Dialogues between Academics and Practitioners: The Role of Generative Dialogic Encounters
从对话视角分析学者与实践者关系，指出“支持相关性”的学术写作方式可能适得其反，并通过角色分析和示例对话提出，相关性根植于生成性对话，为知识共创提供起点。
In this paper we seek to show how aspects of the thinking underpinning the relevance debate can be self-defeating. We consider the relationship between academics and practitioners from a dialogic perspective and perform a textual analysis of the ways in which ‘pro-relevance’ academics write about research. We use role analysis techniques to highlight the potential for mismatched expectations between academics and practitioners, and then consider an illustrative dialogue between practitioners and academics to develop our view that relevance has its roots in generative dialogic encounters. We conceptualize a modified view of dialogue in the context of organizational research relationships, which we believe offers a useful starting point for co-production of knowledge and understanding.