The Impact of Executive Doctoral Programs on Management Practice

Engaged Management ReView Volume 2 Issue 1 Charting a New Territory: Practitioner- Article 2 Scholarship in Action

2018 The mpI act of Executive Doctoral Programs on Management Practice Morgan Bulger Case Western Reserve University, [email protected]

Kalle Lyytinen Case Western Reserve University, [email protected]

Paul Salipante Case Western Reserve University, [email protected]

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Recommended Citation Bulger, Morgan; Lyytinen, Kalle; and Salipante, Paul (2018) "The mpI act of Executive Doctoral Programs on Management Practice," Engaged Management ReView: Vol. 2 : Iss. 1 , Article 2. Available at: https://doi.org/10.28953/2375-8643.1043 https://commons.case.edu/emr/vol2/iss1/2

This Essay Papers is brought to you for free and open access by CWRU Commons. It has been accepted for inclusion in Engaged Management ReView by an authorized editor of CWRU Commons. EDITORIAL NOTE The Impact of Executive Doctoral Executive Doctoral Programs (EDPs) in business and management have become 1 common alternatives to traditional PhD pro- Programs on Management Practice grams. EDPs offer experienced business and management professionals the opportunity to study for a terminal degree by combining Morgan Bulger Kalle Lyytinen Paul Salipante their practitioner experiences with rigorous Case Western Reserve Case Western Reserve Case Western Reserve engaged scholarship capabilities. The basic University University University rationale for these programs is that today’s leaders need generic knowledge about complex problem solving and evidence-based management. The reasons include the ABSTRACT radical growth in readily available data about business practices, the increased speed of Although the prevalence of Executive Doctoral Programs (EDPs) is increasing, little change related to technology, globalization is known about their influence on management practice. To support further research and business models, and, that leaders can and debate into this important area, this essay presents a dynamic model of EDP build such knowledge through engaged impact and discusses how the model can help reorient current knowledge on practi- scholarship activity. Despite the advances tioner–scholar behaviors and careers. The model identifies six dimensions of EDPs’ in such doctoral programs, we know little about the actual impact EDPs have on personal impact: 1) cognitive development, 2) academic contribution, 3) practical im- management practices. Bulger, Lyytinen and pact, 4) career mobility, 5) identity transformation, and 6) community belonging. In Salipante’s essay fills this important gap by addition, it identifies eight activities that represent EDPs’ practical impact: 1) direct suggesting a dynamic model of the impact management application, 2) teaching or educational engagement, 3) consulting or that rigorous training in engaged scholarship coaching, 4) knowledge productization, 5) engagement in communities of practice, can have on experienced business and man- 6) creating communities of practice, 7) public speaking, and 8) influencing policy. The agement practices. By applying grounded model is developed based on evidence from a grounded theory analysis of survey theory to survey data from the EDP at Case data from the EDP at Weatherhead School of Management. In conclusion, we discuss Western Reserve University’s Weatherhead how the various stakeholders in EDPs can leverage and further develop the model School of Management, the model captures and its various elements to increase the influence of practitioner–scholars on man- how a student’s cognitive development, agement practice. identity transformation and community belonging may lead to career mobility through constant interactions with the practical and the academic realm. As such, Bulger, Lyyt- inen and Salipante invite us to engage in a much-needed debate over the personal and 1 We express our gratitude to Mimi Lord and Kathy Buse, two PhD alumni from Case Western practical impact of EDPs by developing the Reserve University’s executive doctoral program, and to the alumni council of 2013, whose model further through empirical research members helped to conduct the surveys that resulted in some of the data corpus. We also are and by applying its various elements to crit- thankful for their initial data analysis. Additional thanks go to Richard Boyatzis and Beth Fitz ically review existing programs and improve Gibbon for their comments on an earlier version of the manuscript, and to three anonymous their impact on management practices. reviewers and Lars Mathiassen for their highly constructive comments.

14 Engaged Management ReView JULY 2018, VOL. 2, NO. 1 Special Issue on Charting a New Territory INTRODUCTION

Executive Doctoral Programs (EDPs) are to identify their potentially novel effects ucts go beyond print or text. (Cameron & graduate-level programs directed at ful- on management practice. Because EDPs Rousseau 2015 pp. 7) ly-employed, experienced profession- have the goal of educating practitioner– als with about ten years of meaningful scholars, any assessment of the program Pressure to evaluate such practical effects post-baccalaureate work experience and should include the program’s effect on the also is expressed in the recently updated an MBA or equivalent graduate degree academy and on scientific endeavors. Be- accreditation requirements of the Asso- (EDBAC Bylaws, 2015). EDPs are designed cause most doctoral programs—including ciation to Advance Collegiate Schools of to address the gap in knowledge use and EDPs—identify, use, and largely honor re- Business (AACSB). These requirements influence that arises between the man- lated measures, such as publication qual- expect program assessments to “[p]rovide agement academy and practice (Rynes et ity, citation numbers, h-index, and others, a portfolio of evidence, including direct as- al., 2001). They also are viewed as an in- we do not concentrate on how to assess sessments of student learning, that shows tegral element of an expansive, life-learn- such measures.1 The real need for EDPs is that students meet all of the learning goals ing model of management education with to create measures of practitioner–scholar- for each business degree program. Or, if distinct pedagogies, content, and affective ship that can truly capture the programs’ assessment demonstrates that students response involving a change in identity influence on managerial practices. are not meeting learning goals, describe (Boyatzis et al., 1998). The broad purpose efforts that the unit has instituted to elim- of these programs has been to prepare To move beyond current narrow measures inate the discrepancy” (AACSB, 2017). If graduates to operate in complex mana- geared toward academia, we need to eval- EDPs seek to address salient management gerial settings in ways that help improve uate how practitioner–scholars—who work problems and create behaviors that help these settings. Like the spread of evi- and live in practice—behave and feel. We address them, then changes in students’ dence-based medical practices in recent also need to observe how and the extent behaviors and expectations need to be decades (Barends, ten Have, and Huis- to which they engage in practice settings evaluated as part of the overall program man, 2012), evidence-based managerial and influence other practitioners in ways assessment. This evaluation calls for ex- practices requires as a critical component that matter. These needs raise a critical amining the range of effects that these doctoral education that moves in the di- question not deeply examined in the past: programs’ students and alumni have on rection of applied research. In line with this What is the influence of executive doctoral managerial practices. movement, these programs seek to have a programs on managerial practice? Man- lasting influence on managers’ cognition, agement education veterans Kim Cam- This essay begins to address these chal- motivation, and practical activities by en- eron and Denise Roussau challenge us to lenges and to inspire further research into gaging students in rigorous and relevant identify such impact in their 2015 review and debate about EDPs by identifying the problem-driven research that addresses of Weatherhead’s Doctor of Management primary elements of practitioner–scholar managers’ self-identified problems (Sali- program: influence, which fall into two categories: pante and Smith, 2012), as well as in asso- (1) personal impact—reflecting dimensions ciated educational processes that expand Practitioner–-scholars are a distinct of students’ practitioner–scholar compe- the students’ theoretical, methodological, kind of professional and their impact is tency development during and after the and communication skills. likely to be multifaceted. It is important program, and (2) practical impact—reflect- that efforts be undertaken to assess ing activities carried out by students and The management and improvement of this impact and then to expand it. Are alumni as they engage with and influence EDPs should also be evidence-based. Al- they designing new intellectual content managerial practices. The essay is an initial though some attention has been given to for consulting practices or executive step in addressing the challenges identified the effects that teaching evidence-based education? Are they forming new kinds and is expected to lead to the development management in masters programs has of networks and alliances to solve prac- of more rigorous instruments that can as- on students (Goodman and O’Brien, 2012; tice problems? Have they implemented sess such effects. To inform and support Jelley, Carroll, and Rousseau, 2012), re- major successful changes? In addition our model, we draw on qualitative data search on the same in doctoral programs to identifying how practitioner–scholar collected from a survey of the alumni of is lacking. Drawing on 20 years of experi- alumni might practice differently in their the oldest EDP program in North America: ence in running EDPs, we are now starting organizations and communities, the Weatherhead School of Management Doc- to garner sufficient evidence to evaluate Program administrators may want to tor of Management Program. Our goal in the practical effects of such programs and consider whether their knowledge prod- analyzing these data was to identify critical

