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Learning from Each Other: Why and How Business Schools Need to Create a ‘Paradox Box’ for Academic-Policy Impact

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Standard

Learning from Each Other: Why and How Business Schools Need to Create a ‘Paradox Box’ for Academic-Policy Impact. / Beech, Nic; Mason, Katy; Mackintosh, Robert et al.
In: Academy of Management Learning and Education, Vol. 21, No. 3, 30.09.2022, p. 487-502.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Beech, N, Mason, K, Mackintosh, R & Bartunek, J 2022, 'Learning from Each Other: Why and How Business Schools Need to Create a ‘Paradox Box’ for Academic-Policy Impact', Academy of Management Learning and Education, vol. 21, no. 3, pp. 487-502. https://doi.org/10.5465/amle.2021.0303

APA

Beech, N., Mason, K., Mackintosh, R., & Bartunek, J. (2022). Learning from Each Other: Why and How Business Schools Need to Create a ‘Paradox Box’ for Academic-Policy Impact. Academy of Management Learning and Education, 21(3), 487-502. https://doi.org/10.5465/amle.2021.0303

Vancouver

Beech N, Mason K, Mackintosh R, Bartunek J. Learning from Each Other: Why and How Business Schools Need to Create a ‘Paradox Box’ for Academic-Policy Impact. Academy of Management Learning and Education. 2022 Sept 30;21(3):487-502. Epub 2022 Jul 28. doi: 10.5465/amle.2021.0303

Author

Beech, Nic ; Mason, Katy ; Mackintosh, Robert et al. / Learning from Each Other : Why and How Business Schools Need to Create a ‘Paradox Box’ for Academic-Policy Impact. In: Academy of Management Learning and Education. 2022 ; Vol. 21, No. 3. pp. 487-502.

Bibtex

@article{6e9acb175444441cb6266fdae8e1a926,
title = "Learning from Each Other: Why and How Business Schools Need to Create a {\textquoteleft}Paradox Box{\textquoteright} for Academic-Policy Impact",
abstract = "As the “impact agenda” continues to gain prominence internationally, a key challenge is enabling academics and policymakers to interact so that they can learn effectively from and with each other. There is an ethical position that, if we could contribute to policy change impacting on work, society, and environment, then some of our resource and effort should be focused in this way, to bring the benefits of our research to the world of policy and practice and to gain insights about the use and potential direction of our research. We argue that there are significant cultural incompatibilities between academia and policymaking, but we propose an approach that establishes a learning zone in which key cultural rules are suspended (not “solved”) and groups can contribute input and extract learning insights as if they were collaborating with shared understanding, when this may only partially be the case. We explore the theoretical grounds and design principles for this new kind of learning zone, which we term the “paradox box.”",
keywords = "Impact, expansive learning, paradox, liminality, trading zones, learning zones",
author = "Nic Beech and Katy Mason and Robert Mackintosh and Jean Bartunek",
year = "2022",
month = sep,
day = "30",
doi = "10.5465/amle.2021.0303",
language = "English",
volume = "21",
pages = "487--502",
journal = "Academy of Management Learning and Education",
issn = "1537-260X",
publisher = "George Washington University",
number = "3",

}

RIS

TY - JOUR

T1 - Learning from Each Other

T2 - Why and How Business Schools Need to Create a ‘Paradox Box’ for Academic-Policy Impact

AU - Beech, Nic

AU - Mason, Katy

AU - Mackintosh, Robert

AU - Bartunek, Jean

PY - 2022/9/30

Y1 - 2022/9/30

N2 - As the “impact agenda” continues to gain prominence internationally, a key challenge is enabling academics and policymakers to interact so that they can learn effectively from and with each other. There is an ethical position that, if we could contribute to policy change impacting on work, society, and environment, then some of our resource and effort should be focused in this way, to bring the benefits of our research to the world of policy and practice and to gain insights about the use and potential direction of our research. We argue that there are significant cultural incompatibilities between academia and policymaking, but we propose an approach that establishes a learning zone in which key cultural rules are suspended (not “solved”) and groups can contribute input and extract learning insights as if they were collaborating with shared understanding, when this may only partially be the case. We explore the theoretical grounds and design principles for this new kind of learning zone, which we term the “paradox box.”

AB - As the “impact agenda” continues to gain prominence internationally, a key challenge is enabling academics and policymakers to interact so that they can learn effectively from and with each other. There is an ethical position that, if we could contribute to policy change impacting on work, society, and environment, then some of our resource and effort should be focused in this way, to bring the benefits of our research to the world of policy and practice and to gain insights about the use and potential direction of our research. We argue that there are significant cultural incompatibilities between academia and policymaking, but we propose an approach that establishes a learning zone in which key cultural rules are suspended (not “solved”) and groups can contribute input and extract learning insights as if they were collaborating with shared understanding, when this may only partially be the case. We explore the theoretical grounds and design principles for this new kind of learning zone, which we term the “paradox box.”

KW - Impact

KW - expansive learning

KW - paradox

KW - liminality

KW - trading zones

KW - learning zones

U2 - 10.5465/amle.2021.0303

DO - 10.5465/amle.2021.0303

M3 - Journal article

VL - 21

SP - 487

EP - 502

JO - Academy of Management Learning and Education

JF - Academy of Management Learning and Education

SN - 1537-260X

IS - 3

ER -