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

AHEAD OF PRINT

Volume 42 (2023): Issue 2 (December 2023)

Volume 42 (2023): Issue 1 (July 2023)

Volume 41 (2022): Issue 2 (December 2022)

Volume 41 (2022): Issue 1 (July 2022)

Volume 40 (2021): Issue 2 (December 2021)

Volume 40 (2021): Issue 1 (July 2021)

Volume 39 (2020): Issue 2 (December 2020)

Volume 39 (2020): Issue 1 (August 2020)

Volume 38 (2019): Issue 1 (December 2019)

Volume 37 (2018): Issue 1 (June 2018)

Volume 36 (2017): Issue 3 (December 2017)

Volume 36 (2017): Issue 2 (September 2017)

Volume 36 (2017): Issue 1 (June 2017)

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

Volume 35 (2016): Issue 1 (April 2016)

Volume 34 (2015): Issue 1 (December 2015)

The Irish Journal of Management

 The Irish Journal of Management (IJM) aims to publish well-written and well researched articles that will contribute to the understanding of management-related issues in both Irish and international contexts. The journal welcomes contributions from a wide range of management viewpoints, including inter-disciplinary and multi-disciplinary perspectives as well as traditional disciplines and functions. The journal seeks the following types of submissions:   Research Papers: Publishing quantitative, qualitative and mixed methods empirical research, literature reviews (traditional/narrative, systematic, meta-analysis, meta-synthesis), and conceptual papers. Page count should be less than 40 pages, double spaced, including references, tables, figures and appendices.  Teaching Submissions: These may include case study contributions, critiques and retrospective contributions on pedagogical issues related to teaching issues across management discipline areas. Teaching submissions should be between 30-40 pages, double spaced (including references and appendices) and provide a unique pedagogical or practical contribution, supported by state-of-the-art literature in the field.  Book Reviews: word count (1,000 – 2,000 words).  Special Issue Journal Submissions: The editors of the journal seek submissions for special issue themes that are in keeping with the overall focus of the journal and draw attention to important topics. Special issue proposals should be emailed to ijm@iamireland.ie before the 30th of September annually. Any submissions received after that deadline will be reviewed at the next date. Special issue proposals should include a detailed call for papers, listing potential themes for authors to consider, CVs of special issue editor(s) and a strategy to attract papers to your special issue.   The IJM is a peer-reviewed journal, with a "double-blind" review process involving at least two reviewers. The journal publishes two issues each year, in addition to occasional special issues  The journal offers Gold Open Access, free readership rights immediately upon publication, and follows CC BY NC ND (authors do not possess commercial rights). The author may post the final version of their paper to any repository or website. The article’s full text, metadata, supporting data and citations is machine readable, accessible via API and full text XML.  The journal does not have article processing charges (APCs) nor article submission charges.  Journal Subjects include:   Accounting, Finance and Corporate Governance  CSR, Business Ethics and Sustainability  Education, Teaching and Learning  Entrepreneurship &amp; Small Business Management  Healthcare and Public Sector Management  Leadership &amp; Organisational Behaviour  Marketing and Services Management  Strategy and International Business  Technology and Innovation Management  Work, Employment and Organisation   Audience   Academics, researchers, practitioners, and policy makers   Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 

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

Search

All Volumes and Issues in this Journal