Transforming Theory and Research into Practice: Boundary Objects and Boundary-Spanning Processes

Abstract

The effective linkage of management theory, research and practice has been an enduring topic within the Academy. Engaged Scholarship (Van de Ven, 2007), Collaborative Management Research (Shani, Mohrman, Pasmore, Stymne & Adler, 2008) and the work of S. Mohrman & E. Lawler III et. al. (2011) approach this topic by showing how teams of scholars and practitioners can work together to link theory, research, and practice. Linkage is portrayed at an individual level rather than a team level through the study of internal consultants and other change agents who operate as boundary- spanning scholar-practitioners (Tenkasi & Hay, 2004, 2008). Although these approaches to linkage are distinct with different terminology, processes, and case examples, they do share a vision to bridge theory and practice and as such are committed to a boundary-spanning between the worlds of scholarship and practice. The purpose of this Panel Symposium is to make explicit the boundary-spanning aspects of these approaches. This symposium leverages the work of Carlile (2002, 2004) on boundary-spanning and innovation. Carlile (2004) drawing on the works of Leigh Star (1989) and Boland and Tenkasi (1995) on boundary objects and processes proposes an integrated framework of knowledge management with respect to innovation that involves three defining elements: 1), the juxtaposition of the domain- specific knowledge of the personnel engaged in innovation (the knowledge boundaries themselves); 2), the techniques employed to convey domain specific knowledge among the engaged personnel (boundary processes); and 3), the artifacts that penetrate different knowledge domains with greater fidelity (boundary objects). The framework provides guidance for those who seek to share domain-specific knowledge outside of innovation work, specifically guidance in terms of the overall processes that might be employed to cultivate shared knowledge (boundary processes) and of the specific forms of knowledge that engender shared meaning (boundary objects).