The Dialogical Model: Developing Academic Knowledge for and from Practice

Marie-José Avenier and Aura Parmentier-Cajaiba
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Marie-José Avenier: Grenoble University, France

No 2012-17, GREDEG Working Papers from Groupe de REcherche en Droit, Economie, Gestion (GREDEG CNRS), Université Côte d'Azur, France

Abstract: In accordance with EMR's will to promote the diffusion of research findings to practice, we propose a methodological framework for developing and communicating academic knowledge relevant for practice: the dialogical model. This model of engaged scholarship comprises five activities: specifying a research question, elaborating local knowledge, developing conceptual knowledge, communicating knowledge, and activating knowledge. The current article focuses on the early stage of research question design and presents the epistemological framework in which the model was initially developed. It also offers guidance on how to maintain academic value and practical relevance in tension throughout the research process. Examples illustrate how to construct research questions relevant both for academia and practice, and how to justify validity in pragmatic constructivism. This model can likewise be mobilized in other epistemological frameworks, particularly for knowledge generation purposes. It enriches the researchers’ methodological toolbox by adding a new procedural tool that provides valuable guidelines from the very start of research projects.

Keywords: engaged scholarship; relevance; practice; research question design; pragmatic constructivism (search for similar items in EconPapers)
JEL-codes: M00 (search for similar items in EconPapers)
Pages: 35 pages
Date: 2012-12, Revised 2013-07
New Economics Papers: this item is included in nep-cse and nep-knm
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Citations: View citations in EconPapers (1)

Published in European Management Review, 2012, vol. 9, no. 4. pp. 199-212.

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