1 Publicly available sources of such statistics include Web-of-Science, Scopus, and Google Scholar.

15 Engaged Management ReView JULY 2018, VOL. 2, NO. 1 Special Issue on Charting a New Territory dimensions of alumni competencies and structs remains tentative and exploratory. cuss six dimensions of personal impact: related activities that have been the most Ultimately, proper measures of practical 1) cognitive development, 2) academic germane for alumni as they wield practical impact can only be created through sus- contribution, 3) practical impact, 4) career influence. (For further details on how this tained longitudinal program evaluations mobility, 5) identity transformation, and 6) research was conducted and the nature of that systematically assess the changes in community belonging. Third, we discuss the data, see Appendix A.) student and alumni competencies and ac- eight activities of practical impact: 1) direct tivities and also assess how the changes management application, 2) teaching or Research to date on EDPs’ effects has affect alumni’s practices—as well as the educational engagement, 3) consulting or focused primarily on evaluating the cog- outcome of these practices—when the coaching, 4) knowledge productization, 5) nitive content delivered and its influence alumni act as practitioner–scholars. engagement in communities of practice, 6) by comparing program goals, course con- creating communities of practice, 7) public tent, pedagogy and delivery mechanisms, The remainder of the essay is organized speaking, and 8) influencing policy. Fourth, and the role of mentoring during related as follows. We first discuss the role and we draw on these elements to present a research (Banerjee and Morley, 2013; Gill influence of knowledge processes in dynamic model of EDP impact and discuss and Hoppe, 2009; Tenkasi, 2011). Because management practices to provide initial how the model can help reorient current of the uncharted nature of the topic, our grounding on how to analyze the influence knowledge on practitioner–scholar behav- development of the practical impact con- of knowledge on practice. Second, we dis- iors and careers.

PRACTITIONER SCHOLARSHIP

Past research on the practical influence engagement (Hodgkinson and Rousseau, ously produced knowledge disseminated of academic management research em- 2009). Critics argue that expecting to via peer-reviewed journals and associated phasizes translation (Mohrman et al., achieve both rigor and relevance is unten- professional activities within narrowly de- 2011), as well as accessibility and pre- able because academics and managers fined fields. In contrast, Mode 2 systems sentation (Rousseau 2006). This focus operate in separate social worlds (Kieser of knowledge production are pursued by on research outputs overlooks the role and Leiner, 2009). However, practitioner– those in practice and driven by the need that academically trained individuals scholars span these two worlds, providing for current solutions to specific problems. can play in embodying and bridging the stimuli and guidance that help the prac- The ultimate worth of the knowledge in gap. Issues of generating and embed- ticing manager work through a problem Mode 2 is determined by its utility in prac- ding scholarly knowledge and applying it using systematic inquiry and knowledge tice, where currency matters. Problems in contextual management practices are application. Practitioner–scholars who range from local, such as how to improve only beginning to be considered in pos- have the requisite social competencies leadership development in family-owned tulating organizational factors that favor can influence their managerial communi- businesses, to “grand challenges” for so- the use of evidence-based decision-mak- ties because they are respected for their ciety, such as corruption, crime, income ing (Speicher-Bocija and Adams, 2012). managerial achievements and their local, inequality, gender inclusion, and climate Past systematic reviews have indicated invested knowledge. At the same time, change.2 The inquiry process in Mode 2 that empirical research is lacking on these these managers belong to the communi- research is like models of transformative, and other factors pertaining to the man- ty of practitioner–scholars, meaning they impactful research that have recently agerial use of research-based knowledge. possess scholarly skills that complement shaped research policy and programs in Evidence of its efficacy is missing, inviting their practical skills. all government research funding agen- additional research (Reay, Berta, and Kohn cies, including the National Institutes of 2009). As such, scholars need to study the In dealing with wicked problems (Rittel Health (NIH) and National Science Foun- interplay between management research and Webber, 1973), practitioner–scholars dation (NSF). Knowledge in these settings and practice (Keiser, Nicolai, and Seidl, engage in a “Mode 2” type of scholarship is transdisciplinary, expected to converge 2015) and recognize germane processes (Gibbons et al. 1994; Tranfield and Star- from heterogeneous, local, and special- and conditions that shape how research key, 1998; Aram and Salipante, 2003). ized knowledge sources. These settings knowledge becomes embedded and acted This mode co-exists with Mode 1 schol- can be short-lived and highly varied. Rath- on in managerial communities of practice. arship, which predominates in academic er than being distributed solely through Debates persist about the results of joint settings. Mode 1 is characterized by rigor- publication, knowledge also spreads and

