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The growing importance of ‘lived practices’ in entrepreneurship-related studies has sought to pose several questions and challenges for researchers/scholars in the field (Ruona & Gilley, 2009; Short, Keefer, & Stone, 2009). The issue of how current entrepreneurship research practices can become more applied in nature provides the basis for articulating more clearly what we mean by research impact and why it has become a central concern in the research field (Beyer & Trice, 1982; Huggins et al., 2008; Rynes, 2007; Starkey & Tempest, 2005). This debate has drawn specific attention to the need for applied research in entrepreneurial scholarship, which is more reflective of lived practice. The need to reach a balance between practitioners and academics’ expectations in terms of delivering research which is focussed towards achieving academic rigour and application to practice, which is both meaningful and relatable, is significant for both communities (Ram, Edwards, Jones, Kiselinchev, & Muchenje, 2017). This chapter seeks to assist and inspire both existing and future researchers in the field to make more informed choices and offer tangible evidence of good practice, serving as a guide to researchers wishing to develop engaged research. The authors hope that the nature of this chapter would seek to clarify the importance of engaged research in supporting how we understand and respond to the needs of entrepreneurial practice as a means of building trust and confidence in research reported. A key characteristic of the issue will be the different ‘framing’ of questions that can enhance practical knowledge.

This chapter looks at web-radio and podcasting in Greece, exploring their past, current status and considering possible futures. The analysis begins from broadcast radio in order to explore the, sometimes complex, relationships between traditional and new digital formats, particularly as these exist in an already financially and politically challenging terrain. Some tensions are revealed as the author, via primary and secondary research, navigates the radio landscape in a country that is now emerging from a long financial crisis. As there is very little writing on Greek Podcasting, this chapter aims to provide a snapshot of what currently exists and to suggest possible functions and creative avenues for it in Greece moving forward.

This paper reports upon a two‐year, qualitative, case study action research investigation into “learning within a project team”. This project team undertook a significant socio‐technical redesign project within a major Australian heavy engineering/manufacturing operation. The paper identifies and elaborates upon a number of elements that form a potential “learning architecture” for intra‐project learning. In unison with these elements, the paper also argues that project teams pursuing a learning objective within a project must pay systematic attention to the “situated learning” aspects of their project context. It is concluded that the potential learning architecture presented has implications for research in the learning and project management fields and, most importantly, for learning processes within project management workplace practice. These implications may extend beyond the project management boundary researched and be applicable in other similar group settings where managers attempt to facilitate learning.

This paper explores the expressed meanings that 60 middle managers attach to the concept of a shared strategic vision by providing a brief review of the business and management literature and the role of organisational learning. It continues by identifying the meanings and skills that these middle managers from a large international corporation attach to the achievement of a shared vision within a framework of Senge’s skills. A further element uncovered by the research is recorded; how the managers express their concerns regarding the reasons, as they see them, why a shared vision is not a feature of their organisation. A conclusion is reached that these middle managers believe implicitly that a shared strategic vision is desirable. Further that engagement in the activity described in the paper provides an opportunity for the managers to reflect on their organisation within the concept of organisational learning and the skills that are needed to take this concept forward.

This chapter focuses on donkey traders and trading in Kashgar in Xinjiang Uyghur Autonomous Region, an area which has experienced unrest and also seen sporadic incidents of violence that reflect the social and political instability in China since the 1990s. The Uyghurs are a Turkic speaking Islamic people who are classified as one of the country's 56 ethnic groups. Since the establishment of the People's Republic of China in 1949, mass migration of Han Chinese to this remote Central Asian region has intensified relations between the indigenous Uyghurs and the migrant Han Chinese, with many socioeconomic and political consequences. Through an exploration of the Uyghurs' cultural and religious understanding of donkeys and the multidimensional transactions of donkeys in livestock markets between Han Chinese and Uyghurs, the chapter argues that the practices and meanings of culture are both accommodated and contested when economic and political realities are simultaneously in play. Examining the changing characteristics of the intermediaries at donkey markets also sheds light on the ways in which these actors are becoming agents who bridge peasant communities in remote parts of southern Xinjiang and national markets amidst otherwise unfavourable social and economic conditions.

