Engaged scholarship, a movement that has been growing steadily since 1995, offers a new way of bridging gaps between the university and civil society. Numerous papers and reports have been published since Boyer’s foundational discourse in 1996. Yet, beyond a growing interest in orienting universities’ missions, we observed a lack a formal definition and conceptualization of this movement. Based on a scoping review of the literature over the past 20 years, the objective of this article is to propose a conceptualization of engaged scholarship. More specifically, we define its values, principles, and processes. We conclude with a discussion of the implications of this new posture for faculty and students, as well as for the university as an institution.
This article summarizes discussions held by 23 scholars from research universities in the USA, who are committed to civic and community engaged scholarship and working to advance this work on their campuses and in their communities. This meeting was second in a series first convened by Campus Compact and Tufts University to advance civic engagement within research institutions. This statement, endorsed by the entire group, focuses on opportunities and challenges in four critical areas: engaged scholarship; scholarship focused on civic and community engagement; educating students for civic and community engagement; institutionalization. It identifies challenges to establishing and sustaining engaged scholarship presented by research university contexts, and offers a vision for fully engaged institutions, calling on colleagues to embrace this vision and work to bring it about.
Constructing and communicating actionable knowledge to managers. In their daily activities, managers develop knowledge on the practice of strategy. Most often, this knowledge remains implicit, due to time constraints and lack of opportunities for drawing explicit knowledge from it. One of the challenges for strategy-as-practice is to not only construct, but also communicate actionable knowledge on strategy-making to managers. This paper puts forth a number of signposts which bear on both how to construct actionable knowledge in collaboration with managers by drawing on their specific experience, and on various ways to communicate that knowledge in order to facilitate its understanding, appropriation, and memorization.
This volume offers an exploration of major changes in the way
knowledge is produced in science, technology, social science,
& humanities, arguing that a new mode of knowledge production
promises to replace or radically reform established
institutions, disciplines, practices, & policies. A range of
features - reflexivity, transdisciplinarity, heterogeneity -
associated with the new mode of knowledge production are
identified to illustrate the connections between them & the
changing role of knowledge in social relations.
Methodological difficulties inherent in attempts to describe
a new mode of knowledge production are discussed, &
implications of this mode for science policy & international
economic competitiveness, collaboration, & globalization are
treated. The book is particularly relevant for those
concerned with educational systems, the changing nature of
knowledge, the social study of science, & the connections
between research & development, & social, economic, &
technological development. The book is presented in 7 Chpts
with a Preface & an Introduction. (1) Evolution of Knowledge
Production. (2) The Marketability and Commercialisation of
Knowledge. (3) Massification of Research and Education. (4)
The Case of the Humanities. (5) Competitiveness,
Collaboration and Globalisation. (6) Reconfiguring
Institutions. (7) Towards Managing Socially Distributed
Knowledge. References accompany each Chpt. 2 Tables. W.
Howard (Copyright 1995, Sociological Abstracts, Inc., all
Universities and colleges are increasingly providing internal grants to encourage faculty and staff involvement in community-based research and service-learning projects; however, little attention has been given to the impact of institutional support of these efforts. This qualitative study employed focus group interviews with 17 faculty and staff at one mid-size private research university (high activity) to explore the impact of institutional funding on their professional roles and practice of community engaged work. Findings revealed that community-based projects energized the participants, helped them make their academic work relevant in communities, created formal and informal university-community partnerships, and elevated the University’s public image. However, a conundrum was evident in the tension between the University’s public expression of the importance of community engagement and participants’ concerns that the traditional academic reward structure could jeopardize their long-term commitment to community work. A framework is offered that may assist institutions that are pondering or have already committed to using institutional dollars to support engaged scholarship.
Pour apporter des réponses à la question de la valorisation managériale des recherches en gestion, l’article explore l’exemple du modèle de management socio-économique. En effet, ce modèle expérimenté dans 2 000 organisations depuis 1974 a précisément pour objet, au moyen de la méthode scientifique dénommée recherche-intervention qualimétrique, de fabriquer des produits d’intention scientifique socialement utiles aux entreprises et aux organisations. L’article décrypte les principes théoriques et épistémologiques de ce modèle, son processus, la méthode de recherche-intervention employée et des résultats significatifs de valorisation de la recherche.