2 All these themes have been subjects of thesis work in Case Western’s doctoral program.

16 Engaged Management ReView JULY 2018, VOL. 2, NO. 1 Special Issue on Charting a New Territory gets transformed by multiple social mech- on processes that produce practical and the two realms (identity transformation, anisms, such as individuals moving to relevant research-based knowledge and community belonging). Together, they pro- new projects. The influence of practitioner for incorporating these processes and their vide a set of dimensions that in a balanced scholarship needs to be studied with an findings into managerial decision-making, way are manifested in the profile of a understanding that managerial knowledge drawing on social competencies. Such practitioner–scholar. We next review each is highly specialized, invested, and con- processes benefit from membership in of these dimensions and discuss their in- stantly circulating in communities of prac- managerial communities and from com- terdependence during the development of tice (Lave and Wenger, 1991; Seely-Brown petencies in overcoming barriers common a practitioner–scholar. and Duguid, 1991). Achieving “impact” to managerial decision-making. calls for soft skills, such as identifying, The dimension of Cognitive Development engaging, and mobilizing key leaders in manifests as changes in the way the stu- communities of practice and networking. PERSONAL AND PRACTICAL IMPACT dents and alumni think about the business Criteria for judging impact include the im- environment, in how they identify and an- mediacy with which the knowledge reach- Based on insights from our research into alyze evidence, and in how they make in- es and becomes mobilized for application the Weatherhead EDP (see Appendix A), ferences. Academic Contribution represents in managerial networks. we organize the effects of EDPs into per- skills and expectations related to adopting sonal and practical ones. First, we pres- scholarly roles within the academic com- Mode 1.5 has been proposed as a syn- ent and discuss six dimensions of EDP munity; they include new cognitive skills thesis of Modes 1 and 2 (Huff, 2000)—a personal impact; second, we present and needed to advance and disseminate re- synthesis of rigor and relevance that discuss eight activities of practical impact search designed in the program and skills practitioner–scholarship pursues (Sali- that have been enabled by and promoted acquired for academic teaching. Career Mo- pante and Aram, 2003). Such a synthesis through program participation. bility entails changes in student and alumni is consistent with evidence-informed man- career paths, based on both the cognitive agement, wherein high-quality decisions Dimensions of Personal Impact skills that generate alternative prospects are influenced not only by research-based We identified six main dimensions of per- for future careers and the perception evidence, but also by contextual factors sonal impact engendered by an EDP: 1) needed to imagine formerly unseen op- (Tranfield, Denyer, and Smart, 2003). cognitive development, 2) identity trans- portunities in jobs and careers that can Membership in communities of manage- formation, 3) community belonging, 4) advance the intellectual leadership and rial practice provides practitioner–schol- career mobility, 5) academic contribution, growth of students and alumni. Practical ars with legitimacy and social knowledge and 6) practical application. These six di- Application represents the dissemination concerning local realities. However, influ- mensions formed distinct, identifiable and application of student research, as encing practice toward the successful use categories of the program’s influence well as of more general research knowl- of rigorous evidence requires that practi- and provided a tentative classification of edge, in managerial communities. Identity tioner–scholars possess both scholarly dimensions with which to evaluate the Transformation represents changes in the and social competencies—the latter be- program’s influence both during and after way the students and alumni see them- cause people in practice often resist such participation in it. The six dimensions sug- selves in relation to others and in the re- evidence (Giluk and Rynes-Weller, 2012). gest that EDP students experience deep lationships that define their professional Incorporating evidence requires over- cognitive, affective, and identity-based identity, based on the cognitive, academic, coming processes of everyday managerial changes during and after the education- career mobility, and practical application decision-making, calling for practitioner– al intervention. Moreover, the changes in impacts they’ve experienced. Community scholars to model and exercise system- all these dimensions appear to be critical Belonging entails the expansion and open- atic decision-making processes. These in creating the identity of a practitioner– ing of students’ knowledge and social ex- processes involve reflective, critical, and scholar who can contribute directly to changes as they engage in new types of ethical thinking (Rousseau, 2012). both the academic and managerial com- community participation and community munities and can advance in his or her building in their existing or new commu- In sum, concepts of practical knowledge professional career with a fresh set of nities of practice (e.g., scholarly commu- generation and of practitioner scholar- expectations and new role identities. Two nities). In this respect, students often ship provide an alternative lens to that of of the personal impacts belong to an ac- become bridges in developing new types traditional academic pursuits. This lens is ademic realm (cognitive development, ac- of social networks. The new types of com- necessary to inquire into the influence that ademic contribution); two others relate to munity belonging create for students and graduates of Executive Doctoral Programs an applied/practical realm (career mobili- alumni new, positive, affective experienc- and similarly disposed and skilled mana- ty, practical application); and the last two es of fitting in and being an important part gerial leaders can have when they engage cut across or facilitate the shifts between of socially rewarding and significant infor- with managers. The lens calls for focusing

