Bridging Research‐Practice Tensions: Exploring Day‐to‐Day Engaged Scholarship Investigating Sustainable Development Challenges
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper adds to literature on engaged scholarship by exploring how previous experience, study expectations, and multiple identities are key factors that shape how management researchers perceive and experience the research‐practice divide in sustainable development research. Highlighting ways to navigate tensions in engaged scholarship, the authors identify five major strategies: remembering the purpose of the research, emphasizing relationships, engaging in self‐learning, practicing reflexivity, and framing emerging results. To do so, the authors draw on findings from three management research projects which sought to use engaged scholarship to address the sustainable development challenges of homelessness, Indigenous approaches to economics and development, and sustainability reporting in higher education. Taking a collaborative auto‐ethnographic approach to analyzing their experiences as researchers, the authors demonstrate the potential for future management researchers to utilize a similar methodology to improve engaged scholarship research focused on sustainable development challenges.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.017 | 0.018 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.003 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.003 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.006 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it