The Interplay between Theory and Practice in HRD

2021 ◽  
pp. 737-756
Author(s):  
Matthew W. Gosney
Keyword(s):  
Critical Thinking ◽  
Historical Context ◽  
Core Competency ◽  
Theory And Practice ◽  
Careful Evaluation ◽  
Compelling Reason ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
Modern Era

While few would argue that a tension exists between HRD theoreticians and practitioners, few models explain why such tension exists. Leveraging Gosney's Model of Modern Era Theory & Practice Generation in HRD (Gosney, 2014; Gosney & Hughes, 2015), a careful evaluation of current HRD context and informing philosophy reveals compelling reason for the theory-practice gap. In reviewing both the current historical context, capitalism, and the predominant informing philosophy, pragmatism, both theoreticians and practitioners are better equipped to understand and ameliorate the divide. The chapter concludes with specific recommendations to the discipline, including a more robust exploration by theoreticians of pragmatism as an informing philosophy in HRD and the adoption of critical thinking as a core competency in practitioners.

The Interplay between Theory and Practice in HRD

2016 ◽  
pp. 47-65 ◽  
Author(s):  
Matthew W. Gosney
Keyword(s):  
Critical Thinking ◽  
Historical Context ◽  
Core Competency ◽  
Theory And Practice ◽  
Careful Evaluation ◽  
Compelling Reason ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
Modern Era

While few would argue that a tension exists between HRD theoreticians and practitioners, few models explain why such tension exists. Leveraging Gosney's Model of Modern Era Theory & Practice Generation in HRD (Gosney, 2014; Gosney & Hughes, 2015), a careful evaluation of current HRD context and informing philosophy reveals compelling reason for the theory-practice gap. In reviewing both the current historical context, capitalism, and the predominant informing philosophy, pragmatism, both theoreticians and practitioners are better equipped to understand and ameliorate the divide. The chapter concludes with specific recommendations to the discipline, including a more robust exploration by theoreticians of pragmatism as an informing philosophy in HRD and the adoption of critical thinking as a core competency in practitioners.

scholarly journals Reflecting on the contemporary relevance of the forgotten management pioneers: A creative auto/biography

2019 ◽  
Vol 12 (2) ◽  
pp. 205979911986328
Author(s):  
Hester Nienaber
Keyword(s):  
Reflective Practice ◽  
Well Being ◽  
Base Change ◽  
Theory And Practice ◽  
Organisational Performance ◽  
Relevant Today ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
And Control

Management theory and practice are characterised by the ‘theory–practice gap’. A way of addressing this divide is to engage in reflective practice, in this instance, a creative auto/biography. This different way of presenting an old issue demonstrates how the original teachings of the management pioneers remain relevant today. The central issues are the purpose of the organisation and the role of both leadership and employees in unlocking human competence in pursuit of organisational performance. The concepts ‘autonomy’ and ‘control’ transpired as crucial, which could easily be misunderstood or misapplied. This personal reflection presents evidence on which to base change, enhancing the well-being of employees, societies and the profit of organisations. This article contributes to knowledge by making inaccessible knowledge, accessible and inclusive, and the expectation that the meaning emanating from this reflection will result in the management audience to reconsider management, advancing management science and benefitting society at large.

scholarly journals KOREAN SCIENCE TEACHERS’ PERCEPTIONS AND ACTUAL USAGE OF EDUCATIONAL THEORIES/TEACHING STRATEGIES IN THEIR TEACHING

2016 ◽  
Vol 15 (4) ◽  
pp. 411-423
Author(s):  
Jongwon Park ◽  
Youngmin Kim ◽  
Jongseok Park ◽  
Jin-Su Jeong ◽  
Young-Shin Park
Keyword(s):  
Science Teacher ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching Strategies ◽  
Science Classroom ◽  
Science Teacher Education ◽  
Theory And Practice ◽  
Educational Theories ◽  
Practice Gap ◽  
Theory Practice Gap

Many researchers have reported that there is a significant gap between theory and practice in education. This research sought to contribute to this work by examining the theory/practice gap in secondary school science teaching in South Korea. To do this, a questionnaire was developed to investigate the gap between Korean science teachers’ knowledge about Educational Theories and Teaching Strategies (ETTS) and the usage of it in their science classroom. The questionnaire was administered to 87 science teachers and results showed that even though participants were knowledgeable about many ETTS, only 26% of the teachers reported using it in their teaching. Major reasons reported for this gap in theory and practice were restrictive educational environments that did not support the use of ETTS, irrelevancy and difficulties of ETTS, and students' low interest in learning science. However, teachers’ perception of the importance of ETTS positively affected their usage of ETTS. Implications of the results are discussed, and alternative in-service training program is suggested to activate science teachers’ ETTS what they already know and to guide them to use ETTS in their actual science teaching. Key words: theory-practice gap, science teacher education, secondary science teacher, teaching strategy.

