Foreward

DCU Business School, Dublin City University, Dublin 9, Ireland

Newcastle Business School, Northumbria University, Newcastle Upon Tyne, United Kingdom

Business School, University of Essex, Wivenhoe Park, Colchester, CO4 3SQ, United Kingdom

Reflections on Irish management research: Past, present and future

<abstract xmlns="http://www.w3.org/1999/xhtml"> In this paper, I (1) reflect on the current state of entrepreneurship research in Ireland; (2) assess the impact of Irish entrepreneurship research on four groups: students, academic peers, policymakers and practitioners; and (3) outline the factors that might shape the entrepreneurship research agenda in Ireland. While there is an established body of research on entrepreneurship in Ireland, I argue that this has had a limited impact on the international research community and, perhaps more importantly, it may not have impacted or informed, to the extent that it could, the teaching of entrepreneurship, the practice of entrepreneurship or policy relating to entrepreneurship in Ireland. The agenda for entrepreneurship research in Ireland should reflect (1) the national industrial development imperative, (2) aspects of the Irish context that offer Irish researchers a comparative advantage, (3) the changing nature of entrepreneurship and (4) emerging frameworks and theories.</abstract>

The study of entrepreneurship in Ireland

<abstract xmlns="http://www.w3.org/1999/xhtml"> This paper analyses the progress made in the field of strategic management over the past three decades. One approach to analysing a discipline’s trajectory is to explore its exemplary research. We review the papers awarded the Dan and Mary Lou Schendel, Strategic Management Society (SMS) Best Paper Award of the Strategic Management Journal (SMJ) since 1993, to demonstrate the emergence of strategic management as a specific discipline with a distinct view of how firms generate competitive advantage. Our paper interprets the development of the discipline from its market-based and structural roots to attempts to decipher the ‘black box’ of the organisation in analysing capabilities, particularly dynamic capabilities, and resources. Our study shows how the conceptual breakthroughs of the exemplary papers are further developed by the field through theory testing and extension using increasingly sophisticated methodologies published by journals such as Irish Journal Of Management (IJM). Our review of both journals highlights that despite increasing market, social and cultural instability since these seminal papers were first conceived, their lessons are still relevant and increasingly critical to both theory and practice in establishing the future trajectory for strategic management and a framework for organisations to compete.</abstract>

Smurfit School of Business, University College Dublin, Co. Dublin, Ireland

School of Business, Maynooth University, Maynooth, Co. Kildare, Ireland

Strategic management: A perspective on the development of the field of strategic management and the contribution of the Irish Journal of Management

<abstract xmlns="http://www.w3.org/1999/xhtml"> This paper presents a retrospective account of research output in the field of human resource management (HRM) in Ireland. We present a brief contextual overview looking at significant institutional and practice developments in the field, which, in turn were significant for curriculum, educational and research advances. We collected relevant HRM research output spanning 1950-2010, which yielded a total of 195 academic papers. Our analysis of the research output allows us to present an account of the altering profile and contribution of HRM as an academic field in Ireland and demonstrates the broadening of the field of HRM within Ireland.</abstract>

School of Management & Marketing, University College Cork, Ireland

Department of Personnel & Employment Relations, Kemmy Business School, University of Limerick, Ireland

Department of Management & Marketing, Kemmy Business School University of Limerick, Ireland

Human resource management research output in Ireland between 1950 and 2010: A retrospective

<abstract xmlns="http://www.w3.org/1999/xhtml"> Oscar Wilde once quipped, ‘Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught.’ Whilst business scholars have challenged this premise, debate rages concerning what elements are most worth knowing. Specifically, the value of rigorous academic research is often weighed against the merits of specific student experiences that may have more immediate value in the marketplace. Within this changed context, academics are challenged to embrace collaborative forms of research activity and re-imagine the nature of the academic-practitioner exchange and accompanying knowledge transfer. We explore this changing role of the business school with an eye towards outlining potential bridges between academic knowledge and benefits of interactions with practice. Specifically, we consider the academic-practitioner interface in the context of the wider debate on ‘rigour and relevance’ in management education and research. Participatory modes of knowledge production are discussed, and current ideas on the ‘management practice’ gap are discussed. We conclude that more innovative forms of research engagement are required to encourage academic-practitioner collaboration. To that end, we discuss a number of potential approaches to help foster co-learning and discovery and debate their student, educator and broader instructional implications.</abstract>

Denis Harrington, School of Business, Walerford Institute of Technology

Division of Management and Ertrepreneurship, Michael F. Price College of Business, Unhersity of Oklahoma

Kemmy Business School, University Of Limerick

Changing times for management educators: Rethinking engagement with participatory forms of knowledge production

Book Review: Strategic HRM: Research and practice in Ireland. By Brian Harney and Kathy Monks (eds) (2014). Dublin: Orpen Press.

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. 