How preferable and possible is management research-related teaching impact?

Abstract

With increasing pressure for management researchers to create impact, we explore the use of research-related teaching in which students act as research translators to create impact. Using the UK’s research excellence framework as an example, we define what research-related teaching might work both for tacit and explicit knowledge and apply Boyer’s scholarship of application and discovery as our pedagogical base to argue for using students as research translators. The paper provokes new thinking on research-related teaching and suggests that ignoring this impact pathway has negative consequences and is a missed opportunity as well as underrepresenting the existing impact of management research.