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The story of societal progress has long been acknowledged to involve two brothers - management research and management practice (Beyer, 1982). Although, reared by the same knowledge core (Poole and Van de Ven, 1989; Wallin and von Krogh, 2010), the brothers in a display of their contrasting lives behave independently, often disparately. Their distinct behaviour has prompted scholars to report that ’most of what management researchers do utterly fails to resonate with management practice’ (Bansal et al., 2012, p. 73). Those observing the relationship unfold have been concerned of this disconnect for decades (Banks et al., 2016; Hambrick, 1994; Shapiro, Kirkman and Courtney, 2007). Gordon and Howell (1959) posited that universities and business schools need to be ’better informed and more scholarly faculties that are capable of carrying on more significant research, and with greater appreciation of the contributions to be made to the development of business competence’ (p.425). (...)
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