Translating research into teaching

Previous Chapter Next Chapter Chapter 18: Translating research into teaching Adam Lindgreen, C. Anthony Di Benedetto, Roderick J. Brodie, Peter Naudé, and Tobias Schäfers Category: Chapter Published: 10 Sep 2024 Page Range: 347–363 Collection: Business 2024 DOI: https://doi.org/10.4337/9781800888531.00031 Keywords: Business schools; Rigor relevance; Research-teaching interface; Co-creation; Service-dominant logic; B2B marketing Restricted access Abstract References In the competitive landscape of business education, fostering a thriving environment for academic research is paramount. This is especially true for research-intensive business schools aiming to secure recognition among top institutions globally. However, the emphasis on research has led to a realization: teaching quality must also be evaluated. Business schools must seamlessly integrate impactful research into teaching, creating a symbiotic relationship. This chapter explores the intersection of research and teaching, particularly in the context of graduate business-to-business marketing classes. It delves into the principles of co-creation of learning and service-dominant logic, emphasizing the active role of both instructors and students in value creation. The chapter highlights the importance of technology, including online platforms and the flipped classroom model, in facilitating interactive learning. It also addresses challenges such as large class sizes and diverse student backgrounds. Furthermore, the chapter underscores the significance of tailoring teaching to the unique needs of business-to-business marketing students. It suggests strategies like real-world applications, hands-on projects, simulations, and relevant takeaways. The ultimate goal is to empower students to apply their learning immediately, enhancing their value in the workplace. Effective teaching in business-to-business marketing is a multifaceted endeavor, driven by the interaction between instructors, students, and technology. As such, scholars need a flexible approach, recognizing that great teaching can take various forms depending on the audience and context, while emphasizing the need to bridge the gap between research excellence and impactful teaching. We end the chapter by addressing the challenges and strategies of translating research into teaching, emphasizing the importance of making academic research relevant to practical decision problems and the role of abductive reasoning in theorizing with practitioners.