Learning from each other: why and how business schools need to create a ‘Paradox Box’ for academic-policy impact

Beech, Nic ORCID logoORCID: https://orcid.org/0000-0001-9182-6139, Mason, Katy J., MacIntosh, Robert and Beech, Diana (2022) Learning from each other: why and how business schools need to create a ‘Paradox Box’ for academic-policy impact. Academy of Management Learning and Education, 21 (3) . pp. 487-502. ISSN 1537-260X [Article] (doi:10.5465/amle.2021.0303)


As the ‘impact agenda’ continues to gain prominence internationally, a key challenge is enabling academics and policymakers to interact so that they can learn effectively from and with each other. There is an ethical position that if we could contribute to policy change impacting on work, society and environment then some of our resource and effort should be focused in this way, to bring the benefits of our research to the world of policy and practice and to gain insights about the use and potential direction of our research. We argue that there are significant cultural incompatibilities between academia and policymaking but we propose an approach which establishes a learning zone in which key cultural rules are suspended (not ‘solved’) and groups can contribute input and extract learning insights as if they were collaborating with shared understanding, when this may only partially be the case. We explore the theoretical grounds and design principles for this new kind of learning zone which we term the ‘paradox box’.

Item Type: Article
Keywords (uncontrolled): Conversation & dialogue as sources of knowledge creation & innovation, Paradox, Sociology of knowledge, Learning
Research Areas: A. > Business School > Leadership, Work and Organisations
Item ID: 35524
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Depositing User: Jisc Publications Router
Date Deposited: 09 Aug 2022 09:01
Last Modified: 14 Oct 2022 14:51
URI: https://eprints.mdx.ac.uk/id/eprint/35524

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