The academy is hermetic, with its own language, which makes it unappealing for practitioners. |
Baker and Holt (2004)BAKER, S.; HOLT, S. Marketing marketers accountable: a failure of marketing education? Marketing Intelligence & Planning, v.22, n.5, p.557-567, 2004.
Edwards (2005)EDWARDS,M. Organizational identification: a conceptual and operational review, International Journal of Management Reviews, v.7, n.4, p.207-230, 2005.
Hughes et al. (2011)HUGHES, T.; BENCE, D.; GRISONI, L.; O’REGAN, N.; WORNHAM, D. Scholarship that matters: academic-practitioner engagement in business management. Academy of Management Learning & Education, v.10, n.2, p.40-57, 2011.
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"Has the output from academic research resulted in models and processes that are just too complex for practitioners to adoptand adapt to their own situations?" (BAKER; HOLT, 2004BAKER, S.; HOLT, S. Marketing marketers accountable: a failure of marketing education? Marketing Intelligence & Planning, v.22, n.5, p.557-567, 2004., p.563). |
Lack of further deepening in marketing education, although academics seek to make their classes more in line with business practices. |
Baker and Holt (2004)BAKER, S.; HOLT, S. Marketing marketers accountable: a failure of marketing education? Marketing Intelligence & Planning, v.22, n.5, p.557-567, 2004.
Hunt (2002)HUNT, S. Marketing as a profession: on closing stakeholder gaps. European Journal of Marketing, v.36, n.3, p.305-312, 2002.
Stanton (2006)STANTON, A. Bridging the academic/practitioner divide in marketing: An undergraduate course in data mining. Marketing Intelligence & Planning, v.24, n.3, p.233-244, 2006.
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"Academic programs in marketing must adapt their curriculum to more fully deal with technology and information management issues. A course in data mining is one example of bridging the gap between the theoretical domain of academicians with the knowledge and skill set needs of practitioners" (STANTON, 2006STANTON, A. Bridging the academic/practitioner divide in marketing: An undergraduate course in data mining. Marketing Intelligence & Planning, v.24, n.3, p.233-244, 2006., p.241). |
Few practitioners seek academic marketing knowledge; they do not have time and are not sure where to find it. |
Almeida et al. (2010)
Kauppinen-Räisänen and Grönroos (2015)KAUPPINEN-RÄISÄNEN, H.; GRÖNROSS, C. Are service marketing models really used in modern practice? Journal of Services Management, v.26, n.3, p.346-371, 2015.
Southgate (2006)SOUTHGATE, N. The academic-practitioner divide: finding time to make a difference. Marketing Intelligence & Planning, v.24, n.6, p.547-551, 2006.
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"Scholarly knowledge was not shared across the firms participating in the present study" (KAUPPINEN-RÄISÄN; GRÖNROOS, 2015KAUPPINEN-RÄISÄNEN, H.; GRÖNROSS, C. Are service marketing models really used in modern practice? Journal of Services Management, v.26, n.3, p.346-371, 2015., p.363). |
Academics teach marketing as a holistic activity; practitioners use marketing in a way different from that proposed by the discipline. |
Almeida et al. (2010)
Baker and Holt (2004)BAKER, S.; HOLT, S. Marketing marketers accountable: a failure of marketing education? Marketing Intelligence & Planning, v.22, n.5, p.557-567, 2004.
Hunt (2002)HUNT, S. Marketing as a profession: on closing stakeholder gaps. European Journal of Marketing, v.36, n.3, p.305-312, 2002.
Southgate (2006)SOUTHGATE, N. The academic-practitioner divide: finding time to make a difference. Marketing Intelligence & Planning, v.24, n.6, p.547-551, 2006.
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"Participants seldom start from a coherent, well-grounded conceptualization of the nature of the marketing discipline" (HUNT, 2002HUNT, S. Marketing as a profession: on closing stakeholder gaps. European Journal of Marketing, v.36, n.3, p.305-312, 2002., p.305). |
Practitioners use their instincts more than theories, concepts and models in marketing. |
Brennan and Ankers (2004)BRENNAN, R.; ANKERS, P. In search of relevance - Is there an academic-practitioner divide in business-to-business marketing? Marketing Intelligence& Planning, v.22, n.5, p. 511-519, 2004.
Lilien (2011)LILIEN, G. Bridging the academic-practitioner divide in marketing decision models. Journal of Marketing, v.75, n.4, p.196-210, 2011.
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"Most traditional marketing decision making, while sometimes guided by the concepts from our literature, is largely based on managers' mental models, intuition, and experience" (LILIEN, 2011LILIEN, G. Bridging the academic-practitioner divide in marketing decision models. Journal of Marketing, v.75, n.4, p.196-210, 2011., p.197). |
There is interest, especially among academics, in reducing the divide. |
Brennan (2004)BRENNAN, R.; ANKERS, P. In search of relevance - Is there an academic-practitioner divide in business-to-business marketing? Marketing Intelligence& Planning, v.22, n.5, p. 511-519, 2004.
Hughes et al. (2011)HUGHES, T.; BENCE, D.; GRISONI, L.; O’REGAN, N.; WORNHAM, D. Scholarship that matters: academic-practitioner engagement in business management. Academy of Management Learning & Education, v.10, n.2, p.40-57, 2011.
Klaus and Edvardsson (2014)KLAUS, P.; EDVARDSSON, B. The road back to relevance - how to put marketing (and marketing scholars) back on the Top Managements’ agenda. Journal of Services Management, v.25, n.3, p.166-170, 2014.
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"As a community, we are often dissatisfied with the current processes allowing us to disseminate our knowledge... we as academic community should seek to provide both, guidance and solutions to practitioners" (KLAUS; EDVARDSSON, 2014KLAUS, P.; EDVARDSSON, B. The road back to relevance - how to put marketing (and marketing scholars) back on the Top Managements’ agenda. Journal of Services Management, v.25, n.3, p.166-170, 2014., p.167-168). |