Call for papers : Scholarly Practice: re-connecting the ‘l’, ‘p’ and ‘q’
The oft quoted equation on action learning (l=p+q) highlights the relationship between learning (l), programmed knowledge (p) and questioning insight (q). Indeed, the pivotal role of questioning insight is generally accepted as a hallmark of ‘good’ action learning (Brook et al. 2016). It is argued that these ‘good’ questions lead to learning at three levels, alpha, beta and gamma. System alpha focuses on the identification and analysis of real organisational problems; system beta involves the rigorous exploration of the problem through cycles of action and reflection; and system gamma focuses on the learning that is experienced by the scholarly practitioner.
The notion of ‘becoming’ a scholarly practitioner, by researching a complex practice-based problem, has gained momentum and underpins the discourse of many postgraduate and taught doctoral programmes. It is argued that scholarly practitioners can: ‘address critical problems of practice through the use of theory, inquiry, and practice-oriented knowledge.’ (MacGregor & Fellabaum, 2016: 53). Scholarly practitioners are required to reflect on and assess the impact of their work, with the knowledge they develop being based on collaborative, and relational, learning, through an active exchange within communities of practice.
Whilst scholarly practice appears as a central feature of many educational programmes, the action and learning that emerges from these remains largely hidden. This Special Issue provides a space to question and to better understand, the relationship between action and learning that occurs when practitioners ‘become’ scholarly practitioners. We welcome differing perspectives on the concept of scholarly practice as it relates to: management education; management research; teaching within business schools; along with the meaning the concept has acquired in other professional disciplines.
This Special Issue raises the question:
Can we surface and share the learning that occurs when scholars become practitioners and practitioners become scholars?
It is our contention that re-visiting the ideals associated with scholarly practice can, as we explore the creative integration of research, teaching and professional practice, inform current debates that relate to impact. We welcome contributions to this debate that address the question we have posed, along with the surfacing of other questions which re-connect scholarly practice to the ‘l’, ‘p’ and ‘q’.
We seek three types of contribution:
Refereed papers. Submissions should be between 3000 and 6000 words in length.
Accounts of Practice. Submissions should be within a range of 1000 – 5000 words.
Reviews. Book reviews of recent relevant publications.
For fuller details on style, guidelines and the submission process, please follow the link to this Special Issue.
Paper submission: 5th February 2018
Reviews to be completed: 5th March 2018
Resubmissions: 16th April 2018
Paper selection: 14th May 2018
Publication: on line – date of acceptance and in print November 2018
Dr. Aileen Lawless (Liverpool John Moores University) – email@example.com
Professor Jim Stewart (Liverpool John Moores University) – firstname.lastname@example.org
Dr. Lynn Nichol (University of Worcester) – email@example.com