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The Dialogical Model: Developing Academic Knowledge for and from Practice


  • Marie-José Avenier

    (CERAG - Centre d'études et de recherches appliquées à la gestion - UPMF - Université Pierre Mendès France - Grenoble 2 - CNRS - Centre National de la Recherche Scientifique)

  • Aura Parmentier Cajaiba

    (RODIGE - GREDEG - Groupe de Recherche en Droit, Economie et Gestion - UNS - Université Nice Sophia Antipolis (... - 2019) - COMUE UCA - COMUE Université Côte d'Azur (2015 - 2019) - CNRS - Centre National de la Recherche Scientifique - UCA - Université Côte d'Azur)


In accordance with EMR's will to promote the diffusion of research findings to practice, we propose a methodological framework for developing and communicating academic knowledge relevant for practice: the dialogical model. This model of engaged scholarship comprises five activities: specifying a research question, elaborating local knowledge, developing conceptual knowledge, communicating knowledge, and activating knowledge. The current article focuses on the early stage of research question design and presents the epistemological framework in which the model was initially developed. It also offers guidance on how to maintain academic value and practical relevance in tension throughout the research process. Examples illustrate how to construct research questions relevant both for academia and practice, and how to justify validity in pragmatic constructivism. This model can likewise be mobilized in other epistemological frameworks, particularly for knowledge generation purposes. It enriches the researchers' methodological toolbox by adding a new procedural tool that provides valuable guidelines from the very start of research projects.

Suggested Citation

  • Marie-José Avenier & Aura Parmentier Cajaiba, 2012. "The Dialogical Model: Developing Academic Knowledge for and from Practice," Post-Print halshs-00726443, HAL.
  • Handle: RePEc:hal:journl:halshs-00726443
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    Cited by:

    1. Bo Zou & Jinyu Guo & Feng Guo & Yan Shi & Yanxia Li, 2019. "Who am I? The influence of social identification on academic entrepreneurs’ role conflict," International Entrepreneurship and Management Journal, Springer, vol. 15(2), pages 363-384, June.
    2. Marie-Noelle Albert & Nancy Michaud, 2016. "From Disillusion to the Development of Professional Judgment," SAGE Open, , vol. 6(4), pages 21582440166, December.
    3. Gérard Desmaison, 2017. "DES IDÉES A L'ACTIONNABILITE EN SCIENCES DE GESTION : MAI68 vs MASE," Post-Print halshs-02073934, HAL.
    4. Nadia Dodeler & Marie-Noêlle Albert, 2017. "Développer des communautés de personnes pour manager la diversité en entreprise," Post-Print hal-01865910, HAL.
    5. Amara, Nabil & Olmos-Peñuela, Julia & Fernández-de-Lucio, Ignacio, 2019. "Overcoming the “lost before translation” problem: An exploratory study," Research Policy, Elsevier, vol. 48(1), pages 22-36.
    6. Gérard Desmaison, 2018. "MAI 68 vs MASE Des idées à l’actionnabilité en sciences de gestion," Post-Print halshs-02073919, HAL.
    7. Marie-José Avenier & Catherine Thomas, 2015. "Finding one's way around various methodological guidelines for doing rigorous case studies: A comparison of four epistemological frameworks [Se frayer un chemin parmi les différentes recommandation," Post-Print halshs-01491454, HAL.
    8. Aura Parmentier Cajaiba & Giovany Cajaiba Santana, 2014. "Routines and Networks: Strengthening a Missed Link," GREDEG Working Papers 2014-41, Groupe de REcherche en Droit, Economie, Gestion (GREDEG CNRS), Université Côte d'Azur, France.

    More about this item


    research question design; practice; relevance; pragmatic constructivism; engaged scholarship;
    All these keywords.

    JEL classification:

    • M00 - Business Administration and Business Economics; Marketing; Accounting; Personnel Economics - - General - - - General


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