http://emr.case.edu / E-mail: - PowerPoint Presentation

1. http://emr.case.edu/E-mail: engaged-management-review@case.eduEMS Conference, 11 Sep 2016Paris, FranceKalle LyytinenIris S. Wolstein Professor

2. 1) Why to have a journal for the practitioner-scholar?2) Status of Journal 3) Observations4) Format of an Empirical Submission5) Suggestions for Way AheadAgenda2

3. PRACTITIONER’SVIEW OF THEWORLDNo dedicated outlet for the Practitioner-Scholar;No body of literature to reinforce our identity3(PRACTITIONERS LEARN) THE SCHOLAR’SVIEW OF THEWORLD(The traditional scholar world)THE RESULT IS A UNIQUE VIEW BY THEPRACTITIONER-SCHOLAR(The EDBAC graduate)1) Why to have a journal?Three different identities (and worldviews)

4. 1) Finding a voice in the publishing landscapeRigorRelevanceAMJAMROrg sciASQProfessional magazines(examples)HBRSloanEMR4SCHOLAR’SVIEW OF PRACTITIONERWORLD WHILE EMBEDDED IN THE SCHOLARLY WORLDSCHOLAR’SVIEW OF THE SCHOLARLYWORLDPRACTITONER/SCHOLARVIEW EMBEDDED IN THE PRACTITIONERWORLDPRACTITONER VIEW OF THE PRACTITIONERWORLDAcademicJournals(examples)CMRIndustrySpecificMISQ

5. To promote knowledge produced with managers, by managers and for managers.To strengthen practitioner scholars and engagement management researchTo provide timely, reliable evidence to managerial problems that have significant implications for practice2) Status of Journal – Aims/Goals5

6. Three types of articlesEmpirical Qualitative, quantitative, mixed methodsHas a unique format – discussed later in slidesEssayThree types – each with a format but very open format:Research survey: review of literature surrounding a practice-based problem or issueTheory review: identify and justify why a theory in a non-management field should be applicable to managementEngaged scholarship debate: examines engaged management phenomena and methodsTranslationThis is especially targeted for alumni of EDBAC programsReports how engaged managed scholar’s research has been put into practice2) EMR Journal Genres6

7. There is not yet a shared understanding of EMR goalsFinding the sweet spot between academic/practitionerCurrently submissions and review criteria leaning toward an academic journalReviewers/Editors are defaulting to what they knowAssociate editors/reviewers use same standards as traditional scholarly journals – even EDBAC alumni reviewersSimilar to phenomenon Banerjee & Morley (2013) AMLE found—but with respect to DBA theses—in the UK and AustraliaReviewers often do not recognize there is an EMR formatThis is especially the case for empirical papers; the authors use the format but negative reviews are made about their formatThe format is designed intentionally to create a branded format to capture BOTH practitioner and scholarly voices3) Observations after two years7

8. 4) EMR: Empirical Format8AbstractSynopsisMethods (short and quick)Main BodyRequired Appendix for Methods

9. 4) EMR: Empirical Format9Each section requires the author to speak in either a “scholarly” voice or a “practitioner” voiceScholarly voice: Uses controlled and technically precise language only understandable to academiaPriority is on knowledge development and methodologyRequires translation for practitioner usePractitioner voice: Uses language found in everyday contexts of the problem of practicePriority is on the solution to a real-world problemIntuitively understandable and immediately reusable by the manager for his/her everyday contexts

10. State the core issue (i.e., purpose) of the researchBriefly describe the methods and sampleDescribe the findingsInterpret the results, what the implications are4) EMR: Abstract (200 words max)10Written to the voice of the scholar.

11. Purpose: one or two sentencesProblem of Practice: one paragraphResults: one paragraphConclusions: one paragraphPractical Relevance: one paragraphKeywords4) EMR: Synopsis (800 words max)11This section is an overview.Written to the voice of the practitioner.

12. Research Question: one or two sentencesMethod/Design: one paragraphType of method (e.g., qualitative study using interviews)Type of analysis used (e.g., grounded theory)Validity/reliability issues (e.g., generalizability)Sample: one paragraphIf qualitative: e.g., for interviews - kinds of people interviewed, how accessedIf quantitative: e.g., for surveys – no. of surveys, no. of responses, who sent to, how accessed4) EMR: Methods (200 words max)12This section is an overview.Written to the voice of the scholar.Details go in the mandatory Appendix.

13. (1) Practical Problem (practitioner voice)(2) Literature Review (scholarly voice)(3) Findings (practitioner voice)(4) Lessons for Practice (practitioner voice)(5) Contributions to Theory (scholarly voice)4) EMR: Main Body (3,000 words max)13Description for each section is provided in back up slides.

14. The Practical ProblemIn plain language, give reader the inside view of the problem you are dealing withThe reader should get a visceral feeling for what is at stakeIdentify what problem you are trying to answerFew citations are necessary since this section is the practitioner’s view of the problemWritten to the voice of the practitioner4) EMR: Main Body – 1st section14

15. The Literature ReviewTelling the reader what scholars know about the general or specific problem and related subject areaIdentifying what is not knownOrganize this section by main research ideasCitations are necessary in this section – although the intent of the Empirical paper is EMR is to reduce extensive citation usage, targeting about 20 citations totalWritten to the voice of the scholar4) EMR Main Body – 2nd section15

16. The FindingsWhat your research foundOrganize into main subheadingsTry to limit the findings to 3-5 big ideasThe section should be understandable by the practitioner; it should not be overly technical, which is what the Appendix is forWritten to the voice of the practitioner4) EMR Main Body – 3rd section16

17. The Lessons for PracticeIdentify realistic ways of implementing ideasThis is the most difficult section since it is only the practitioner who understands the context of what has a chance of working, yet the research findings are conceived in a more general or abstract spaceThis section is usually the least important in academic programs; here is where the practitioner-scholar can shineWritten to the voice of the practicing manager4) EMR Main Body – 4th section17

18. The Contribution to TheoryFocus on 1-3 big implications of “so what”Should be tied to something discussed in the Literature Review sectionShould be interesting: a theory or set of findings that refute, change, challenge, and/or expand what is previously knownA study that “confirms” what is known is not interestingWritten to the voice of the scholar4) EMR Main Body – 5th section18

19. Required SectionAspects of methodology needing more detailsAreas that need clarificationAreas that need amplification(We do not know yet how much is too much technical detail.)Written to the voice of the scholar4) EMR Methods Appendix (1,000 words)19

20. Quantity: ideas for achieving a shared understanding of EMR goals and formatLong Term: The number EDBAC schools is increasingNear Term: Introduce EMR Empirical submission requirement into EDBAC school curriculaQuality: barriers to overcome in submissionAmbidextrous presentation style needed: both scholarly and practitioner voices (we forget the practitioner voice)Consistent with recommendations, in general, about MBA and professional doctorates thesis – need both voicesHuff (2000) and Banerjee & Morley (2013) need for “Mode 1.5”Lacking a Compelling problem of practice: need practitioner relevance (“so what?”) Not breaking new ground: Need research that produces changed views about theory, the practice, or prior research 5) Way Ahead20

21. Questions?21