Concepts and theory building

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Standard

Concepts and theory building. / Saunders, Mark; Gray, David; Tosey, Paul; Sadler-Smith, Eugene.

A Guide to Professional Doctorates in Business and Management. ed. / Lisa Anderson; Jeff Gold; Jim Stewart; Richard Thorpe. London : SAGE Publications, 2015. p. 35-56.

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Harvard

Saunders, M, Gray, D, Tosey, P & Sadler-Smith, E 2015, Concepts and theory building. in L Anderson, J Gold, J Stewart & R Thorpe (eds), A Guide to Professional Doctorates in Business and Management. SAGE Publications, London, pp. 35-56. <https://uk.sagepub.com/en-gb/eur/a-guide-to-professional-doctorates-in-business-and-management/book242918>

APA

Saunders, M., Gray, D., Tosey, P., & Sadler-Smith, E. (2015). Concepts and theory building. In L. Anderson, J. Gold, J. Stewart, & R. Thorpe (Eds.), A Guide to Professional Doctorates in Business and Management (pp. 35-56). SAGE Publications. https://uk.sagepub.com/en-gb/eur/a-guide-to-professional-doctorates-in-business-and-management/book242918

Vancouver

Saunders M, Gray D, Tosey P, Sadler-Smith E. Concepts and theory building. In Anderson L, Gold J, Stewart J, Thorpe R, editors, A Guide to Professional Doctorates in Business and Management. London: SAGE Publications. 2015. p. 35-56

Author

Saunders, Mark ; Gray, David ; Tosey, Paul ; Sadler-Smith, Eugene. / Concepts and theory building. A Guide to Professional Doctorates in Business and Management. editor / Lisa Anderson ; Jeff Gold ; Jim Stewart ; Richard Thorpe. London : SAGE Publications, 2015. pp. 35-56

Bibtex

@inbook{001683c7ecb447fd84889636da641bfd,
title = "Concepts and theory building",
abstract = "We have written this chapter from the viewpoint that, although not all management research can or should be of direct relevance to practitioners, demonstrating the relevance of theory to practice is an essential component of all DBAs. In particular, such research must address the needs of practitioners, ensuring that the theory they develop is, in Lewin{\textquoteright}s (1945) terms, both practical and useful. Working at the academic–practitioner interface, researchers need to maintain academic rigour while ensuring practical relevance (Hodgkinson & Starkey, 2012). We adopt Saunders{\textquoteright} (2011, p. 243) term {\textquoteleft}researcher as practitioner{\textquoteright}{\textquoteright} to refer to those management scholars researching at this theory–practice interface. The chapter starts with a consideration of the nature of theory and concepts in management and, allied to this, the relationship between research and practice in theory building and the differing orientations of management researchers and professional practitioners. Within this, we consider an important debate that has emerged between design science (which is concerned with finding solutions to field problems and developing its own type of theoretical knowledge) and explanatory science (which is concerned with the development of {\textquoteleft}traditional{\textquoteright} theoretical knowledge to describe, explain and predict phenomena in the physical and social worlds), while also considering the related need for research to be of direct relevance and utility to managers. This debate has resulted in a shift in emphasis from Mode 1 research (which is designed and implemented by and for academics) to Mode 2 research, in which academics and practitioners collaborate in developing knowledge that is usable and developing practical solutions to organisations{\textquoteright} problems (Gibbons et al., 1994). We then consider inductive, deductive and abductive approaches to theory building, followed by discussion of some stage theories to explore how these approaches might relate to the researcher as practitioner.",
author = "Mark Saunders and David Gray and Paul Tosey and Eugene Sadler-Smith",
year = "2015",
language = "English",
isbn = "9781446298336",
pages = "35--56",
editor = "Lisa Anderson and Jeff Gold and Jim Stewart and Richard Thorpe",
booktitle = "A Guide to Professional Doctorates in Business and Management",
publisher = "SAGE Publications",

}

RIS

TY - CHAP

T1 - Concepts and theory building

AU - Saunders, Mark

AU - Gray, David

AU - Tosey, Paul

AU - Sadler-Smith, Eugene

PY - 2015

Y1 - 2015

N2 - We have written this chapter from the viewpoint that, although not all management research can or should be of direct relevance to practitioners, demonstrating the relevance of theory to practice is an essential component of all DBAs. In particular, such research must address the needs of practitioners, ensuring that the theory they develop is, in Lewin’s (1945) terms, both practical and useful. Working at the academic–practitioner interface, researchers need to maintain academic rigour while ensuring practical relevance (Hodgkinson & Starkey, 2012). We adopt Saunders’ (2011, p. 243) term ‘researcher as practitioner’’ to refer to those management scholars researching at this theory–practice interface. The chapter starts with a consideration of the nature of theory and concepts in management and, allied to this, the relationship between research and practice in theory building and the differing orientations of management researchers and professional practitioners. Within this, we consider an important debate that has emerged between design science (which is concerned with finding solutions to field problems and developing its own type of theoretical knowledge) and explanatory science (which is concerned with the development of ‘traditional’ theoretical knowledge to describe, explain and predict phenomena in the physical and social worlds), while also considering the related need for research to be of direct relevance and utility to managers. This debate has resulted in a shift in emphasis from Mode 1 research (which is designed and implemented by and for academics) to Mode 2 research, in which academics and practitioners collaborate in developing knowledge that is usable and developing practical solutions to organisations’ problems (Gibbons et al., 1994). We then consider inductive, deductive and abductive approaches to theory building, followed by discussion of some stage theories to explore how these approaches might relate to the researcher as practitioner.

AB - We have written this chapter from the viewpoint that, although not all management research can or should be of direct relevance to practitioners, demonstrating the relevance of theory to practice is an essential component of all DBAs. In particular, such research must address the needs of practitioners, ensuring that the theory they develop is, in Lewin’s (1945) terms, both practical and useful. Working at the academic–practitioner interface, researchers need to maintain academic rigour while ensuring practical relevance (Hodgkinson & Starkey, 2012). We adopt Saunders’ (2011, p. 243) term ‘researcher as practitioner’’ to refer to those management scholars researching at this theory–practice interface. The chapter starts with a consideration of the nature of theory and concepts in management and, allied to this, the relationship between research and practice in theory building and the differing orientations of management researchers and professional practitioners. Within this, we consider an important debate that has emerged between design science (which is concerned with finding solutions to field problems and developing its own type of theoretical knowledge) and explanatory science (which is concerned with the development of ‘traditional’ theoretical knowledge to describe, explain and predict phenomena in the physical and social worlds), while also considering the related need for research to be of direct relevance and utility to managers. This debate has resulted in a shift in emphasis from Mode 1 research (which is designed and implemented by and for academics) to Mode 2 research, in which academics and practitioners collaborate in developing knowledge that is usable and developing practical solutions to organisations’ problems (Gibbons et al., 1994). We then consider inductive, deductive and abductive approaches to theory building, followed by discussion of some stage theories to explore how these approaches might relate to the researcher as practitioner.

M3 - Chapter (peer-reviewed)

SN - 9781446298336

SP - 35

EP - 56

BT - A Guide to Professional Doctorates in Business and Management

A2 - Anderson, Lisa

A2 - Gold, Jeff

A2 - Stewart, Jim

A2 - Thorpe, Richard

PB - SAGE Publications

CY - London

ER -