17 Engaged Management ReView JULY 2018, VOL. 2, NO. 1 Special Issue on Charting a New Territory mation exchanges, both in academic and activities. These actions influence most a new kind of impact, or starting a new practitioner communities. other activities in which the students and consulting business, or initiating a new alumni participate; their effects include project.” In combination, these deep cogni- Based on alumni responses, we also con- higher levels of practical application and tive, affective, and identity changes invite jecture that the elements of cognitive de- promoting identity transformation. Many students to more actively take advantage velopment, identity transformation, and students noted in their survey responses of emerging opportunities. community belonging happen concurrently that they start feeling alien among their both during and after the program. Many former colleagues and friends because At the community level, we speculate that of the effects were experienced simulta- they approach and see things differently, the four dimensions of cognitive devel- neously and at the same stage of alumni use different language, and make differ- opment, identity transformation, career development as they moved from being ent types of inferences. These experiences mobility, and community belonging posi- students to being fully engaged practi- provide feedback for students’ continued tively influence students’ academic contri- tioner scholars. In addition, the impacts cognitive development and change their butions, both directly and indirectly, which tentatively suggest significant prece- perception of self, creating a different then permits them to expand the scope of dence relationships in that some come sense of belonging. practical knowledge application. before other types of impacts.3 Cognitive development seems to form the anchor- Toward the end of the program, the con- Activities of Practical Impact ing point in that it precedes, connects to, current effects of cognitive development, Our analyses paint a rich landscape of and intertwines with all other impacts. academic contribution, practical impact, managerial contexts and behaviors that Students undertake and participate in and identity transformation seem to allow enable or contribute to new knowledge ap- the program with an expectation of sig- students to see increased possibilities for plications by EDP students and alumni. We nificant cognitive development. However, career mobility. They often begin to see have identified eight activities of practical our analysis suggests that it needs to be themselves as a practitioner-scholar be- impact: 1) direct management application, integrated and augmented with ongo- cause of the effects on cognition, identity, 2) teaching or educational engagement, ing identity change, which enables new and practical applications. At this stage, 3) consulting or coaching, 4) knowledge types of career mobility and contributes to students often become active participants productization, 5) engagement in commu- community belonging. Likewise, practical in practitioner–scholar communities, nities of practice, 6) creating communities application is anchored in cognitive de- where some forge relationships with- of practice, 7) public speaking, and 8) in- velopment but also results in or precedes in student cohorts or alumni networks. fluencing policy. These activities vary in community belonging and identity trans- These communities might expand to new terms of the research intensity and expec- formation. Based on these relationships, kinds of professional networks within the tation of rigor, the type of knowledge being we conjecture that none of the advances student’s professional field, and some transmitted or transformed, the expected alone is sufficient and that all of them are expand to purely academic communities direct value of the knowledge, and the size necessary for creating practitioner–schol- (e.g., Academy of Management, Amer- of the audience. These activities also differ ar skills and identities. The program’s ican Accounting Association, American according to which side of the scholarly vs. impact ultimately is a jointly generated Marketing Association, and Association practical divide the engagement bears the transformative outcome that most study for Information Systems). Such students greatest weight. For example, teaching is subjects reported after completing the begin to search for and identify new op- quite close to academic identity and con- program—for example, expressed in portunities and shape their career toward tribution, while influencing policy weighs statements like “I think differently, ap- new and often unanticipated directions. strongly toward practitioner identity. We proach issues differently, talk and interact We often have heard students say at a lat- next briefly discuss each activity. differently, and have different colleagues er point in their study: “I came to address 4 and friends.” this problem X,” or “I came to get the de- In our survey nearly all the alumni who fill gree to be able teach at the university be- management and executive leadership Generating knowledge products and pub- cause I have this opportunity.” However, as roles found ways to integrate their learn- lishing as part of the academic contri- they near completion of the program, they ing and research directly into their work.5 bution expand the scope of student and more often say, “I can now see myself re- One respondent stated, “the exposure to alumni intellectual work to new types of turning to practice with the hope of having cutting-edge management topics, like

3 We identify this relationship as only a potential one because our data do not allow for a more definitive statement. This analysis is left for future study. 4 For a sample of such statements, see https://weatherhead.case.edu/degrees/doctorate/doctor-management/videos/testimonials 5 We are grateful to one of the reviewers for pointing out that this type of effect is similar to what is sought in most shorter executive education programs, which focus on immediate strategic opportunities, threats, or problems for a single organization and where a range of academic theories and evidence is

18 Engaged Management ReView JULY 2018, VOL. 2, NO. 1 Special Issue on Charting a New Territory the global economy, social construction, him to write a guide book on anti-corrup- their interactions. Second, we abstract appreciative inquiry, and emotional in- tion measures for use by international or- from the derived activities of practical im- telligence, helped inform my approach to ganizations (e.g., the World Bank). In some pact—based on the content and nature management” (2016-10).6 Educational cases, alumni have participated in creating of impact—to observe two key roles as- activities included teaching, leadership of new types of communities of practice by sumed by practitioner–scholars seeking to university centers, and development of establishing new online fora. make a practical impact where they show executive education programs and typical- cognitive and behavioral leadership. Third, ly were aligned with the research conduct- Overall, these eight activities show a cu- we discuss the role of practical context in ed during the student’s doctoral studies. mulative arc of increased scope and rich- evaluating the impact of the EDPs. As one alumni stated: ness of application, which starts from individual application and teaching en- A Dynamic Model of EDP Impact The research has strongly influenced gagements and, fostered by their own Based on our previous discussion, we the pedagogy and design of social/cul- research, grows to consulting, knowledge can organize the six dimensions of per- tural entrepreneurship courses I now productization, public speaking, and pub- sonal impact in relation to one another teach at [my university]. It also is in- lic policy shaping. Naturally, not all alum- as a set of concurrent processes; each fluencing my approach to developing a ni were involved in all the activities, and dimension influences other dimensions local ecosystem for the benefit of stu- across the student and alumni population, so that changes can emerge in any oth- dents, as well as of the local community we observed several different profiles of er dimension as one dimension changes. (2016-07). engagement. This co-occurrence of effects is illustrat- ed in Figure 1, in which the expansion of Alumni were also involved in consulting The diversity of practical application activ- practitioner–scholar identity in the EDP and coaching, either internally or exter- ities that alumni have engaged in demon- program facilitates a deepening cognitive nally. In this role, they found new ways to strates a growing width and breadth of development. This development is trig- integrate and apply what they learned or possibilities for knowledge application for gered by new ideas and logics introduced researched in the program to their work those who participate in EDPs. Moreover, in the content courses, by the novelty settings. In discussing the influence of the it illuminates the need for improved met- and challenges associated with working program on her consulting, one respon- rics and measures for taking stock of and with research knowledge and trying to dent stated, “My research has provided recording these activities in ways that bet- make valid inferences; and by the need for me with numerous consulting and confer- ter capture a program’s actual practical ef- “epistemic” distancing from the students’ ence speaking arrangements” (2016-21). fects. Such measures can provide a better experience-based practical knowledge We also found several sets of activities foundation for comparing the program’s anchored in specific settings. As students that were either precursors or preparato- influence over time, or for comparing ex- learn and assimilate richer and varied ry steps for such activities, which we call ecutive programs, to better understand all cognitive frames, make novel inferences, knowledge productization. This activity the benefits of engaging in EDPs for each engage in alternative types of reasoning, was focused on packaging, delivering, and of their stakeholder groups, including stu- and question the foundations of their using research knowledge in forms that dents, participating organizations, and in- knowledge, their thinking changes. Simul- made it both valuable and easy and legiti- volved practitioner communities. taneously, their identity starts to trans- mate to use across a broad range of man- form. As their current practitioner identity agement settings and audiences. increasingly is examined and challenged, A DYNAMIC MODEL AND SOME they begin to see themselves as schol- Alumni also engaged in several com- REFLECTIONS ars who need to look at their practitioner munities of practice by making frequent identity and behavior “from outside.” This presentations—often to high-level execu- To support future development of EDP self-study coincides with the activities tives in a position to implement significant practice and theory, we first develop a dy- that create new forms of belonging and changes—and, at times, doing research or namic model of EDP impact that is based community as the students more deep- consulting work directly aimed at influenc- on both the dimensions of personal im- ly socialize into their cohorts and sister ing public policy. One alumni’s recent study pact and the activities of practical impact cohorts, as they forge fresh connections on corruption in sub-Saharan Africa led and that is grounded in our analyses of

used to inform the search for opportunities, to resolve threats, and to address problems. The difference between them is that, many times during the EDP programs, the effects often are unexpected, serendipitous, and more widely dispersed because of the rich range of topics and issues covered in EDP programs that become ‘fortuitously and “randomly” matched with issues that the students and alumni face. 6 The code refers to the year of the survey/data collection and the number of the interviewee being quoted. The interviewee’s actual identity is hidden for purposes of anonymity.