Cet article traite de performativité. En premier lieu, de la performativité des notations des articles et des classements des universités dans le cas du Royaume-Uni, de la littérature de protestation et d’accusation qu’ils ont engendrée. En deuxième lieu, sont examinées les conditions sociales ou politiques qui ont produit ces classements et notations, notamment le « capitalisme académique » et la prolétarisation pensés par Bernard Stiegler. Mais, en fin de compte, les auteurs montrent que les classements et les notations ont surtout un impact sur les affects des chercheurs. Classements et notations sont des textes performatifs : ils créent une mentalité, un sentiment d’identité, voire un environnement de vie.
Cet article traite de problemes poses par l’integration de la responsabilite societale dans la strategie et la gestion des ecoles de management. Il s’appuie sur la theorie des “stakeholders” pour montrer la creation de valeur apportee aux parties prenantes internes et externes des ecoles de management. L’hypothese formulee est que toutes les parties prenantes doivent etre prises en compte dans la strategie d’une ecole pour renforcer son developpement durable, accroitre sa legitimite et faire face aux defis de la profession de maniere pro-active.
Comparative study between medical and management research methods. The case of qualimetric & socio-economic intervention-research
Transformative intervention-researches in management sciences   come up against the resistance of other research conceptions, which mention their non scientific characteristic as an explanation. This paper offers a comparative study between health sciences and management sciences research methods. Medical research, which is universally recognized in sciences or with regard to academic recognition and societal credibility , could be a relevant referent to try to enlighten the scientism of intervention-research in management sciences.
Our hypothesis is that in management sciences, transformative qualimetric intervention-research allows a relevant and effective theorization thanks to rigorous observation methods and tools, resorted to upstream of the scientific process and analogous to experimental research, as universally used in medical research.
The comparison between some management sciences research methods and some health sciences research methods enabled to highlight significant closeness between qualimetric and socio-economic intervention-research and clinical medical research.
La responsabilité du chercheur en gestion s'exerce envers trois communautés principales : les participants à la recherche, la communauté académique, et la société. Alors que les deux premières sont largement acceptées, la troisième, la responsabilité sociale, est plus débattue. De plus, la prise en compte de plusieurs peut créer des obligations contradictoires. Face à ces tensions, les réponses des chercheurs en gestion diffèrent notamment en fonction de leur positionnement épistémologique et des pressions de leur environnement.
Research‐intensive universities have special challenges in providing their students with civic education, particularly education that is rooted in the curriculum. Their efforts are important to the overall effort to promote education “for the common good” at colleges and universities because of their stature within the higher education community. This paper aims to address the particular needs and challenges of research universities in fostering civic education and strengthening their leadership contributions.
This article provides a snapshot of how 15 American research university campuses, which are part of a “learning community”, approach their goal of educating their students to promote the common good. Based on survey self‐reports conducted in the spring of 2009, it documents their civic education work.
The survey confirms, while research universities are being creative and assertive in expanding their civic education work, there is ample room to extend and improve their efforts, and it frames an agenda for continued improvement. All surveyed campuses are committed to civic education and provide domestic and international engagement experience to undergraduates. Most provide curricular engagement experiences. In‐depth opportunities for a select group of students are common, university‐wide opportunities are not. Many want to improve the integration of curricular and extra‐curricular engagement.
The research is based on self‐reports of a small sample.
These campuses face two major challenges to fostering civic education: generating greater faculty buy‐in, and overcoming the difficulties of program development at large decentralized institutions. Opportunities for program improvement include: better measurement of outcomes, more use of theory, and more student involvement in institutional governance.
These findings provide unique insight into the work of some of the most able practitioners of civic education at American research universities.
