Abusive supervision, bullying, and sexual harassment sometimes produce mental injuries that make it difficult or impossible for employees to work. However, there are few remedies available for employees who become disabled as a result of these working conditions. One possible remedy-winning a mental injury claim under Workers' Compensation-may be the most viable remedy for many U.S. workers. This study presents a comprehensive review of 4,025 judicial appeals involving mental injuries under the federal U.S. Workers' Compensation system. Our analyses suggest that very few federal workers recover damages for their mental injuries (5.1% on average), with those who claim abusive supervision or sexual harassment winning less than 2.5% of appeals. By contrast, the overall winning percentage for all Workers' Compensation appeals (mostly physical rather than mental injuries) is nearly one in three. We also explore whether claimant gender or judge gender may play a role in winning percentage. The frequency with which various symptoms are mentioned in winning versus losing cases is examined, and examples given of judicial rationales that indicate the difficulty of winning claims involving abusive supervision and sexual harassment.

The well documented academic-practice gap has frequently been viewed as a problem to be solved via evidence-based management. Evidence-based management focuses heavily on aggregating and evaluating research evidence to address practical questions via meta-analysis and other forms of systematic review, as well as educating managers and management students on how to differentiate strong from weak research methods. The assumption has been that if researchers produce stronger research findings and disseminate them in manager- and student-accessible venues, the results will be believed and implemented if appropriate to the context. However, these strategies alone are woefully insufficient, as a growing body of evidence suggests that even when individuals are aware of research findings supported by a vast majority of studies, they often choose not to believe them. Sources of this disbelief include growing public distrust of academics, scientific research, and professional expertise in general, as well as negative emotional reactions to specific research findings that threaten people's cherished beliefs, self-image, self-interest, or social identity. This editorial takes an interdisciplinary approach to explain why people might not believe management research findings and offers strategies for increasing public trust of academics and reducing resistance to self-threatening research findings.

We review the recent development of evidence-based management (EBMgt), tracing its origins to longstanding gaps between research and practice, discrepant findings across studies, and the emergence of evidence-based medicine (EBMed). We provide a definition of EBMgt and review four foundational articles advocating its use. We then review categories of articles that comprise the EBMgt canon: advocacy articles, essays or perspectives, teaching-related, empirical, reviews, and critiques and responses. Critiques include political, epistemological, and methodological issues directly pertinent to EBMgt as well as broader concerns about the scholarly research base on which EBMgt depends. Our suggestions for future research emphasize, first and foremost, increasing the production of high-quality empirical studies in EBMgt. Topics of particular interest include research co-creation by academics and practitioners, process and outcome studies of EBMgt implementations, and practitioners' use of evidence in their working environments. We also call for broader types of systematic reviews (SRs) than have generally been conducted in the organization sciences.

We respond to growing calls to bridge the research practice gap by exploring the associated processes, practices, and outcomes. Many commentators acknowledge the inherent differences between the communities of research and practice that have resulted in barriers that hinder knowledge from reaching the other's community. As a result, the opportunities to advance understanding of phenomena and create impact are lost. Although much effort is spent lamenting the differences, less effort has been directed to exploring how the two communities can bridge their differences. In this symposium, we tackle this question of 'how' by inviting management researchers studying the research-practice gap to present their work, and inviting senior scholars and a practitioner who have worked in this liminal space to reflect on their experiences. Specifically, the participants in this symposium will explore (1) the processes and practices to navigate the differences between research and practice communities; and (2) the outcomes of this bridging work, including the implications for knowledge generation, and innovation. Transgressing the Researcher/Practitioner Distinction Presenter: Arne Carlsen; BI Norwegian Business School Presenter: Carl Rhodes; U. of Technology, Sydney Maintaining and Crossing Boundaries: Boundary Work to Bridge the Research-Practice Gap Presenter: Garima Sharma; Ivey Business School, Western U. Presenter: Pratima Bansal; U. of Western Ontario Managing Paradoxes at the Research-Practice Interface: A Boundary Management Framework Presenter: Laura Empson; Cass Business School, City U. London Presenter: Clifford Oswick; City U. London Presenter: Jean-Pascal Gond; Cass Business School, City U. London Presenter: Laure Cabantous; Cass Business School, City U. London