19 Engaged Management ReView JULY 2018, VOL. 2, NO. 1 Special Issue on Charting a New Territory with other students and faculty, as they further cognitive and identity develop- Thought Leadership and Practical gain new affective experiences from new ment. We also note an inward process of Leadership forms of learning and knowing, and as practical applications and academic contri- Producing EDP alumni who adopt the they expand their range of questioning. butions, which affect both an individual’s identity of practitioner–scholars is only These changes influence the students’ sense of belonging within new scholarly a means to a desired end. This goal, or striving toward stronger academic contri- communities and her or his new sense of telos, is improved production and prac- butions with the help of faculty. They also self. According to this model, when EDPs tical application of knowledge resulting directly lead to new practical applications are properly implemented and contextu- in evidence-based influence on mana- of the knowledge in their own work, which alized, they ultimately catalyze multi-level gerial practice that, in the improvement further promotes and accelerates the on- processes of impact both within the stu- engendered, can allow the practice to be going cognitive and identity change. To- dents and in the students’ external en- perceived by practitioner-scholars as a gether, all these changes, in later phases vironments. The processes appear to be “noble profession.” We have identified of the program, advance an individual’s concurrent and mutually reinforcing, and eight types of practical application activ- career mobility. they invite students to cumulatively ac- ities for achieving such an impact. These quire a wide range of cognitive and social eight activities offer a valid initial empiri- In addition to this internally engendered skills during the program that orient them cal classification of the types of behaviors outward processing of effects, several to the world in novel ways and shape them participants exercise and the context in other feedback loops also are present: as practitioner–scholars. which they do so to reveal the programs’ Practical applications and academic con- practical impacts. However, these activ- tributions inform each other and shape ities do not clarify the content and the purposes of the impact. To this end, we further group the activities into two broad Figure 1. Dynamic Model of Executive Program Impact types of evidence-informed management behaviors: 1) offering knowledge to others, and 2) engaging with others in practice based on new methods and practices of knowing. Career Mobility The behavior of offering knowledge com- prises the activities of teaching, public Academic Practical speaking, and knowledge productization. Contribution Applications This category can be termed the pursuit of thought leadership. It views the practi- Community Belonging tioner–scholar as engaging other practitioners across settings in pedagogic and Identity Transformation didactic processes in a relatively limited fashion, as in Mode 1 knowledge dissemination. In this regard, this range of activities emphasizes the scholarly output and Cognitive dimension of a practitioner–scholar. Development The second type of behavior, termed practice leadership, involves higher degrees of and more intense involvement with the true managerial “users” based on or informed by the practitioner–scholar’s research knowledge. Accordingly, practice leadership encompasses categories of engaging with and creating communities of practice, directly applying knowledge in the alumni’s own managing activities; consulting and coaching; and influencing policy.

20 Engaged Management ReView JULY 2018, VOL. 2, NO. 1 Special Issue on Charting a New Territory Both types of leadership behavior as- nizational leaders. This knowledge needs form to a specific professional group, can sume that the knowledge generated or to take the targeted leader’s context into be especially impactful. absorbed by practitioner–scholars has account, including its history, and identify relevance and is valid (i.e., it passes com- constraints as well as opportunities as- Two Primary Contextualized Tasks: mon academic tests of rigor in making sociated with the problems on which the Consulting and Educating inferences). The content of knowledge leader is focused. Applying the model constructs to our conveyed stems from combining a schol- survey findings, we note two types of ar’s own research findings with additional Practice leadership offers an avenue to practical context that stand out as hav- findings and theories encountered during overcome the challenges in convincing ing significant potency in shaping cur- scholarly inquiry. Except for the case of others to use and value evidence-based rent managerial practices: (1) consulting alumni’s own managing activities, the ac- knowledge. EDP alumni, as practitioner– founded on research knowledge and find- tual impact of knowledge use depends on scholars, already can engage within a ings, and (2) content-based interventions the extent to which other managers as- community of practice and use their lo- in executive education informed by re- similate and apply this knowledge in their cally embedded knowledge not only to search findings. Consulting that relies on activities, including their decision-making. guide their own actions but also to influ- evidence-based knowledge can combine Sometimes, this transmission of knowl- ence others in engaging in varying forms thought leadership and practice leader- edge poses challenges in thought leader- of collective action. The success of practi- ship by working with management groups ship, wherein alumni use their cognitive tioner–scholars in influencing such action to produce knowledge-based products or skills to inform others of the value of their rests not only on the relevance and rigor processes that meet organizational needs. research-based knowledge. If we analyze of their locally invested knowledge, but The prospect of a direct and timely impact the potential use of such knowledge from also on their interaction competencies. typically is high, as is the frequency of en- the perspective of the manager or decision In EDPs, these skills typically stem from gagement with decision-makers. When maker, assimilation should depend in part courses that seek to enhance their in- the consulting activity involves a powerful on its accessibility, which is often noted teraction competencies that for example institutional actor (e.g., the United Nations as a primary cause of managers’ failure to focus on research knowledge dissemina- or State committees), the alumni’s poten- use research-based knowledge. tion, consulting skills and the like, as well tial impact grows significantly, both across as from experiences of interacting with time and in reaching a target audience Accessibility implies here an improvement others during research (e.g., conducting wielding the power to act on the consult- in the practitioner–scholar’s competency intensive qualitative interviews or running ing and produce change. in translating the research knowledge in focus groups). Such skills also emerge content and form into a “package” that is from the practitioner–scholars’ hard-won In executive education, attendees self-se- meaningful to the manager in a concrete and broad experience as leaders. Being lect and are likely to see the knowledge setting. However, effective application leaders in practice communities grants presented as immediately relevant to their also depends on other factors beyond ac- them a different degree of legitimacy ongoing interests. Practitioner–scholar cessibility. The knowledge produced and among colleagues and encourages other instructors rely more heavily on thought conveyed by practitioner–scholars must members to participate in, and potentially leadership when they engage in execu- be perceived by the decision maker as rel- spread, the use of the practitioner–schol- tive education; they also gain legitimacy evant, as timely (having immediacy), and ar’s knowledge. and influence not only because of their in- as connecting with the complexities of structor role but also based on their visible the manager’s situation. The more a prac- This engagement in a process of prac- standing as an experienced practitioner titioner–scholar can relate to the current tice leadership aligns well with the infor- (“been there, done that”). In this regard, focus and ongoing concerns of decision mal and fully engaged nature of Mode 2 executive education provides an opportu- makers, their ways of sense-making and knowledge dissemination, while thought nity for engaging with consequential de- of reading realities, the more likely the leadership broadly reflects the behaviors cision-makers. Networking opportunities decision-making manager is to use the associated with more traditional aca- during and after the executive education conveyed knowledge. In this regard, one demic, Mode 1 dissemination processes. also create improved prospects for rein- respondent reported having written mul- Practitioner–scholars can learn to become forcing the knowledge gained during the tiple white papers annually for practitioner comfortable and proficient in both types of education engagement. Our survey data communities. leadership. Specific combinations of these reveal that several alumni led executive two types of leadership, such as creat- education programs with some success, Thought leadership, then, is carried out by ing knowledge products disseminated and some had also created specialized conveying timely knowledge that is gen- through consulting activities and present- curricula to shape the content and forms erated specifically to address a range of ing knowledge in an accessible and useful of executive education sessions, based on (wicked) problems that currently vex orga-

