empirical study of theory application balance in core business courses

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An Empirical Study of Business Students Perceptions on the Proper Balance of Theory and Practice in Business Core CoursesDr. Don Daake, Professor Emeritus, ONUDr. Kathleen Mays, East Texas Baptist University (ETBU)Mariah Garratt, May ONU graduate

Daake, Mays & Garratt April 19, 2017

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Purpose of Current StudyExplore student perceptions on how they believe core business courses are currently taught and how they should be regarding theory and application/practice balance.Exploratory in nature in terms of group differences by majors; schools, etc.Refine instrument for further research.Start developing a rigorous approach to what theory ACTUALLY means to students and faculty.Develop initial exploratory hypotheses on casual relationship Faculty background balance of theory and practice


Dynamic tension between theory and practical application especially at undergraduate levelExtension of Dr. Mays 2009 Dissertation THE ROLE OF UNDERGRADUATE MANAGEMENT EDUCATION IN BRIDGING THE THEORY-APPLICATION GAP: A QUANTITATIVE AND QUALITATIVE ANALYSISMays, Kathleen W. & Daake, Don. (2013, Winter Bridging the Theory Application Gap in Undergraduate Management Education, Journal of Higher Education Theory and Practice, 12(4)Original study was done on University professors at small to mid size Colleges and Universities CIC Schools- n=1100 surveys sent- completed 229 22%


Can we rightly assert?

Students dont fully understand the nature and role of theory vs. applicationProfessors who have more rigorous doctoral work- especially Ph.Ds and DBAs are likely to emphasize theory more.Professors (particularly adjunct- non-Ph.D. or DBA degrees) may be not fully equipped to be knowledge brokers of current theoretical research.

Well not quite yet, but study suggests need for future research in these areas!


Can we rightly assert?

Professors with lots of practical work experience are more likely to use practical/applications more effectively.Graduate level MBA programs likely need much more emphasis on cutting edge research and need to be taught by Ph.D. or equivalent professors.

Well not quite yet, but study suggests need for future research in these areas!


Our sample

Students in upper division strategy classes over the last 5 yearsN=424 351 (ONU-83%) 73 ETBU (18%)Sophmore-3; Juniors 33; Senior 380 (some are first semester)


IMPORTANT CAVEATSDESCRIPTIVE STUDYRESULTS ARE NOT NORMATIVE/PRESCRIPTIVEIN OTHER WORDS WHAT IS, IS NOT NECESSARILY WHAT SHOULD BE!OPEN UP A DISCUSION WITH FACULTY AND STUDENTS ABOUT THE APPROPRIATE BALANCE


IMPORTANT CAVEATSFirst Author in fact has significant concerns about the lack of research and theoretical contributions among faculty at NON-Research InstitutionsThis PRESENTATION implies the issue needs to be addressed at ONU and other CCU institutions


Just what is theory?A tested and widely accepted model that helps explain and predict natural facts and which is based on observations, experiments and reason. In order for a business or scientific theory to develop credibility, it must be subjected to the stringent test of a thorough peer review performed by experts in the same field.


The Dynamic Balance between Theory and Practice challenges the Academy!If the facts don't fit the theory, change the facts. Albert Einstein

Experience without theory is blind, but theory without experience is mere intellectual play. Immanuel KantUltimately, we need a synthesis of theory and practice if we are to prepare thoughtful practitioners RaelinNothing Is Quite So Practical as a Good Theory ANDREW H. VAN DE VEN


Dr. Karl E. Weick in studying human behavior he concludesSome do, Some dont, and the Differences arent that great.


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Overview of general resultsAbout a third of t-test comparisons between ONU and ETBU show significant differences which needs further explanation. Virtually no statistical differences between Majors that are QUANITATIVE and QUALITATIVE- SURPRISING RESULT!Virtually no differences between those who say they intend to pursue MBA or equivalent (70% or likelihood) vs those who dont-Again Surprising!


