves for iOS is my virtual pedometer, while Nike+ tracks the odd run I do throughout the week. MyFitnessPal takes care of my food intake, but requires that I input any and all exercise – including calories burned, which I don’t know most of the time – manually.
by Merris Stansbury "Though quantitative and rigorous qualitative data on flipped learning is limited, a recent literature review based on teacher reports, course completion rates, and supported methodology research indicates that flipped...
For decades there has been an ongoing, at times heated, debate over how relevant to real-world organizational concerns academic organizational research should be. The contributors to this book argue that in order to keep organizational research relevant to both theory and practice, research must deviate from the orthodoxy of traditional positivistic research. The true test of whether knowledge is useful to practice is not whether it is “theoretically” impactful but whether it is theoretically impactful and results in improved organizational effectiveness.
This collection examines how useful research can be achieved and argues that in order to keep organizational research relevant to theory and practice, the approach must deviate from the orthodoxy of positivistic, “pure” research approaches. The contributing authors were selected for their demonstrated ability to conduct useful research, and they bring their unique professional experience to their chapters by describing the choices they make and the tactics they employ.
The core message of this book is that in order to conduct research that is useful, researchers must learn from practice and intentionally position their work so that it finds a pathway to practice. While each chapter can stand alone, the book is crafted to provide multiple complementary perspectives on the topic of useful research. It does an outstanding job of describing what it takes to bridge the gap between theory and practice. It goes beyond advocacy, theoretical debate, and restatements of the problem to focus on the types of research methods that produce useful research. Topics include crafting research programs to yield useful knowledge, academic careers that yield useful knowledge, pathways to practice, institutional agents such as MBA programs and journals.
Table of Contents
Section I: Introduction and Framing 1 )Introduction: The Value Stream of Organization and Management Science: Edward Lawler & Sue Mohrman (CEO, USC)
Section II: Exemplars 2) Rob Cross, University of Virginia 3) Amy Edmundson, Harvard University 4) CEO exemplars—Sue and Monty Mohrman (CEO) Commentary: Richard Hackman, Harvard University
Section III: Bodies of Work that have Influenced Practice 5) Ed Lawler, CEO and Phil Mirvis, Boston College 6) C.K. Prahalad, University of Michigan 7) Mike Beer, Harvard University, emeritus & TruePoint Commentary: Thoughts on an Academic Career with Impact – Jim O’Toole, University of Denver
Section IV: Pathways: Research to Practice 8) Books with Impact – George Benson, University of Texas, Arlington 9) Collaborations with Consulting Firms/The Role of Consulting Firms – Ruth Wageman 10) Evidence Based Management/Sticky Concepts—Denise Rousseau, Carnegie Mellon 11) Classroom—impact of education—conditions for application, etc. –Paula Jarzabkowski 12) Professional Associations—Workshops and Tools — Wayne Cascio 13) Organization Development—Chris Worley and Tom Cummings Practitioner Perspective: Pathways with Impact—Roundtable of Practitioners Commentary: Gary Latham
Section V: Barriers and Enablers 14) Business Schools/MBA programs – Chris Worley, CEO, and Tom Cummings, USC 15) Journals—Theresa Welbourne, CEO Roundtable Discussion of Deans, Department Heads and Journal Editors in Attendance Commentary: Sarah Rynes
Section VI: Putting it All Together – Section Framing by Lawler and Mohrman 16) Reflective Chapter – Andy Van De Ven, University of Minnesota 17) Mohrman and Lawler –Learnings from the Conference and Book: What Academic Research Would Look Like if We Took Seriously a Mandate to do Research that Impacts Theory and Practice.
Titel Fast Fundamentals: Useful Research: Research for Theory and Practice: Framing the Challenge Berrett-Koehler Series Susan Albers Mohrman, Edward E. Lawler III Uitgever Berrett-Koehler Publishers, 2011 ISBN 1605096008, 9781605096001
In recent years there has been a sharp increase in collaborations among scholars and there are studies on the effects of scientific collaboration on scholars’ performance. This study examines the hypothesis that geographically diverse scientific collaboration is associated with research impact. Here, the approach is differentiated from other studies by: (a) focusing on publications rather than researchers or institutes; (b) considering the geographical diversity of authors of each publication; (c) considering the average number of citations a publication receives per year (time-based normalization of citations) as a surrogate for its impact; and (d) not focusing on a specific country (developed or developing) or region. Analysis of the collected bibliometric data shows that a publication impact is significantly and positively associated with all related geographical collaboration indicators. But publication impact has a stronger association with the numbers of external collaborations at department and institution levels (inter-departmental and inter-institutional collaborations) compared to internal collaborations. Conversely, national collaboration correlates better with impact than international collaboration.
The authors:"The fact that international collaboration has a lower correlation to publications’ impact may bedue to the apparent challenge of collaboration across national and cultural boundaries. The reason for intra-departmentalcollaboration’s low correlation to publications’ impact may be explained by exchanging redundant knowledge among theresearchers in the same departments (as usually have access to similar kinds of resources and equipment).Therefore, the findings support that having co-authors with diverse knowledge and skills enhance scholars’ knowledgeand experience through decreasing the research project process, including writing and revision process of publication (asthe output of the work) and also improving the impact."
