Rights statement: This is the author’s version of a work that was accepted for publication in Journal of Business Research. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Business Research, 100, 2019 DOI: 10.1016/j.jbusres.2018.12.032
Accepted author manuscript, 463 KB, PDF document
Available under license: CC BY-NC-ND: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
Research output: Contribution to Journal/Magazine › Journal article › peer-review
| <mark>Journal publication date</mark> | 1/07/2019 |
|---|---|
| <mark>Journal</mark> | Journal of Business Research |
| Volume | 100 |
| Number of pages | 12 |
| Pages (from-to) | 327-338 |
| Publication Status | Published |
| Early online date | 20/12/18 |
| <mark>Original language</mark> | English |
Marketing academics are increasingly seeking societal impact from their work, yet still encounter problems in creating and sustaining meaningful relationships with those whom their work seeks to help. We use an empirical investigation to identify and propose solutions to the key barriers that impede the initiation and development of impactful relationships between marketing academics and Social Impact Organizations (SIGs). The investigation entailed 20 interviews with SIOs and Knowledge Exchange (KE) professionals in the US, UK and France. The main barriers hindering relationships are differing perspectives on resources, goal misalignment and misconceptions about the other party. Potential solutions include: involving both parties in structured activities for initializing collaboration; planning resource investment in research; engaging with KE professionals to facilitate goal alignment and to broker communications; increasing academic visibility in SIO communities; using teaching as a springboard to develop collaborations; supporting SIO-led initiatives and finding creative ways to overcome time incongruity.