21 Engaged Management ReView JULY 2018, VOL. 2, NO. 1 Special Issue on Charting a New Territory specific combinations of practical insight than doctoral training settings. Moreover, and understanding and synthesis of rele- the students provided what they consid- vant research knowledge. ered accurate and sincere, and many times even emotional, accounts of their experience. Although they might be influenced LIMITATIONS AND FUTURE by anchoring effects and desirability bias- RESEARCH es, we suspect that the reporting reflects accurate accounts of the perceived impact We note several limitations in our ar- and role of the program. gument and underlying evidence. First, evidence is limited to data solicited from For future research, we are working to written answers to open-ended sur- identify appropriate metrics for measur- vey questions. Another (perhaps bet- ing the impacts of an EDP. These impacts ter) alternative would have been to use are surprisingly under-researched, given semi-structured interviews that allow for that they serve as the ultimate criteria for further depth in interviewee responses evaluating and improving managerial edu- and for interviewer probing. Although such cation. Research to develop such metrics data collection forms are time-consuming would help to expand beyond the specific and are challenging to scale, we plan to program considered and provide a useful use such data gathering in the future to tool for measuring the effectiveness and validate and expand the suggested con- impact of a larger population of EDPs. ceptualization of impact. Second, students Especially needed measures include the at and alumni from the Case-Western frequency and magnitude of impact on EDP, from which our data were drawn, managerial practice, which would expand participate in intense cohort formats and and refine the activities of practical appli- rigorous course-based education through cation identified in this research. their three years of study, and whether our conceptualizations can be generalized to other EDP settings is uncertain. Nor do we control for or evaluate the effects of social networks and cohorts, in which different examples and role models might emerge. Third, our qualitative data include some self-selection bias. We suspect that scholar–practitioners who have benefit- ed from and more effectively applied the skills acquired during the program are more likely to respond. Therefore, the data on impacts are potentially more positive than if the whole population is considered. Fourth, given that all our data stem from the EDP setting, we do not have a true counterfactual; we cannot confirm that the alumni would not have engaged in the activities and engagements if they had not participated in the program. Nev- ertheless, we can offer two observations that favor participation in the program as a causal element in our findings and confirm the usefulness of the resulting model. The students often referred to new cognitive skills and new orientations (as part of their identity) that would be extremely difficult to replicate and create in other

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23 Engaged Management ReView JULY 2018, VOL. 2, NO. 1 Special Issue on Charting a New Territory APPENDIX A: RESEARCH DESIGN

The data set was obtained from the stu- participants, and how do they influence ated anonymously to ensure authenticity dents and alumni of Weatherhead School competency building? What knowledge and to avoid social desirability effects. Al- of Management Doctor of Management has actually been used by the alumni in though some selection bias likely remains (DM) Program. The Weatherhead program their practical work? Has the program in that those alumni who have been able was instituted in 1995 at Case Western Re- produced knowledge that influenced to produce more practical impacts and had serve University as the first executive doc- alumni’s behaviors? a more positive attitude toward the pro- toral program (EDP) in the United States. gram were more likely to respond. Howev- From its inception, the program’s aim has 2) What types of activities do alumni pursue er, this bias does not influence adversely been to offer a meaningful and new kind of post-graduation, and how do they draw on the study goal of identifying practical im- scholarly management education as a ter- the knowledge and competencies gained pact dimensions and their possible an- minal management degree. The education and thereby impact in new ways their tecedents. is grounded in generating and deploying managerial practice? For instance, what resources, based on rigorous evidence and types of knowledge products have the The survey was delivered via email to the inferences, to direct managerial action and alumni produced, in what contexts, and full population of more than 200 program decisions. A secondary aim is to endow for what purposes? alumni. We received 46 survey respons- students with broad and systemic knowl- es – a 23% response rate. In addition to edge of the global business environment, 3) What can we learn from graduates’ completing the survey, we asked alumni extending beyond the functional and pro- achievements to formulate better con- to send us their resumes so that we might fessional knowledge delivered by curricula structs for measuring the program’s im- triangulate and further understand their for Masters in Business Administration pact on managerial practice? survey responses, and we included in the degrees by including curricula delivered data set more than 20 resumes. The de- by humanities, social sciences, and other To address these questions, we designed tailed demographics of the sample are giv- faculty. In this program, and in others that a survey targeted toward the program en in Table 1. The sample represents the have followed, the combination of rigor- alumni in 2015. The survey was designed overall population in terms of gender and ous empirical inquiry and theory-based jointly with the program alumni coun- age distribution. Demographic information reasoning is expected to cultivate manag- cil and contained both structured and on race, ethnicity, and country of origin ers as critical thinkers and effective actors open-ended questions. Responses to the were not collected. who are able to identify, create, and use open-ended questions enabled us to an- evidence-based knowledge to improve alyze and distill different types of impacts, complex managerial tasks. In this regard, contexts of their emergence, and related the study site and setting are ideal for antecedents. All responses were gener- evaluating the potential practical impacts and their dimensions for EDPs. Table 1. Response Demographics

