Editorial

<abstract xmlns="http://www.w3.org/1999/xhtml">By understanding knowledge to be performative – a ‘dynamic and ongoing social accomplishment’, rather than a representation or commodity – we view knowledge, or more accurately ‘knowing’, as a capability that emerges from, is embodied by, and embedded in recurrent social practices. The fluent knowing-in-practice that distinguishes an expert practitioner from a novice is developed through the reflexive interaction of the practitioner with their peers and their real-life work practices . Our key aim in this research was to explore whether it is possible for the abstracted classroom setting to approximate real-life work contexts, thereby enabling the active physical, mental, and emotional engagement of learner/practitioners within their community of practice, which have been demonstrated in the literature to be central to learning. How might training programmes actively engage learners in this way? We explored these questions through focus groups and interviews with participants on a professional IT management training programme and found that real-life contexts can be approximated to an extent, such that learner/ practitioners are enabled to learn from their own and each other’s experience of addressing issues in relation to IT management.</abstract>

From experience to knowledge in professional IT management education: exploring the applicability of classroom learning to real-life contexts

<abstract xmlns="http://www.w3.org/1999/xhtml">This paper addresses the debate on rigour and relevance in management research to identify barriers to progress and identify the challenges and opportunities in moving forward. We identify strong calls from both North American and European literatures for a move to close this gap. It has, however, been 20 years since Hambrick asked scholars ‘What if the academy actually mattered?’ during his Presidential address to the Academy of Management. Despite both the time and the consistency of calls, there has been only modest progress in closing this rigour-relevance gap. We argue that this is not because of any lack of willingness or capacity but is shaped by systemic issues. We find the narrative of the business school framed as either professional or social sciences a core issue. Each brings with them a tradition of different ontological perspectives and epistemological processes, protected by gatekeepers, which supports, even if unintentionally, the maintenance of the gap. We go on to discuss the challenge of management education and research in a postmodern context, the need to examine our conception of rigour, and to challenge the definition of management as a profession given its strategic win-lose orientation. We conclude with a discussion on the relationship between society and business and lay out the challenges ahead for richly contextualised scholarly work that may be defined as both rigorous and relevant.</abstract>

Reconsidering the rigour-relevance gap: the need for contextualised research in risk societies

<abstract xmlns="http://www.w3.org/1999/xhtml">Within the emerging field of humanitarian logistics, the civil–military logistical interface has achieved only minimal attention in academic literature even though most western nations have a civil–military division within their defence departments. Due to fundamental differences between humanitarian and development agencies and international military forces in terms of the principles and doctrines guiding their work, their agendas, operating styles and roles, the area of civil–military logistical coordination in humanitarian relief has proven to be more difficult than other interagency relationships. This paper presents recent research that proposes a model for logistics requirements in humanitarian operations, taking account of where and how civil–military involvement can be most effective and efficient across all phases of humanitarian operations. Interviews were conducted with key personnel in humanitarian and military organisations. The model proposed here, appears to be robust and workable in a range of geopolitical and operational circumstances. We show that the greatest impact of military involvement is most beneficial in the initial crucial life sustaining days immediately after natural disasters. In contrast in manmade complex emergencies, military assistance to the logistical provision of aid is more beneficial when widespread military expertise is provided.</abstract>

Improving civil–military coordination in humanitarian logistics: the challenge

<abstract xmlns="http://www.w3.org/1999/xhtml">Training transfer is the extent to which human resource development (HRD) interventions result in a change in trainee workplace behaviour post-training. Training transfer is an important dimension of training effectiveness. However, studies on training transfer are not extensive and some of the findings are inconclusive. Drawing on a study of 124 trainees across 102 similar organisations within the Irish health care system, the current study investigates the effect of demographic variables (age, educational background, position), situational variables (time since training, tenure, recruitment to the training programme, preparation for training) and organisational size on training transfer. Regression analyses report that current position significantly impacts training transfer in terms of direction, while method of recruitment to the training programme, age and employment tenure were all significant predictors of training transfer complexity. The findings report that age is not a barrier to training transfer. These results have important implications for HRD practitioners with regard to the profile of the workforce in this setting, the training and development function and trainee recruitment.</abstract>

The impact of demographic and situational factors on training transfer in a health care setting


<abstract xmlns="http://www.w3.org/1999/xhtml">Employers that emphasise ethics often encourage a variety of positive work-related outcomes, yet the manner inwhich different ethics policies and corporate social responsibility (CSR) enhance employee attitudes is still subject toinvestigation. Consequently, this study explored how ethics training and an ethics code work with perceived social responsibility to encourage positive feelings about work. Using survey data collected from 781 individuals employed in an education-based health science centre, the results indicated that hours of ethics training and a shared ethics code operated through perceived social responsibility to enhance a positive work attitude, measured as job satisfaction and an intention to stay. Creating an ethical environment and emphasising socially responsible business practices should encourage employees to respond more favourably to the workplace. In particular, companies should use ethics codes and training to emphasise CSR, thus enhancing employees’ work attitudes.</abstract>

Ethics policies, perceived social responsibility, and positive work attitude

Human resources in the family business–maximising the power of your people

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The Irish Journal of Management

Volume 35 (2016): Issue 2 (September 2016)

Editorial

Editorial

Research Article

From experience to knowledge in professional IT management education: exploring the applicability of classroom learning to real-life contexts

Reconsidering the rigour-relevance gap: the need for contextualised research in risk societies

Improving civil–military coordination in humanitarian logistics: the challenge

The impact of demographic and situational factors on training transfer in a health care setting

Ethics policies, perceived social responsibility, and positive work attitude

Book Review

Human resources in the family business–maximising the power of your people

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