While many people (including myself) contest that elearning is a viable solution for organizations large and small, there are some unfortunate misconceptions regarding elearning that decrease its effectiveness.
Toning up with bulky cast-iron weights could be a thing of the past with the invention of "magnetic" dumbbells. The sleek and innovative O2 Magnetic Dumbbells consist solely of two electro-magnetic rings worn above and below the elbow.
“A synthesis of cognitive research endorses the idea that deep understanding of subject matter transforms factual information into usable knowledge. Knowledge learned at the level of rote memory rarely transfers; transfer most likely occurs when the learner knows and understands underlying concepts and principles that can be applied to problems in new contexts. Learning with understanding is more likely to promote transfer and application than simply memorizing information from a text or lecture.”
"This post will outline how to design a course or unit in any subject using research-based tools that have come out of the Scholarship of Teaching and Learning (SoTL)."
Impact: In an environment of increasing accountability, it is important that AACSB accreditation focus on appropriate high-quality inputs (human, financial, physical, etc.) and the outcomes of those inputs within the context of the business school's mission and supporting strategies. That is, in the accreditation process, business schools must document how they are making a difference and having impact. This means that AACSB will continue to emphasize that business schools integrate assurance of learning into their curriculum management processes and produce intellectual contributions that make a positive impact on business theory, teaching, or practice. Impact also has a broader meaning in that the business school, through the articulation and execution of its mission, should make a difference in business and society as well as in the global community of business schools and management educators.Examples of metrics that schools might use to assess the impact of their activities, including scholarship and the creation of intellectual contributions, are provided below. Some activities, including scholarship, may have multiple impacts, while others have limited or no impact. Sometimes the impact of an activity or intellectual contribution may not be known or identifiable for a number of years. It is also important to note that evidence that intellectual contribution outcomes have "made a difference" may result from a single outcome produced by one or more faculty members and/or students, a series or compilations of works, or collaborative work with colleagues at other institutions or in practice. The list of categories and examples provided below is not intended to be limiting or exhaustive. Schools may identify and report other examples not included here.
Mission Alignment Impact
Alignment of intellectual contribution outcomes with themes or focus areas valued by the business school's mission (e.g., global development, entrepreneurship, innovation)
Percentage of intellectual contribution outcomes that align with one or more "mission-related" focus areas for research
Percentage of faculty with one or more intellectual contribution outcomes that align with one or more mission-related focus areas
Research awards and recognition that document alignment with one or more "mission-related" focus areas for research
Substantive impact and carry-forward of mission as stated in Standard 1 and as referenced throughout the remaining accreditation standards
Linkage between mission as stated in Standard 1 and financial history and strategies as stated in Standard 3
A: ACADEMIC IMPACT
Publications in highly recognized, leading peer-review journals (journals in a designated journal list, Top 3, Top 10, etc.)
Download counts for electronic journals
Editorships, associate editorships, editorial board memberships, and/or invitations to act as journal reviewers for recognized, leading peer-review journals
Elections or appointments to leadership positions in academic and/or professional associations and societies
Recognitions for research (e.g., Best Paper Award), Fellow Status in an academic society, and other recognition by professional and/or academic societies for intellectual contribution outcomes
Invitations to participate in research conferences, scholarly programs, and/or international, national, or regional research forums
Inclusion of academic work in the syllabi of other professors' courses
Use of academic work in doctoral seminars
Competitive grants awarded by major national and international agencies (e.g., NSF and NIH) or third-party funding for research projects
Appointments as visiting professors or scholars in other schools or a set of schools
B: TEACHING IMPACT
Grants for research that influence teaching/pedagogical practices, materials, etc.
Case studies of research leading to the adoption of new teaching/learning practices
Textbooks, teaching manuals, etc., that are widely adopted (by number of editions, number of downloads, number of views, use in teaching, sales volume, etc.)
Publications that focus on research methods and teaching
Research-based learning projects with companies, institutions, and/or non-profit organizations
Instructional software (by number of programs developed, number of users, etc.)
Case study development (by number of studies developed, number of users, etc.)
C: BACHELOR'S/MASTER'S LEVEL EDUCATION IMPACT
Mentorship of student research reflected in the number of student papers produced under faculty supervision that lead to publications or formal presentations at academic or professional conferences
Documented improvements in learning outcomes that result from teaching innovations that incorporate research methods from learning/pedagogical research projects
Hiring/placement of students
Career success of graduates beyond initial placement
Placement of students in research-based graduate programs
Direct input from organizations that hire graduates regarding graduates' preparedness for jobs and the roles they play in advancing the organization
Movement of graduates into positions of leadership in for-profit, non-profit, and professional and service organizations
D: DOCTORAL EDUCATION IMPACT
Hiring/placement of doctoral students, junior faculty, and post-doctoral research assistants
Publications of doctoral students and graduates
Invited conference attendance, as well as awards/nominations for doctoral students/graduates
Research fellowships awarded to doctoral students/graduates
Funding awards for students engaged in activities related to doctoral research
Case studies that document the results of doctoral research training activities, such as the transfer of knowledge to industry and impact on corporate or community practices
Research outputs of junior faculty members (including post-doctoral junior professors, assistant professors, doctoral research assistants, and doctoral students) that have been influenced by their mentors/supervisors
E: PRACTICE/COMUNITY IMPACT
Media citations (e.g., number, distribution, and effect)
Requests from the practice community to utilize faculty expertise for consulting projects, broadcast forums, researcher-practitioner meetings, faculty/student consulting projects, etc.
