Embracing Translational HRD Research for Evidence-Based Management: Let's Talk About How to Bridge the Research-Practice Gap
Year: 2015
Type: article
Abstract: In recent years, the debate about the purpose of Universities is increasingly visible in public fora.Universities are more frequently asked by government bodies and the public to 'account for themselves'.Evidence is demanded in answer to such questions as: 'if public funding is poured into university research, what does the public get for its money?' (Simons, 2010); how do specific pieces of research inform policy problems?(Lauder, 2014); or what is the value for money and impact of scientific research projects for the economy and society?(Science Foundation Ireland).The benefits of university research are asserted to be wide and influential and include innovation, new knowledge, improved business strategies and productivity and contributions to policy, among others (Khazragui & Hudson, 2015).However, such claims are insufficient without supporting evidence in a time of public debt and pressure to reduce spending (de Campos, 2010; Khazragui & Hudson, 2015).This debate now influences public policy in the UK where universities, for the first time in 2014, must demonstrate, under the Research Excellence Framework (REF), how faculty research impacts the economy and society (see Khazragui & Hudson, 2015 for a review).These questions are put to Universities but there are also similar and more specific questions put to schools responsible for developing practitioners.Here we focus on the challenges put to business schools.The field of human resource development (HRD) is variously positioned in Universities around the world; sometimes in business schools and sometimes in schools of education.Irrespective of which school HRD is positioned in, the
DOI: 10.1002/hrdq.21214
Authors: Claire Gubbins, Denise M. Rousseau
Institutions: Dublin City University, Carnegie Mellon University
Language: English
Subfield: Applied Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2005241671