In 2015 the Weatherhead EDP reached its twentieth anniversary, and we used this Demographic Data Categories Number of Responses milestone as an opportunity to conduct an Gender Men 31 exploratory, qualitative study of the prac- Women 15 tical impacts of the program.7 Our goal was to evaluate the success of the program in First year of study 1995–2000 10 influencing managerial practice by seeking 2001–2005 11 answers to the following initial questions: 2006–2010 18 2011–2012 6 1) What effects has the program had on no response 1 managerial practice, and how has it helped Age at start of program 35–44 10 students and alumni act as effective man- 45–54 31 agers? Related questions include the over 54 5 following: What types of identity trans-

formations take place among program Note: n=46

7 We collected similar data sets in 2008 and 2005, but their collection was not as systematic, and therefore we rely only on the latest data set.

24 Engaged Management ReView JULY 2018, VOL. 2, NO. 1 Special Issue on Charting a New Territory Data Analysis initial first-order codes. These codes were sions (Charmaz, 2006; Gioia, Hamilton, & Open-ended survey responses were en- then aggregated to highlight connections Corley, 2013). These dimensions are in- tered in an Excel spreadsheet, where the and patterns between related codes, re- terpreted to represent major types of pro- notes function was used to assign induc- sulting in 195 second-order codes. The gram impact as experienced by the alumni. tive, at times “in-vivo” codes to each sur- final lists of both first-order and sec- See Table 2 for the first- and second-order vey response (Corbin & Strauss, 2008). ond-order codes were used to generate coding structure, as well as aggregate di- Through this process, we identified 477 25 higher-order themes that ultimately mensions. See Table 3 for sample quotes were reduced to 6 final aggregate dimen- resulting in this coding.)

Table 2. DM Program Impact Coding Structure

% of Exemplar First-Order Codes % of Second-Order Themes % of Aggregate Sample Sample Sample Dimensions

21.74% Appreciation of skill development 65.22% Skill Development 80.43% Cognitive Development 4.35% Value of what I have learned 45.65% Knowledge Acquisition

2.17% Value of learning to think differently 32.61% Change in thinking

2.17% Taking classes after receiving degree 2.17% Continuing Education

4.35% Value of establishing credibility 23.91% Establishing Credibility 50.00% Identity Transformation 4.35% Research findings gaining recognition 21.74% Receiving Recognition

2.17% Confidence built in academic settings 10.87% Gaining Confidence

2.17% Value of growing as a person 4.35% Personal Development

2.17% Research enabled fitting in at work 10.87% Membering 28.26% Community Belonging 4.35% Value of developing network in field 4.35% Networking

10.87% Value of friendship 19.57% Making Friends

2.17% Value of alumni network 4.35% Keeping in touch

2.17% Program developed my life direction and plan 26.09% Change in Career Path 41.30% Career Mobility

4.35% Received new job opportunity after receiving degree 15.22% New Opportunities

2.17% Received promotion after receiving degree 6.52% Promotion or Raise

4.35% Research prepared me for career in academia 6.52% Prepared for Academia

4.35% New leadership role found after graduation 17.39% Leadership

54.35% Conducting new research since graduation 54.35% Conducting Research 95.65% Academic Contribution 23.9% Research findings have been published 52.17% Research Dissemination

6.52% Presented research at conference 84.78% Presentation of Work

2.17% Mentored PhD candidates 4.35% Academic Service

2.17% Received grant for new research 2.17% Research Grant Received

4.35% Served as interim dean 6.52% Holding the Role of Dean

25 Engaged Management ReView JULY 2018, VOL. 2, NO. 1 Special Issue on Charting a New Territory % of Exemplar First-Order Codes % of Second-Order Themes % of Aggregate Sample Sample Sample Dimensions

23.91% Research findings used to inform teaching 82.61% Teaching or Educational 100% Practical Application 26.09% Research findings used to inform consulting 32.61% Consulting or Coaching

4.35% Research findings integrated into management 19.57% Management responsibilities

2.17% Knowledge product created – certification 13.04% Knowledge Productization

2.17% Member of a research-topic association 4.35% Engagement in Communities of Practice

2.17% Started a practitioner membership organization 2.17% Creating Communities of Practice

67.39% Presentation to management leaders 86.96% Public Speaking

2.17% Research findings directly influenced public policy 2.17% Influencing Policy

The columns labeled “% of sample” display gaged in academic contribution (95.65%), lence; rather, the survey questions asked the percentage of the sample where each and the vast majority experienced cog- were more likely to generate responses code was found. For example, 21.74% of nitive development (80.43%). In addition, and information about the other more the sample displayed appreciation of skill 50% expressed identity transformation, obvious areas of impact. That communi- development, whereas 4.35% of the sam- about 41% expressed career mobility, and ty belonging and identity transformation ple expressed the value of what they have about 28% expressed community belong- emerged as facilitating impacts in prac- learned. The aggregate dimensions reveal ing. We do not assume that the lower lev- titioner–scholars’ journeys suggests the that the entire sample is engaged in prac- els of community belonging and identity importance of measuring these factors in tical application (100%), almost all are en- transformation stem from a lower preva- both research and program evaluation.

Table 3. DM Program Impact Coding Exemplar Quotes

Aggregate Second-Order Theme Exemplar Quote Dimension

Cognitive Skill Development “The skills I learned conducting the research have completely changed the way I approach Development problems in my professional work. I now research a problem or situation before attempting to solve it.” (2016-33)

Knowledge Acquisition “The knowledge I gained in completing [my research] helped position me as a leader in addressing Northeast Ohio workforce development challenges. Further, the exposure to cutting-edge management topics, like the global economy, social construction, appreciative inquiry, and emotional intelligence helped inform my approach to management.” (2016-10)

Change in Thinking “I see and understand the world quite differently than I did before acquiring the intellectual skills the program offers.” (2016-04)

Continuing Education “Leadership Educators Program [University]” (2016-04 CV)

26 Engaged Management ReView JULY 2018, VOL. 2, NO. 1 Special Issue on Charting a New Territory Aggregate Second-Order Theme Exemplar Quote Dimension

Identity Establishing Credibility “Within the organization of my primary employer, I am developing a reputation as the ‘go to’ Transformation guy for matters related to social dynamics impacting business. As a result, both my job security and visibility have increased along with my compensation.” (2016-06)

