Document Type

Article

Language

eng

Format of Original

9 p.

Publication Date

5-2013

Publisher

Elsevier

Source Publication

Business Horizons

Source ISSN

0007-6813

Original Item ID

DOI: 10.1016/j.bushor.2013.01.010

Abstract

Business school publications are widely criticized for their lack of managerial or teaching relevance. One reason for this criticism is that business school scholarship is typically evaluated purely in terms of one type of work: academic journal articles that are meant to be read by other scholars. However, academics produce multiple types of publications, and business schools serve a wider range of stakeholders. These other stakeholders are often central to the schools’ purposes and may be critical in acquiring resources. These stakeholders probably prefer to see scholarship that is relevant for students or for practitioners. They may prefer scholarship that is ethically relevant or regionally relevant and otherwise different from the model that dominates U.S. journals. Technologies are now available to measure the impact of writings in a much wider range of venues than covered by the Social Sciences Citation Index in the Web of Science. Moreover, a wider range of measures, such as the size of writings’ readership, may be needed. We consider these issues and present some recommendations, arguing that faculty evaluations should follow an intentional strategy and not necessarily conform to the traditional default.

Comments

Accepted version. Business Horizons, Vol. 56, No. 3 (May-June 2013): 323-331. DOI.

NOTICE: this is the author’s version of a work that was accepted for publication in Business Horizons. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Business Horizons, VOL 56, ISSUE 3, (May-June 2013) DOI.

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