Significant shifts are occurring in higher education pedagogy, research methodology, and community development, ones that value civic engagement and experiential learning as bridges to holistic education and sustainable social change. Engaged scholarship through university–community partnerships can result in providing a well-rounded education for students, a widening of the university's knowledge base, and an empowering investment in community change. Yet, perpetuating unequal power relations and contributing to a deficit-based approach of service can thwart the social change efforts of community-based education. Critically engaging these complex notions, while integrating promising pedagogical practices, is crucial for effective service-learning and community-based research. This paper provides an overview of these topics and the personal and collective challenges and benefits students, faculty, and communities face as a result of campus–community partnerships.
– The purpose of this Editorial is to introduce key themes in the area of student‐community engagement (SCE) and the papers included in this special issue.
– The paper discusses dominant trends in the current context.
– The selection of papers in this issue represent the range of programmes that have been developed over the past five or so years and indicate what they have, and have not been able to achieve. However, the recent context indicates an acceleration of the expectations placed on higher education to develop socially responsible citizens and to create graduates who will be able to solve the complex problems of an increasingly complex world.
– The paper provides a background to SCE and the changing role and context of higher education.
Although cognitive psychology currently represents the mainstream of psychological and educational thinking, it is only recently that much concern has been shown for learning as such -- that is, concern for the factors and/or variables that influence "changes" in human performance, knowledge structures, and/or conceptions. This article examines current thinking about learning within the framework of cognitive psychology and how a new, cognitive conception of learning can guide future research on both learning and instruction. Similarities and differences between behavioral and cognitive conceptions of learning are discussed, along with issues such as the active (rather than passive) nature of learning, the concern for understanding (i.e., comprehension), the role of prior knowledge, the cumulative nature of most forms of human learning, and the role played by cognitive analyses of performance. Several cognitive theories of learning are presented as examples of how cognitive psychology has influenced research on learning.
À propos d'impact de la recherche, Revue francaise de gestion
P B Merino
Abdessemed, T. & Merino, P. B. (2016). À propos
d'impact de la recherche, Revue francaise de gestion, 261(8), 55-76.
Réflexions au-N°30 Janvier-Juin 2021 • Responsabilité sociétale des enseignants-chercheurs en management Management & Sciences Sociales tour d'actions de chercheurs d'une université, pour favoriser l'inclusion au sein de leur communauté
N L Dodeler
Albert, M.-N. & Dodeler, N. L. (2020). Réflexions au-N°30 Janvier-Juin 2021 • Responsabilité sociétale des enseignants-chercheurs en management Management & Sciences Sociales
tour d'actions de chercheurs d'une université, pour
favoriser l'inclusion au sein de leur communauté,
Revue internationale de psychosociologie et de gestion des comportements organisationnels, 26(66),
Comment publier des articles dans des revues académiques : À partir de thèses de doctorat fondées sur des recherches-interventions ?
Bonnet, M. (2018). Comment publier des articles
dans des revues académiques : À partir de thèses
de doctorat fondées sur des recherches-interventions ? In A. F. Buono, H. Savall, & L. Cappelletti
(Éds.), La Recherche-Intervention dans les entreprises et les organisations : De la conception à la
publication. Information Age Publishing.
Commission européenne, Charte européenne du chercheur et Code de conduite pour lerecrutement des chercheurs
Cuthill, M. (2008). Review of Engaged Scholarship:
A Guide for Organizational and Social Research by
Andrew H. Van de Ven, Gateways: International
Journal of Community Research and Engagement, 1,
Commission européenne, Charte européenne du
chercheur et Code de conduite pour lerecrutement
des chercheurs, http://ec.europa.eu/eracareers/
Problem Formulation, Theory Building, Research Design, and Problem Solving
Van De Ven
Van de Ven (2020). Cours en ligne, "Problem
Formulation, Theory Building, Research Design,
and Problem Solving", University of Minnesota,
Méthodologie de conduite d'une recherche-intervention… jusqu'à publier. Cas de la Recherche-intervention socio-économique
Zardet, V. (2018). Méthodologie de conduite d'une
recherche-intervention… jusqu'à publier. Cas de
la Recherche-intervention socio-économique, In
A. F. Buono, H. Savall, & L. Cappelletti (Éds.), La
Recherche-Intervention dans les entreprises et les
organisations. De la conception à la publication,
Information Age Publishing.