Organizational sociology and organization studies have a long history together, while also sharing a proclivity to self-diagnose crises. Instead of taking these assessments at face value, this paper treats them as an object of study, asking what conditions have fueled them. In the case of organizational sociology, there are indications of a connection between rising levels of discontent and community building: self-identified organizational sociologists have progressively withdrawn from general debates in the discipline and turned their attention to organization studies, which, they suspect, has seen dramatic levels of growth at their expense. Organization studies, on the other hand, are still haunted by “a Faustian bargain”: leaning heavily on the authority of the social sciences, business school faculty were able to facilitate the emergence of a scholarly field of practice dedicated to the study of organizations, which they control. However, in doing so, they also set organization studies on a path of continued dependence on knowledge produced elsewhere: notably, by university disciplines such as sociology.

The knowledge generated by academics in the field of management is often criticized because of its reduced relevance for professionals. In the review of the literature, the authors distinguish between three streams of thought. The review of the literature and the understanding of the research streams that have been addressed by the academic–practitioner gap in management has allowed to clarify that what truly underlies each of these approaches is a different assumption or paradigm from which the management science focusses.

This paper reviews the main approaches that have analysed this topic, drawing a number of conclusions.

The knowledge generated by academics in the field of management is often criticized because of its reduced relevance for professionals. In the review of the literature, the authors distinguish between three main perspectives. The review of the literature and the understanding of the research streams that have been addressed by the academic–practitioner gap in management has allowed us to clarify that what truly underlies each of these approaches is a different assumption or paradigm from which the management science focusses. To represent the findings of the literature review in this sense, the authors will present, first, a model that serves as a framework to interpret the different solutions proposed in the literature to close the gap from a positivist paradigm. Subsequently, they question this view through a reflection that brings us closer to a more pragmatic and interpretive paradigm of management science to bridge the research–practice gap.

In recent studies, researchers agree that there is an important gap between management research and practice, which may bear little resemblance to each other. However, the literature on this topic does not seem to be guided by a rigorously structured discourse and, for the most part, is not based on empirical studies. Moreover, a sizeable body of literature has been developed with the objective of analysing and contributing solutions that reconcile management researchers and professionals. To offer a more systematic view of the literature on this topic, the paper classifies previous approaches into three different perspectives based on the ideas on which they are supported. Finally, the paper concludes with some reflections that could help to reorient the paradigm from which the management research is carried out.

This paper proposes to rethink the concepts of relevance and usefulness and their relation to the theory–practice gap in management research.

On the basis of the cognitive-linguistic relevance theory or inferential pragmatics, supplemented by insights from information science, we define relevance as a general conceptual category, while reserving usefulness for the instrumental application in a particular case.

There is no reason to hold onto the difference between theoretical and practical relevance, nor to distinguish between instrumental and conceptual relevance.

This novel approach will help to clarify the confusion in the field and contribute to a better understanding of the added value of management research.

In response to recent calls to better understand the brain’s role in organizational behavior, we propose a series of theoretical tests to examine the question “can brains manage?” Our tests ask whether brains can manage without bodies and without extracranial resources, whether they can manage in social isolation, and whether brains are the ultimate controllers of emotional and cognitive aspects of organizational behavior. Our analysis shows that, to accomplish work-related tasks in organizations, the brain relies on and closely interfaces with the body, interpersonal and social dynamics, and cognitive and emotional processes that are distributed across persons and artifacts. The results of this “thought experiment” suggest that the brain is more appropriately conceived as a regulatory organ that integrates top-down (i.e., social, artifactual and environmental) and bottom-up (i.e., neural) influences on organizational behavior, rather than the sole cause of that behavior. Drawing on a socially situated perspective, our analysis develops a framework that connects brain, body and mind to social, cultural, and environmental forces, as significant components of complex emotional and cognitive organizational systems. We discuss the implications for the emerging field of organizational cognitive neuroscience and for conceptualizing the interaction between the brain, cognition and emotion in organizations.