Research–Practice Gap in Applied Fields: An Integrative Literature Review

Given the growth of the literature addressing the issue of the research–practice gap in human resource development (HRD) and related applied fields, the study provides an integrative review of the literature in the management, applied psychology, and HRD fields. We synthesize the targeted literature across the three fields into seven major themes. Informed by the review, we suggest a comprehensive model of key components of knowledge production in applied fields affecting the interplay between research and practice. We close with discussing the potential actions for HRD scholars and practitioners to facilitate the convergence between research and practice.

The Science of Organizational Change and the Art of Changing Organizations

As a field of applied behavioral science, organizational change and development has characteristics of both science and art. I will explore four areas where the science of organizational change and the art of changing organizations are often in tension creating paradoxes that must be resolved or at least “held,” misunderstandings, occasional dysfunction, and insight and value. I will argue that the coexistence of science and art can be found specifically in theory creation and utilization, the evaluation of organizational change, the act of organizational diagnosis, and the study of organizational creativity. The advancement of theory, research, and practice in organization development depends, to a very real extent, on the ability to appreciate and to balance science and art in each of these domains.

Positioning theory and practice question(s) within the field of management learning

In this paper we argue that management learning, as a field of study, has different choices to make than mainstream management research in its conceptualization and treatment of theory/practice. We believe that management learning as a field of practice – and as a journal – has both the opportunity, and a special responsibility, to consider theory and practice in ways that do not reduce the debate to disembodied actors and their assumed different occupational needs. Recent theoretical shifts in management learning have emphasized the relational, site and context specific conception of knowledge and practice and engaged with individuals (whatever their role) in exploring how they come to experience and develop new ways of being and acting in the world. We argue that management learning, when it looks at its existing practice through the epistemic practice perspective, will appreciate the contribution it is already making to advancing theory/practice understanding in management without needing to develop additional collaborative research strategies.