Publications in practitioner journals or other venues aimed directly at improving management expertise and practice
Research income from various external sources such as industry and community/governmental agencies to support individual and collaborative research activities
Case studies based on research that has led to solutions to business problems
Adoption of new practices or operational approaches as a result of faculty scholarship
Presentations and workshops for business and management professionals
Invitations for faculty to serve as experts on policy formulation, witnesses at legislative hearings, members of special interest groups/roundtables, etc.
Tools/methods developed for companies
Memberships on boards of directors of corporate and non-profit organizations
F: EXECUTVE EDUCATION IMPACT
Sustained and consistent involvement of research-active faculty in executive education programs
Sustained success of executive education programs based on demand, level of participation, and repeat business
Market research confirming value of executive education programs delivered by research-active faculty
Consulting activities of research active faculty that stem from participation in executive education activities
Inclusion of cases and other materials in degree programs that can be identified as resulting from executive education activity
Partnerships between the school and organizations that participate in executive education programs, which benefit the school's teaching, research, and other activities and programs
Involvement of executive education participants and their organizations in the teaching mission of the school (e.g., executive-in-residence program)
Linkage between organizations participating in executive education and student internships, as well as placement of graduates in entry-level positions
G: RESEARCH CENTRE IMPACT
Invitations by governmental or other agencies/organizations for center representatives to serve on policy-making bodies
Center research projects funded by external governmental, business, or non-profit agencies
Continued funding (e.g., number of donors, scale of donations)
Number of web visits to research center website (e.g., tracking data from Google Analytics)
Number of attendees (representing academics, practitioners, policymakers, etc.) at center-sponsored events
Sustained research center publications that are funded by external sources or that are highly recognized as authoritative sources of analysis and perspectives related to the center's core focus
The goal of bibliometric research itself is the development and testing of new performance indicators for research evaluation. For example, to address specific disadvantages of the original h index, nearly 40 variants of the h index have been proposed, most of which are redundant in terms of their application. We need new citation impact indicators that normalize for any factors other than quality that influence citation rates and that take into account the skewed distributions of citations across papers. The percentile indicators described in this paper might provide a solution.
The authors:" In addition to analysing the distribution of percentiles, it is possible to focus on percentile rank classes. Bornmann proposes—also as an alternative to the hindex —the Ptop 10% or PPtop 10% indicators, which can be considered to belong to the group of ‘success indicators’ in bibliometrics, to evaluate an institute. These indicators count the number of successful publications by a research unit, taking into account normalization over age and field. Ptop 10% is the number and PPtop 10% is the proportion of publications that belong to the top 10% most frequently cited publications. A publication belongs to this group if it is cited more often than 90% of publications published in the same field and in the same year."
"Ptop 10% and PPtop 10% have the additional benefit that they do not use an arbitrary threshold to determine the successful publications in a set, which is a disadvantage of the h index."
"PPtop 10% offers a third advantage over the h index in terms of allowing direct comparisons between publication sets. Statistically, it could be expected that 10% of publications from a random sample (drawn from InCites) would belong to the top 10% of the most-cited publications in a given subject category and publication year. The expected PPtop 10% would therefore be 10%."
science & societyEMBO reports (2013) 14, 226 - 230 doi:10.1038/embor.2013.9How good is research really?
Measuring the citation impact of publications with percentiles increases correct assessments and fair comparisons
In a joint research study conducted by the Department of Information Systems of the TU Darmstadt (Prof. Dr. Peter Buxmann) and the Institute of Information Systems of the Humboldt-Universität zu Berlin (Dr. Hanna Krasnova), Facebook members were surveyed regarding their feelings after using the platform. More than one-third of respondents reported predominantly negative feelings, such as frustration. The researchers identified that envying their "Facebook friends" is the major reason for this result.
Project manager Dr. Hanna Krasnova, who is currently a post-doctoral researcher at the Humboldt-Universität, explained that, "Although respondents were reluctant to admit feeling envious while on Facebook, they often presumed that envy can be the cause behind the frustration of "others" on this platform -- a clear indication that envy is a salient phenomenon in the Facebook context. Indeed, access to copious positive news and the profiles of seemingly successful 'friends' fosters social comparison that can readily provoke envy. By and large, online social networks allow users unprecedented access to information on relevant others -- insights that would be much more difficult to obtain offline." Those who do not engage in any active, interpersonal communications on social networks and primarily utilize them as sources of information, e.g. reading friends' postings, checking news feeds, or browsing through photos, are particularly subject to these painful experiences.