Connections Between Theory and Practice in Teacher Education

2013 ◽  
Vol 4 (1) ◽  
pp. 97-105
Author(s):  
Nabi Bux Jumani
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Education ◽  
Teaching Practice ◽  
Focus Group Interview ◽  
Education Programme ◽  
Theory And Practice ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
The Relationship

A fundamental component in professional education is the link between theory and practice. However, students in professional education programmes experience a lack of coherence between theory and practice which is often described as theory practice gap. The aim of this study was to explore the relationship between theory and practice in MA Education Programmes offered by International Islamic University and to contribute with knowledge about how to bridge the gap between theory and practice in teacher education programme. Data were obtained through focus group interview with 40 MA Education female students who completed their four months teaching practice in December 2011. Data reveal that student teachers are quite satisfied with their pedagogical preparation and find difference in theory and practice in teacher education institutions and practice schools in Pakistan. Data indicate that student teachers were not allowed by schools to implement their learnt teaching strategies.

The theory/practice gap in B2B marketing: reflections and search for solutions

2014 ◽  
Vol 29 (7/8) ◽  
pp. 619-625 ◽  
Author(s):  
Evert Gummesson
Keyword(s):  
Theory And Practice ◽  
Quality Data ◽  
Grand Theory ◽  
Content Type ◽  
B2b Marketing ◽  
Range Theory ◽  
Practice Gap ◽  
Theory Generation ◽  
Theory Practice Gap ◽  
The Relationship

Purpose – The purpose of this study was to suggest pragmatic ways of dealing with the business-to-business (B2B) theory/practice gap. Design/methodology/approach – Reflecting on experience both as a researcher and practitioner. Findings – B2B marketing is characterized by complexity. There is no straight way to harmonize the relationship between its theory and practice but there are ways to make the two benefit from each other. A dilemma is that academics and practitioners are rewarded for different types of achievements. Research limitations/implications – Scholars can be made aware of the need for close involvement through action research and case theory to secure access to high-quality data in a complex B2B reality, and to their mission to contribute better real world based theory. Practical implications – The article can make practitioners aware of the value of grand theory to improve the pragmatic use of mid-range theory as it materializes in models, checklists and heuristics. Originality/value – The simultaneous emphasis on explicit and tacit knowledge in both theory generation and practice, and a framework of theory generation that sorts out substantive, mid-range and grand theory relationships.

scholarly journals Ethnography in Health Services Research: Oscillation Between Theory and Practice

2021 ◽  
pp. 104973232110223
Author(s):  
Lauren Cubellis ◽  
Christine Schmid ◽  
Sebastian von Peter
Keyword(s):  
Health Services Research ◽  
Health Services ◽  
Scientific Evidence ◽  
Theory And Practice ◽  
Service Research ◽  
Services Research ◽  
Relational Dynamics ◽  
Working Together ◽  
Practice Gap ◽  
Theory Practice Gap

The well-known divergence between what policy and protocol look like on paper, and what happens in the actual practice of daily life remains a central challenge in health services provision and research. This disparity is usually referred to as the theory–practice gap and contributes to concerns that scientific evidence fails to make substantial impacts on the processes of service delivery. In this article, we present an argument for the inclusion of ethnographic methods in health services research and show that this approach enables researchers to address this divergence by working within it. We trace how ethnography, through generative processes of oscillation, can take us beyond lamenting the gap and capture the relational dynamics of people working together in complex systemic arrangements. By moving from example to methodological reflection, to principle of research, we demonstrate how the oscillation of ethnographic research between theory and practice can productively contribute to the field of health service research.

scholarly journals Solutions to bridge the theory-practice gap in nursing education in the UAE: a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ahmad Saifan ◽  
Briliya Devadas ◽  
Fares Daradkeh ◽  
Hadya Abdel-Fattah ◽  
Mohannad Aljabery ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Training ◽  
Theory And Practice ◽  
Theoretical Knowledge ◽  
Academic Field ◽  
College Staff ◽  
Clinical Culture ◽  
Practice Gap ◽  
Theory Practice Gap

Abstract Background The theoretical knowledge of nursing underpins the practice, while the practice environment determines the circumstances within which the theoretical knowledge is applied. The biggest challenge facing nursing as an academic field is the theory-practice gap, which is a universal issue in nursing. This study aimed to raise solutions to close the gap between theory and practice in nursing education through the eyes of nursing students in UAE. Methods A qualitative descriptive approach was followed; whereby 25 Emirati nursing students were interviewed. Results Two main themes are discussed in this study: ‘Clinical Culture Creation’ and ‘Curriculum Content Reformation’. The students suggested to decreased the loud and stress on their clinical educators. They also suggested creating synchronization between what is taught in classrooms and labs and what is offered in the clinical training. Moreover, some of the students expected to have more benefit if they get their clinical training in health institutions owned by their college. On the other side, many of the participants suggested to move from the integration system to the block system. Another interesting suggestion includes having the same college staff to teach the theory and the clinical. The final suggestion includes decreasing the paper work during clinical training. Conclusions This study explored the solutions to bridge the theory-practice gap in nursing education in the UAE. The study has implications for nursing education and practice within the UAE and is imperative for graduating workplace ready professional nurses within the country.

