TWELVEOrganization Development Scholar-PractitionersBetween Scholarship and Practice
WE BEGIN THIS CHAPTER by stipulating that academic-practitioner relationships and the ability of academics to communicate with practitioners matter deeply. We and many others hope very much that academics’ research findings can help to facilitate more effective management practice (e.g., Bartunek, 2003, 2007; Hambrick, 1994; Huff, 2000; McGregor, 1960; Rousseau, 2006; Rynes, Bartunek, & Daft, 2001; Schein, 1965, 2009a, 2009b; Van de Ven, 2002, 2007; Van de Ven & Johnson, 2006). We also hope that academics can learn from practitioners (Bartunek, 2007; Schein, 2009a, 2009b; Van de Ven, 2007).
Nevertheless, we realize that accomplishing ...
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