Management educators often assume that research-based arguments ought to be convincing to students. However, college students do not always accept even well-documented research findings. Among the reasons this might happen, we focus on the potential role of psychological mechanisms triggered by scholarly arguments that affect students' self-concepts, leading them to engage in self-enhancing or self-protective responses. We investigated such processes by examining students' reactions to a research argument emphasizing the importance of intelligence to job performance, in comparison to their reactions to research arguments emphasizing the importance of emotional intelligence or fit. Consistent with our predictions, students were less likely to accept the argument for the importance of intelligence compared to the alternative, less threatening, arguments (i.e., the importance of emotional intelligence or fit). Further, acceptance of the argument about the importance of intelligence was affected by students' grade point average (GPA) and moderated by their emotional stability. Specifically, consistent with self-enhancement theory, students with lower GPAs were more likely to reject the argument for intelligence and give self-protective reasons for their responses, whereas students with higher GPAs were more likely to accept the argument and give self-enhancing reasons. Implications for future research and for management teaching are discussed.

Sociological studies of markets have recognized that markets are embedded in various types of economic exchange institutions. Although a growing number of these studies have examined moral markets, important questions persist: What role, if any, do traditions of civic engagement play in the emergence of moral markets? What is the impact of alternative forms of production on moral markets? Does local social movement activism influence moral markets’ development? We build on sociological theories of markets to address these questions in the context of the rapid growth of markets for local food. Our contribution to theories of market embeddedness and contention is threefold. First, by focusing on the role of civic engagement in the emergence and growth of moral markets, we examine the flip side of the argument that markets foster cooperation because they bind people to one another. Second, we extend sociological arguments about the importance of political processes and interactions among producers by examining whether alternative forms of production impact moral markets’ development. Third, rather than examining the general processes through which movements imbue markets with social values, we examine whether local traditions of social movement activism contribute to the emergence and growth of moral markets.

ABSTRACTThis introduction traces the disappearance of Chinese family businesses from 1949 to 1978, their revival since then, and their future challenges. It then summarizes the three papers included in this Special Issue and proposes an agenda for family business studies in China. The article first focuses on the nonmarket social and political network strategies that these family-centered business organizations have had to adopt in order to overcome the difficulties they faced in accessing opportunities and resources as a result of Chinese culture's traditional low esteem for merchants and the government's continuing preference for a state-dominated economy. Family firms have so far been able to grow disproportionately rapidly in China's economy because, by leveraging the shared interests and dedication of immediate and extended family members, they have been able to achieve lower cost and higher efficiency, respond quickly to market changes, and expand social and political networks. These nonmarket strategies, however, also have a dark side. Furthermore, as the liberalization of China's economy deepens, competition must rely critically on market strategies such as innovation, alliances, and internationalization. The proposed research agenda addresses these future challenges as well as some research questions unique to Chinese family businesses.

We showcase the emerging significance of the essay as an important but often overlooked form of management scholarship. Essays occupy a unique position in the development of human knowledge. While other disciplines have adopted the essay genre as a key element of intellectual development, management has not. This is somewhat surprising because the essay is uniquely positioned to address a series of critical concerns about the legitimacy of management knowledge. This panel symposium, therefore, brings together a range of leading academics each of whom has, in their own way, adopted the intent and substance, if not the formal style, of the essay in their scholarship. They each offer insight into how the essay can contribute to management knowledge and research.