Evaluation of Information System Investments: A Value Dials approach to closing the theory-practice gap

2015 ◽  
Vol 30 (3) ◽  
pp. 276-292 ◽  
Author(s):  
Jane Elisabeth Frisk ◽  
Frank Bannister ◽  
Rikard Lindgren
Keyword(s):  
Theory And Practice ◽  
Action Research Project ◽  
Public And Private ◽  
The Public ◽  
Evaluation Approach ◽  
Theoretical Approaches ◽  
A Value ◽  
Ex Ante ◽  
Practice Gap ◽  
Theory Practice Gap

Failed or partially failed information systems (IS) investments continue to be a problem in both public and private sectors. Although there are many causes of such failure, lack of clarity about the goals and benefits expected and how they are to be realized is one of the major contributors. This is particularly so in the public sector where the purpose of IS investment is not to increase profits, but to accomplish social and political goals. One way of reducing failure and wastage rates is to have ex-ante evaluation. Over the past three decades IS research has proposed a plethora of new theoretical approaches to improving ex-ante evaluation, but with a few exceptions, these have had little impact on practice. This paper presents a way to address this gap between theory and practice. It proposes a way in which managers can improve IS investment evaluation by changing perspective from a focus on traditional analytic tools towards a design attitude that seeks to develop multi-criteria IS evaluation approach based on contextual experience and prior knowledge. The proposed approach enables organizations to design and develop a value case using value dials as a common language that defines what constitutes the value of particular IS investments for a specific context. To assess its effectiveness, this approach was applied using a multilevel dialogical action research project within a Swedish public organization. The findings show that managers in this organization significantly improved the effectiveness of their evaluation of IS investments.

Role of Feedback for Bridging Theory- Practice Gap in Teaching Practicum

2020 ◽  
Vol 11 (1) ◽  
pp. 159-159
Author(s):  
Faiza Masood ◽  
Dr. Malik Ghulam Behlol
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Theory And Practice ◽  
Teaching Practicum ◽  
Practice Gap ◽  
Pre Service Teacher Education ◽  
Theory Practice Gap ◽  
Pre Service Teacher

Incorporating theory into practice is not a simple rather dialectical and complex process of observing, scaffolding, reflecting, and coordinating prospective teachers. It has been observed that interaction in the form of academic feedback between CTs and PTs is missing in the teaching practicum. The present study aims to investigate the perceptions and practices of PTs and CTs about Feedback in teaching practicum to bridge the gap between theory and practice in the Pre-service Teacher Education Program. It is an exploratory investigation applying survey method and semi-structured interview to collect data from PTs and CTs to answer the investigation inquiries about the role of Feedback practices in bridging the theory-practice gap. Purposive and Criterion sampling techniques were applied to select the participants of the study. Findings reveal that the CTs are working as mentors without any professional training and recognition in their department and universities for their contributions in teaching practicum. They are lacking to perform their role effectively in providing written and oral Feedback to PTs for their professional development. School Practicum is suggested to be regular, well organized, and structured instead of a command-based component of the Pre-service Teacher Education Program. Keywords: Feedback, Teaching practicum, Cooperative teacher, Prospective Teacher

Students’ Perception on taught Theories and Clinical Practice in Nursing Education Training

2020 ◽  
Vol 1 ◽  
pp. 1-21
Author(s):  
Julien Feti Kisiata ◽  
Hatice Şen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Teaching ◽  
Learning Experience ◽  
Theory And Practice ◽  
Structured Interviews ◽  
Clinical Learning Environment ◽  
Practice Gap ◽  
Rich Data ◽  
Theory Practice Gap

Theory and practice are two important components of nursing education. When knowledge acquired in theory translates into practice, effective learning takes place in nursing education. However, research shows that there is a gap between theory and practice. This study was conducted to find out if there is a connection between theories taught in the classroom and the practice of nursing. Qualitative phenomenological design and one-on-one semi-structured interviews were used to collect the data in this study. Four main themes were identified in the study: "Nursing education, theory-practice gap in nursing education if any, reasons for the theory-practice gap in nursing education and suggestions for bridging the theory-practice gap in nursing education ". Twelve out of sixteen students, or seventy-five percent, explained that there was no balance between theory and practice in nursing education. This imbalance explains the notion of a gap between theory and practice in nursing education. Students showed the complexity of the theoretical teaching environment compared to the clinical learning environment. Indeed, these environments have an impact on the learning experience of nursing students. To bridge this gap, many students suggested balancing theory and practice, supporting them more with clinical teaching, and the desirability of solving the language barrier issue between students, theory teachers and others clinical professors. As a result of this study on the gap between theory and practice in nursing education, the qualitative design used in this paper provided new and rich data on the quality of education, the reasons and the solution regarding the Gaps in theory and practice in nursing education at the University of the Near East in North Cyprus. The results of this study would contribute to the revision of the nursing education program of this university. This is the first study in the Republic of Northern Cyprus to examine the gap between theory and practice.

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