Considering the corporeal to facilitate research to practice transitions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sonia Goltz ◽  
Patty Sotirin

PurposeThe authors suggest that the research-to-practice gap, such as that found in evidence-based management, is due in part to a lack of attention to embodied knowledge. The recommendation is for change agents to bring attention to embodied knowing when implementing change based on research. The purpose of the paper is to address the research-to-practice gap.Design/methodology/approachThis is a conceptual paper that considers limitations of the predominant approach to considering the research-to-practice gap. The literature on phenomenology, feminist theory, and learning theory form the basis for exploring these challenges as well as possible solutions for transcending the research-to-practice gap.FindingsStrategic opportunities for introducing increased corporeal understanding are advanced. The suggestions address the research-to-practice gap at three critical stages of research-based change initiatives. These include making embodied knowledge integral to change initiatives in framing research, reducing resistance, and increasing acceptance. Among the specific strategies discussed are attending to tacit knowledge when considering the change, embracing the embrained body including attending to kinesthetic resistance and starting with the body to increase acceptance when implementing change.Originality/valueThere has been very little previous attention to the corporeal in management research and practice, including in the organizational change literature. This paper not only increases this discussion significantly but also provides suggestions for how to move forward in practice.

1997 ◽  
Vol 63 (4) ◽  
pp. 529-530 ◽  
Author(s):  
Diane Sydoriak ◽  
Martha J. Fields

Autism ◽  
2021 ◽  
pp. 136236132110644
Author(s):  
Brian A Boyd ◽  
Aubyn C Stahmer ◽  
Samuel L Odom ◽  
Anna Wallisch ◽  
Maya Matheis

2020 ◽  
Vol 33 (5) ◽  
pp. 753-763
Author(s):  
David P. Waggoner

PurposeThis article explores how recognizing politics may help change agents have better success enacting change.Design/methodology/approachA conceptual paper using systems and practical domains to define a more sophisticated and useful definition of politics for change agents' use.FindingsThe article argues that there is an innate correlation between organizational change and organizational politics.Research limitations/implicationsThis article is a call to action for future empirical study on political skill.Practical implicationsThis paper is a practical invitation for change agents to recognize and adopt the positive aspects of political skill to aid in their efforts.Originality/valueThough organizational politics traditionally receives a negative connotation, there is growing research supporting the positive use of politics. This connection has yet to be fully discovered when one reads the literature. This concept paper is an invitation to begin further study.


2019 ◽  
Vol 35 (2) ◽  
pp. 67-78
Author(s):  
Matthew E. Brock ◽  
Jaclyn M. Dynia ◽  
Scott A. Dueker ◽  
Mary A. Barczak

Despite broad consensus that a research-to-practice gap exists in the education of students with autism, the extent of this gap has not been well studied. We surveyed 99 teachers in Ohio about their highest priority goals for students with autism spectrum disorder (ASD), their approach for addressing these goals, the degree to which students had made progress, and barriers to student progress. Only half of all teachers described an approach that included any evidence-based practice (EBP). Teachers often reported inadequate progress on Individualized Education Program (IEP) goals, and that identifying and implementing effective intervention practices were barriers to progress. We found some alignment between the outcomes prioritized by teachers and those measured by researchers in the literature, although teachers more highly prioritized academic and cognitive outcomes.


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