Academy of Management Learning & EducationVol. 13, No. 3 From the Guest EditorsFrom the Guest Editors: Change the World: Teach Evidence-Based Practice!Sara L. Rynes, Denise M. Rousseau and Eric BarendsSara L. RynesTippie College of Business, University of IowaTepper School of Business & Heinz College of Public Policy, Carnegie Mellon UniversityCenter for Evidence-Based Management, Denise M. RousseauTippie College of Business, University of IowaTepper School of Business & Heinz College of Public Policy, Carnegie Mellon UniversityCenter for Evidence-Based Management and Eric BarendsTippie College of Business, University of IowaTepper School of Business & Heinz College of Public Policy, Carnegie Mellon UniversityCenter for Evidence-Based ManagementPublished Online:17 Jun 2014https://doi.org/10.5465/amle.2014.0203AboutSectionsView articleView Full TextPDF/EPUB ToolsDownload CitationsAdd to favoritesTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail View articleREFERENCES Andriessen D. , Van Den Boom M. 2009. In search of alternative metaphors for knowledge: Inspiration from symbolism. Electronic Journal of Knowledge Management, 7: 397–404. Google Scholar Balfmarch T. March 6, 2014. The story behind the SAT overhaul. http://www.nytimes.com/2014/03/09/magazine/the-story-behind-the-sat-overhaul.html?ref=magazine&_r=0. Accessed 04/21/2014. Google Scholar Bartunek J. M. , Rynes S. L. 2014. Academics and practitioners are alike and unlike: The paradoxes of academic–practitioner relationships. Journal of Management, 40: 1181–1201. Google Scholar Berwick D. M. 2008. The science of improvement. JAMA: The Journal of the American Medical Association, 299: 1182–1184. Google Scholar Biesta G. 2007. Why "what works" won't work: Evidence-based practice and the democratic deficit in educational research. Education Theory, 57: 1–22. Google Scholar Boyer E. L. 1990. Scholarship reconsidered: Priorities of the professoriate. The Carnegie Foundation for the Advancement of Teaching. Google Scholar Briner R. B. , Denyer D. , Rousseau D. M. 2009. Evidence-based management: Concept cleanup time? Academy of Management Perspectives, 23: 19–32.Link , Google Scholar Brown J. S. 2005. Storytelling in organizations: Why storytelling is transforming 21st century organizations and management. Oxford: Elsevier Butterworth-Heinemann. Google Scholar Burke K. 1950. A rhetoric of motives. Berkeley CA: University of California Press. Google Scholar Clegg S. 2005. Evidence-based practice in educational research: A critical realist critique of systematic review. British Journal of Sociology of Education, 26: 415–428. Google Scholar Dawes M. , Summerskill W. , Glasziou P. , Cartabellotta A. , Martin J. , Hopayian K. , Porzsolt F. , Burls A. , Osborne J. Second International Conference of Evidence-Based Health Care Teachers and Developers. 2005. Sicily statement on evidence-based practice. BMC Medical Education, 5: 1. Google Scholar Debowski S. , Wood R. E. , Bandura A. 2001. Impact of guided exploration and enactive exploration on self-regulatory mechanisms and information acquisition through electronic search. Journal of Applied Psychology, 86: 1129–1141. Google Scholar Dewey J. 1958. Experience and nature (2nd ed.). Mineola, NY: Dover. Google Scholar Erez A. , Grant A. M. 2014. Separating data from intuition: Bringing evidence into the management classroom. Academy of Management Learning and Education, 13: 104–119.Link , Google Scholar Evidence-Based Medicine Working Group. 1992. Evidence-based medicine: A new approach to teaching the practice of medicine. JAMA: The Journal of the American Medical Association, 268: 2420–2425. Google Scholar Freidson E. 2001. Professionalism: The third logic. Chicago, IL: University of Chicago Press. Google Scholar Frese M. 2009. Towards a psychology of entrepreneurship: An action theory perspective. Foundations and Trends in Entrepreneurship, 5: 435–494. Google Scholar Frese M. , Fay D. 2001. Personal initiative (PI): An active performance concept for work in the 21st century. In Staw B. M.Sutton R. M. (Eds.), Research in organizational behaviour, Vol 23: 133–187. Amsterdam: Elsevier Science. Google Scholar Garvin D. A. 2013. How Google sold its engineers on management. Harvard Business Review, 91: 74–82. Google Scholar Goodman J. S. , O'Brien J. 2012. Teaching and learning using evidence-based principles. In Rousseau D. M. (Ed.), The Oxford handbook of evidence-based management: pp. 309–336. New York: Oxford University Press. Google Scholar Grant A. M. April 8 2014. The most valuable business degree doesn't exist. https://www.linkedin.com/today/post/article/20140408114220-69244073-the-most-valuable-business-degree-doesn-t-exist?trk=mp-reader-card. Google