Issue link: https://www.e-digitaleditions.com/i/57338
Your Turn Bridge to Practice One of the ongoing criticisms of today's business schools is that they don't successfully bridge the divide between theory and practice. Clos- ing that gap is not just a good idea; business schools have an inherent mandate to do so. As professional schools, colleges of business are expected both to produce knowl- edge and to prepare people for prac- tice. They are held to dual standards. Many schools are already mak- ing huge efforts to bridge the divide between theory and practice. For example, at the University of Michigan's Ross School of Business, one-quarter of the MBA curriculum is devoted to projects that students complete for participating organiza- tions. As cross-disciplinary teams of Michigan faculty oversee these proj- ects, they get a chance to see their ideas at work—and learn what suc- ceeds and what doesn't. At the Uni- versity of Pennsylvania, the Wharton School supports a multifaceted research center structure in which companies and executives not only fund research, but also interact with faculty extensively. Such interactions allow practitioners to see the value of faculty research and help faculty see where that value falls short. And, of course, faculty at Harvard Busi- ness School maintain a close connec- tion with the world of practice by writing case studies. Indeed, faculty at virtually every business school do have incentives to live both sides of this divide. Their classrooms are full of students who are oriented toward practice; their larger school environment and profession value research. Faculty immersed in practice through active consulting have a pragmatic interest 68 BizEd MARCH/APRIL 2008 By Susan J. Ashford in the latest ideas as well. In their consulting, they have to sell their ideas on the open marketplace. As teachers in EMBA and executive edu- cation programs, they face ambitious managers hungry for knowledge. If these professors don't have some- thing new and relevant to say, they won't be successful in either role. If faculty have such real incentives to bridge the divide between theory and practice, what's the missing piece? Administration. Deans and top administrators at business schools and universities must lead the way in creating a school culture that nur- tures collaboration and rewards very different kinds of efforts. If deans and administrators really want to construct bridges between academia and the real world, they should consider eight basic building blocks: 1. Welcome faculty who have diverse strengths. The business school has room for faculty who are interested in research, faculty who are inter- ested in practice, and those who are adept at bridging the divide. For instance, Bob Quinn, a Michigan faculty member who focuses on leadership, is immersed in the world of practice. He writes more books than articles, is extensively involved in executive education, and works closely with companies. Yet he also teaches a transformative session for Michigan's research-oriented Ph.D. students. Karl Weick, an academic's academic, also teaches in Michi- gan's executive education programs. Administrators who resist putting faculty into specific molds will help build diverse and exciting schools. 2. Recognize and encourage the career progression that most faculty follow. Many professors will focus on research early in their careers, and then branch out into more practical concerns after they've acquired experience and achieved tenure. Junior faculty straight out of Ph.D. programs may think they will never be interested in anything except research, but deans can subtly broaden their inter- ests over time by structuring small opportunities for them to interact with the practical world. One excellent approach is to have junior faculty take small roles in executive education programs. There, as they encounter practition- ers with years of experience, they will get new ideas as well as access to data that they can develop into publishable material. It's ideal if their time in the executive educa- tion program is part of their regular courseload, not something tacked on to their other responsibilities. 3. Turn the EMBA program into an exchange forum. Like an executive edu- cation program, the EMBA attracts working professionals who are trying to solve real problems. Unlike the much shorter executive education programs, EMBA programs usually span one or two years, giving faculty more exposure to practitioners and a better chance to hone their own skills. If young research-oriented faculty are allowed to teach EMBA courses, they will have to think about the practical utility of their research—and if they are teaching the courses as part of their regular academic load, they'll still have time to pursue that research. 4. Actively promote exchanges between professors in both camps—research and practice. Research-oriented faculty, as mentioned, might learn about new industry applications for theo- retical knowledge if they participate in executive education programs. Practice-oriented faculty might find