Receiving Recognition “The message about my research findings is just beginning to gain some recognition in my professional field.” (2016-01)

Gaining Confidence “I’m much more of a critical thinker. I challenge things that I used to accept because it was how things were done. I’m also much more confident about taking a position that is contrary to the group or about speaking up first with ideas that may not jive with established thinking.” (2016- 08)

Personal Development “My doctoral program experiences have been extremely valuable in many ways, especially in giving me the confidence and tools in looking at the world in a more sophisticated, emphatic (AU: empathetic?), and nuanced way.” (2016-39)

Community Membering “My dissertation advisor invited me to present my qualitative and quantitative research results Belonging to this leading group of scholars and researchers in emotional and social intelligence. This has connected me to the thought leaders in this field that is so critical to my career and profession.” (2016-30)

Networking “I established a network in the technology-based economic development community, which led to a career change less than a year after I graduated in [year]. I continue to thrive in that field.” (2016-12)

Making Friends “I do now have the class network that was established during the program, but this has been purely a social network rather than anything related to my professional life.” (2016-34)

Keeping in Touch “I made several close friends in the program, with whom I stay in close contact. In fact, five of us have formed a book group, and we have monthly conference calls to discuss the books.” (2016-37)

Career Mobility Change in Career Path “The program has accelerated my life transition on both the professional and personal sides. I was able to design a roadmap using ICT and to execute it for the next chapter of my life. The program helps me conceptualize and productize my new career.” (2016-11)

New Opportunities “I found applications from this in my daily management at my institution where, since graduation I have a new leadership role in the college’s governance committee for the lead educational body (department chairs) of the college.” (2016-23)

Promotion or Raise “Both my job security and visibility have increased along with my compensation.” (2016-06)

Prepared for Academia “Completing my thesis, which was very challenging for me, prepared me for my following career change to academia from industry. I do not think I would have been hired without going through the thesis creation process that is having a doctorate degree from Case.” (2016-16)

Leadership “Chairperson of Committee for NASDAQ-traded [Company].” (2016-01 CV)

Academic Conducting Research “There are three areas of inquiry that I am working on…” (2016-07) Contribution Research “My research was the foundation of the 5 books I published and co-edited. Each book sold well, Dissemination and the feedback from pricing and business professionals was very good.” (2016-11)

Presentation of Work “I have presented at universities overseas.” (2016-07)

Academic Service “I have mentored PhD candidates.” (2016-05)

Research Grant “Foundation Grant: 2010” (2016-03 CV) Received

Holding the Role of “Associate Dean of [Department]” (2016-15 CV) Dean

27 Engaged Management ReView JULY 2018, VOL. 2, NO. 1 Special Issue on Charting a New Territory Aggregate Second-Order Theme Exemplar Quote Dimension

Practical Teaching or Educational “Yes, my research is included in my courses and teaching responsibilities.” (2016-03) Application Consulting or Coaching “My research has provided me with numerous consulting and conference speaking arrangements.” (2016-21)

Management “Further, the exposure to cutting-edge management topics, like the global economy, social construction, appreciative inquiry, and emotional intelligence helped inform my approach to management.” (2016-10)

Knowledge “As a result of my research I have developed tools for board evaluations and skill assessments Productization that have been utilized across various boardrooms.” (2016-24)

Engagement in “I am working with several organizations at this point to adopt the data-collection tool in their Communities of practices.” (2016-01) Practice

Creating Communities “[Group Name] – Convened 25 organizations interested in membership” (2016-08 CV) of Practice

Public Speaking “I present my findings about every 2 months to some interested group/association.” (2016-01)

Influencing Policy “Hosted numerous roundtables and events connecting cluster members to federal and state leaders.” (2016-08 CV)

After identifying the initial themes and dimensions, we coded the set of sampled resumes at the level of second order codes to validate our initial findings and to build a more robust model. In analyzing the resumes, we also checked to see whether any other types of impact not already represented in the analysis of the survey responses emerged. From this secondary analysis, six additional second-order codes were identified, while the six pre- viously identified impact dimensions also were validated.

28 Engaged Management ReView JULY 2018, VOL. 2, NO. 1 Special Issue on Charting a New Territory ABOUT THE AUTHORS

Morgan Bulger is a doctoral candidate in the Organizational Behavior Department at Case Western Reserve University’s Weath- erhead School of Management. Her research focuses on the design and practice of social inclusion, and the dynamics of inclusion and exclusion in mixed-income communities. Morgan’s dissertation proposal has won Weatherhead’s 2018 Outstanding Research Proposal Award. She has also been nominated by her students for an undergraduate teaching award for a course she designed and taught on the topic of Sustainability and Net Positive Impact. Morgan currently serves as a community advocate and political activist in Cleveland, and works as a research associate at the National Initiative on Mixed-Income Communities. She is scheduled to defend her dissertation and finish her PhD in August of 2018. Morgan can be contacted at [email protected]

Kalle Lyytinen (PhD, Computer Science, University of Jyväskylä; Dr. (h.c.) Umeå University, Copenhagen Business School, Lappeen- ranta University of Technology) is Distinguished University Professor and Iris S. Wolstein Professor of Management Design at Case Western Reserve University and is a visiting professor at Aalto University, Finland. Since 2009 he has been the director of academic affairs for Case Western Reserve University Doctor of Management Programs and is Editor-in-Chief for Engaged Management ReView. Between 1992 and 2012, he was the third most productive scholar in the information systems (IS) field based on the Association for Information Systems (AIS) Senior Scholars’ Basket measure. He also is among the top five IS scholars based on his h-index (79). Dr. Lyytinen has published more than 300 refereed articles and edited or written more than 30 books or special issues. He currently conducts research that explores digital innovation, especially in relation to design work, requirements in large- scale systems, diffusion of innovations, and emergence of digital infrastructures.

Paul Salipante is professor (emeritus) of industrial relations in the Design & Innovation Department at Weatherhead School of Management, Case Western Reserve University. He holds a PhD from the University of Chicago. His research topics cover labor productivity, gender and race issues in the workplace and in education, the management of non-profit organizations, and applications of knowledge and its impact in management settings. He has taught qualitative and research design courses at Doctor of Management program at Weatherhead since the start of the program in 1995, and has been member of 35 dissertation committees. He holds several teaching and research awards at Case.

29 Engaged Management ReView JULY 2018, VOL. 2, NO. 1 Special Issue on Charting a New Territory