Scholar Guyatt G. H. 1991. Evidence-based medicine. ACP Journal Club: A-16 (supplement 12 to Annals of Internal Medicine). Google Scholar Jelley R. B. , Carroll W. R. , Rousseau D. M. 2012. Reflections on teaching evidence-based management. In Rousseau D. M. (Ed.), The Oxford handbook of evidence-based management: pp. 337–355. New York: Oxford University Press. Google Scholar Latham G. P. 2009. Becoming the evidence-based manager: How to put the science of management to work for you. Boston: Davies-Black. Google Scholar Latham G. P. , Brown T. C. 2006. The effect of learning versus outcome goals on self-efficacy, satisfaction, and performance in an MBA program. Applied Psychology: An International Review, 55: 606–623. Google Scholar Latham G. P. , Seijts G. H. 1997. The effect of appraisal instrument on managerial perceptions of fairness and satisfaction with appraisals from their peers. Canadian Journal of Behavioural Science, 29: 275–282. Google Scholar Mesny A. 2013. Taking stock of the century-long utilization of the case method in management education. Canadian Journal of Administrative Sciences, 30: 56–66. Google Scholar Mintzberg H. 1990. The manager's job: Folklore and fact. Harvard Business Review, 53: 12–20. Google Scholar Morrell K. 2008. The narrative of "evidence-based" management: A polemic. Journal of Management Studies, 45: 613–634. Google Scholar Morrell K. 2012. Evidence-based dialectics. Organization, 19: 461–479. Google Scholar O'Boyle E. H. , Banks G. C. , Gonzalez-Mule E. in press. The chrysalis effect: How ugly initial results metamorphosize into beautiful articles. Journal of Management. Google Scholar Pawson R. 2006. Evidence-based policy: A realist perspective. London: Sage. Google Scholar Pawson R. , Tilley N. 1997. Realistic evaluation. London: Sage. Google Scholar Pearce J. L. 2006. Organizational behavior: Real research for real managers. Irvine, CA: Melvin & Leigh. Google Scholar Pearce J. L. 2012. Creating evidence-based management textbooks. In Rousseau D. M. (Ed.), The Oxford handbook of evidence-based management: Companies, classrooms, and research: pp. 377–386. Oxford: Oxford University Press. Google Scholar Pearce J. L. 2013. Organizational behavior: Real research for real managers (3rd ed.). Irvine, CA: Melvin & Leigh. Google Scholar Petticrew M. , Roberts H. 2003. Evidence, hierarchies, and typologies: Horses for courses. Journal of Epidemiology and Community Health, 57: 527–529. Google Scholar Pfeffer J. , Sutton R. I. 2006. Hard facts, dangerous half-truths, and total nonsense: Profiting from evidence-based management. Boston: Harvard Business Review Press. Google Scholar Reay T. , Berta W. , Kohn M. K. 2009. What's the evidence on evidence-based management? Academy of Management Perspectives, 23: 5–18.Link , Google Scholar Rousseau D. M. 2006. Is there such a thing as "evidence-based management"? Academy of Management Review, 31: 256–269.Link , Google Scholar Rousseau D. M. 2012. The Oxford handbook of evidence-based management: Companies, classrooms, and research. Oxford: Oxford University Press. Google Scholar Salipante P. , Smith A. K. 2012. From the 3 Rs to the 4 Rs: Toward doctoral education that encourages evidence-based management through problem-focused research. In Rousseau D. M. (Ed.), The Oxford handbook of evidence-based management. Oxford: Oxford University Press. Google Scholar Shugan S. M. 2006. Editorial: Save research—Abandon the case method of teaching. Marketing Science, 25: 109–115. Google Scholar Stambaugh J. M. , Trank C. Q. 2010. Not so simple: Integrating new research into textbooks. Academy of Management Learning and Education, 9: 663–681.Link , Google Scholar ten Have W. , Stevens F. 2003. Key management models: The management tools and practices that will improve your business. London: Pearson Education. Google Scholar Tranfield D. , Denyer D. , Smart P. 2003. Towards a methodology for developing evidence-informed management knowledge by means of systematic review. British Journal of Management, 14: 207–222. Google ScholarFiguresReferencesRelatedDetailsCited byAttention, Please: How the Attention-Related Stories We Tell Our Students in Class Influence Their Performance at WorkErik Dane12 March 2021 | Academy of Management Learning & Education, Vol. 20, No. 1Student Understandings of Evidence-Based Management: Ways of Doing and BeingApril L. Wright, Gemma Irving, Paul Hibbert and Geoff Greenfield17 December 2018 | Academy of Management Learning & Education, Vol. 17, No. 4 Vol. 13, No. 3 Permissions Metrics in the past 12 months History Published online 17 June 2014 Published in print 1 September 2014 Information© Academy of Management Learning & EducationDownload PDF

