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<p>The practitioner-academic gap has persisted in management scholarship for decades despite repeated calls for collaboration and reform. This study proposes that the emerging identity of the pracademic (i.e., an individual who simultaneously inhabits practitioner and academic roles) offers a practical and sustainable way to fill, rather than merely bridge the divide. Adopting a blended practitioner-focused and phenomenon-focused design, the study integrates a textual narrative synthesis (Xiao and Watson in J Plan Educ Res 39:93–112, 2019) of 18 peer-reviewed articles with qualitative interviews of pracademics currently working in U.S. R1 institutions. Guided by Bartunek and Rynes’ (J Manag 40:1181–1201, 2014) framework of differing logics, time dimensions, communication practices, rigor and relevance, and interests and incentives, we see how pracademics function as boundary spanners who translate theory into application and practice into research. Drawing on role theory (Anglin et al. in J Manag 48:1469–1502, 2022), the analysis demonstrates how pracademics transform role conflict into role enrichment, aligning divergent expectations of academia and industry. The study contributes an empirically grounded framework clarifying the value, tensions, and institutional needs of pracademics, offering actionable implications for recruitment, incentive structures, and curriculum development in business schools. Overall, this research advances understanding of how the pracademic identity can not only bridge, but potentially fill the practitioneracademic gap.</p>

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Filling the management gap between practitioners and academics: the pracademic solution

  • 期刊论文

  • 发表日期：

    2025年11月20日

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  • Shawn Bucher

摘要

The practitioner-academic gap has persisted in management scholarship for decades despite repeated calls for collaboration and reform. This study proposes that the emerging identity of the pracademic (i.e., an individual who simultaneously inhabits practitioner and academic roles) offers a practical and sustainable way to fill, rather than merely bridge the divide. Adopting a blended practitioner-focused and phenomenon-focused design, the study integrates a textual narrative synthesis (Xiao and Watson in J Plan Educ Res 39:93–112, 2019) of 18 peer-reviewed articles with qualitative interviews of pracademics currently working in U.S. R1 institutions. Guided by Bartunek and Rynes’ (J Manag 40:1181–1201, 2014) framework of differing logics, time dimensions, communication practices, rigor and relevance, and interests and incentives, we see how pracademics function as boundary spanners who translate theory into application and practice into research. Drawing on role theory (Anglin et al. in J Manag 48:1469–1502, 2022), the analysis demonstrates how pracademics transform role conflict into role enrichment, aligning divergent expectations of academia and industry. The study contributes an empirically grounded framework clarifying the value, tensions, and institutional needs of pracademics, offering actionable implications for recruitment, incentive structures, and curriculum development in business schools. Overall, this research advances understanding of how the pracademic identity can not only bridge, but potentially fill the practitioneracademic gap.