Student Perceptions Regarding Theory- How Actually Taught (Q1)


Student perceptions Regarding Application (Q2) Actually Taught


Student Perceptions- Preference should be placed on Theory (Q3)


Student Perceptions- Preference should be placed on Application (Q4)


DIRECT COMPARISON- ACTUAL (Q1) VS. PREFERENCE ON THEORY (Q3)


DIRECT COMPARISON- ACTUAL (Q1) VS. PREFERENCE ON THEORY (Q3)


DIRECT COMPARISON- ACTUAL (Q2) VS. PREFERENCE ON APPLICATION (Q4)


DIRECT COMPARISON- ACTUAL (Q2) VS. PREFERENCE ON APPLICATION (Q4)Daake, Mays & Garratt April 19, 2017

PREFERENCE THEORY TO APPLICATION1=THEORY 7=APPLICATION MID-POINT 4


PREFERENCE THEORY TO APPLICATION1=THEORY 7=APPLICATION MID-POINT 4Daake, Mays & Garratt April 19, 2017

Theory or Application Type of Person-Our Student Sample


Theory or Application Type of Person-our Sample (faculty)


Students: Type of person you see yourself as


QUANITATIVE VS. QUALITATIVE MAJORS


How should various techniques balance theory & practice



Follow-on research and questionsJust what is theory in the minds of students and faculty?Does it vary from university to university?What constitutes The Literature of a field?


Follow-on research and questionsTo what degree are students challenged to read actual empirical theoretically based research?To what degree do professors themselves read the literature of the field?To what degree do professors engage in and contribute to their professional fields?How are MBA course taught differently regarding theory and practice?


Selected ReferencesBurke, Lisa A., & Rau, Barbara. (2010). The research-teaching gap in management. Academy of Management Learning and Education, 9(1), 132-143. Carter, C. R. (2008). Knowledge production and knowledge transfer: Closing the research-practice gap. Journal of Supply Chain Management: A Global Review of Purchasing and Supply, 44(2), 78-82. Duncan, J. W. (1974). Transferring management theory to practice. Academy of Management Journal, 17(4), 724-738. Hughes, Tim, Bence, David, Grisoni, Louise, O'Regan, Nicholas, & Wornham, David. (2011). Scholarship that matters: academic-practitioner engagement in business and management. Academy of Management Learning and Education, 10(1), 40-57. Koontz, H. (1961, Dec.). The management theory jungle. Journal of the Academy of Management, 174 188. Daake, Mays & Garratt April 19, 2017

Selected ReferencesMintzberg, H. (2004). Managers, Not MBAs. San Francisco: Berrett-Koehler. Pettigrew, A. M. (2001). Management research after modernism. British Journal of Management, 12 (Supplement 1), S61-S70. Pfeffer, J., & Fong, C. T. (2003). The end of business schools? Less success than meets the eye. Academy of Management Learning and Education, 1(1), 78-95. Porter, L. W., & McKibbin, L. E. (1988). Management Education and Development: Driftor Thrust into the 21st Century? New York: McGraw-Hill. Raelin, J. A. (2007). Toward an epistemology of practice. Academy of Management Learning & Education, 6(4), 495-519. Rynes, S. L., Bartunek, J. M., & Daft, R. L. (2001). Across the great divide: Knowledge creation and transfer between practitioners and academics. Academy of Management Journal, 44 (2), 340-355. Rynes, S. L., McNatt, D. B., & Bretz, R. D. (1999). Academic research inside organizations: inputs, processes, and outcomes. Personnel Psychology, 52, 869-898. Starkey, K. & Madan, P. (2001). Bridging the relevance gap: Aligning stakeholders in the future of management research. British Journal of Management, 12, (Supplement 1), S3-S26.


Selected References

Theroux, J. (2009). Real-time case method: analysis of a second implementation. Journal of Education for Business, 84(6), 367-373. Theroux, J. and Kilbane, C. (2004). The real-time case method: a new approach to an old tradition. Journal of Education for Business, 79(3), 163-167. Van de Ven, A. H., & Johnson, P. E. (2006). Knowledge for theory and practice. Academy of Management Review, 31(4), 802-821. Weatherbee, Terrence, Dye, Kelly, & Mills, Albert J. (2008). There's nothing as good as a practical theory: The paradox of management education. Management and Organizational History, 3(2), 147-160. Wren, D. A., Atherton, R. M., & Michaelson, L. K. (1980). Theory and applications in management pedagogy: An empirical study. Journal of Management, 6(1), 21-31. Wren, D. A., Buckley, M. R., & Michaelsen, L. K. (1994). The theory/applications balance in management pedagogy: Where do we stand? Journal of Management, 20(1), 141-157. Wren, D. A., Halbesleben, J. R. R., & Buckley, M. R. (2007). The theory-application balance in management pedagogy: A longitudinal update. Academy of Management Learning and Education, 6(4), 484-492.


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