In this essay we challenge standard approaches to the academic–practitioner gap that essentially pit sides against each other, treating them as dichotomous. Instead, we identify and suggest ways of working with such dichotomies to foster research and theory building. We delineate several tensions associated with the gap, including differing logics, time dimensions, communication styles, rigor and relevance, and interests and incentives, and show how such tensions are valuable themselves for research and theorizing. We show that the gap often reflects views of conflicting groups of academics, while practitioners’ voices are not always incorporated; thus we add a practitioner’s voice to the conversation. We describe the dialectical forces that foster the tensions associated with the gap, including initiatives of national governments, ranking systems, and special issues of journals. We then show how the tensions represent fundamental, unresolvable paradoxes that can be generative of new research and practice if appreciated as such. We suggest several implications for research that build on tensions, dialectics, and paradox. We conclude with a brief reflection about the tensions we experienced while writing this essay and what these might suggest about the importance of academic–practitioner relationships.

This study examines the syllabi of 241 required organizational behavior (OB) related classes in full-time U.S. MBA programs. Syllabi were coded for information about course title, topics, readings, cases, teaching methods, and learning assessment methods. Results revealed that the most frequent topics listed across courses are leadership and groups or teams. There was considerable diversity in assigned books, readings, and cases, with only a small number of books (2), readings (15), or cases (5) assigned in 10 or more courses within our sample. Assessment of student learning was conducted via (in order of importance for final student grades) testing, individual writing, class participation, group writing, group presentation, and individual presentation. Private, ranked MBA programs were more likely to offer more than one OB-related course, usually management plus leadership, or OB plus leadership. Implications of these findings for OB teaching are discussed, along with suggestions for future research.

Teaching from an evidence-based perspective relies on bringing the best scientific evidence to the classroom. However, research shows that people may not believe even well- documented research findings in management and other areas. Among the reasons that people might reject particular research results, we focus on the potential role of self- motivated mechanisms triggered by findings that may have an impact on people’s self- concepts. We investigated such processes by examining college students’ responses to research findings suggesting that employers should hire for intelligence because it is the best predictor of job performance. Consistent with our predictions based on self-concept related theories, students with lower grade point averages (GPA) showed lower acceptance of the findings than did those with higher GPAs. Test anxiety mediated this effect, as it also mediated the impact of emotional stability. Further, students’ rationales for their responses to the scholarly argument about the importance of intelligence suggested that self- enhancement and self-protection processes play roles in the acceptance or rejection of research findings. Implications for future research and for management teaching are discussed.

This chapter reviews the history of peer-reviewed research on employee recruitment over the past four decades. Each of these decades can be characterized as focusing primarily on a limited, but somewhat different, set of independent (e.g., recruiters, recruitment sources, recruitment realism) and dependent variables (applicant attitudes, behavioral intentions and choices, organizational recruitment outcomes). Although methodological advances have been made and a body of knowledge accumulated, the vast majority of recruitment research has focused on a small portion of the labor market (new college graduates) and continues to study attitudes and behavioral intentions more than actual behaviors.