A academia é hermética, com um linguajar próprio, que a torna inapelável para praticantes. |
Baker e Holt (2004)BAKER, S.; HOLT, S. Marketing marketers accountable: a failure of marketing education? Marketing Intelligence & Planning, v.22, n.5, p.557-567, 2004.
Edwards (2005)EDWARDS,M. Organizational identification: a conceptual and operational review, International Journal of Management Reviews, v.7, n.4, p.207-230, 2005.
Hughes et al. (2011)HUGHES, T.; BENCE, D.; GRISONI, L.; O’REGAN, N.; WORNHAM, D. Scholarship that matters: academic-practitioner engagement in business management. Academy of Management Learning & Education, v.10, n.2, p.40-57, 2011.
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"Has the output from academic research resulted in models and processes that are just too complex for practitioners to adoptand adapt to their own situations?" (BAKER; HOLT, 2004BAKER, S.; HOLT, S. Marketing marketers accountable: a failure of marketing education? Marketing Intelligence & Planning, v.22, n.5, p.557-567, 2004., p.563). |
Falta de aprofundamento no ensino de marketing, embora acadêmicos busquem tornar suas aulas mais em linha com práticas empresariais. |
Baker e Holt (2004)BAKER, S.; HOLT, S. Marketing marketers accountable: a failure of marketing education? Marketing Intelligence & Planning, v.22, n.5, p.557-567, 2004.
Hunt (2002)HUNT, S. Marketing as a profession: on closing stakeholder gaps. European Journal of Marketing, v.36, n.3, p.305-312, 2002.
Stanton (2006)STANTON, A. Bridging the academic/practitioner divide in marketing: An undergraduate course in data mining. Marketing Intelligence & Planning, v.24, n.3, p.233-244, 2006.
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"Academic programs in marketing must adapt their curriculum to more fully deal with technology and information management issues. A course in data mining is one example of bridging the gap between the theoretical domain of academicians with the knowledge and skill set needs of practitioners" (STANTON, 2006STANTON, A. Bridging the academic/practitioner divide in marketing: An undergraduate course in data mining. Marketing Intelligence & Planning, v.24, n.3, p.233-244, 2006., p.241). |
Praticantes pouco buscam conhecimento acadêmico de marketing; não têm tempo e desconhecem onde achá-lo. |
Almeida et al. (2010)
Kauppinen-Räisänen e Grönroos (2015)KAUPPINEN-RÄISÄNEN, H.; GRÖNROSS, C. Are service marketing models really used in modern practice? Journal of Services Management, v.26, n.3, p.346-371, 2015.
Southgate (2006)SOUTHGATE, N. The academic-practitioner divide: finding time to make a difference. Marketing Intelligence & Planning, v.24, n.6, p.547-551, 2006.
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"Scholarly knowledge was not shared across the firms participating in the present study" (KAUPPINEN-RÄISÄN; GRÖNROOS, 2015KAUPPINEN-RÄISÄNEN, H.; GRÖNROSS, C. Are service marketing models really used in modern practice? Journal of Services Management, v.26, n.3, p.346-371, 2015., p.363). |
Acadêmicos ensinam marketing como uma atividade holística; praticantes utilizam marketing de maneira diferente daquela que a disciplina propõe. |
Almeida et al. (2010)
Baker e Holt (2004)BAKER, S.; HOLT, S. Marketing marketers accountable: a failure of marketing education? Marketing Intelligence & Planning, v.22, n.5, p.557-567, 2004.
Hunt (2002)HUNT, S. Marketing as a profession: on closing stakeholder gaps. European Journal of Marketing, v.36, n.3, p.305-312, 2002.
Southgate (2006)SOUTHGATE, N. The academic-practitioner divide: finding time to make a difference. Marketing Intelligence & Planning, v.24, n.6, p.547-551, 2006.
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"Participants seldom start from a coherent, well-grounded conceptualization of the nature of the marketing discipline" (HUNT, 2002HUNT, S. Marketing as a profession: on closing stakeholder gaps. European Journal of Marketing, v.36, n.3, p.305-312, 2002., p.305). |
Praticantes utilizam mais seus instintos do que teorias, conceitos e modelos de marketing. |
Brennan e Ankers (2004)BRENNAN, R. Should we worry about an “academic-practitioner divide” in marketing? Marketing Intelligence & Planning, v.22, n.5, p. 492-500, 2004.
Lilien (2011)LILIEN, G. Bridging the academic-practitioner divide in marketing decision models. Journal of Marketing, v.75, n.4, p.196-210, 2011.
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"Most traditional marketing decision making, while sometimes guided by the concepts from our literature, is largely based on managers' mental models, intuition, and experience" (LILIEN, 2011LILIEN, G. Bridging the academic-practitioner divide in marketing decision models. Journal of Marketing, v.75, n.4, p.196-210, 2011., p.197). |
Há interesse, especialmente entre acadêmicos, em diminuir o distanciamento. |
Brennan (2004)BRENNAN, R. Should we worry about an “academic-practitioner divide” in marketing? Marketing Intelligence & Planning, v.22, n.5, p. 492-500, 2004.
Hughes et al. (2011)HUGHES, T.; BENCE, D.; GRISONI, L.; O’REGAN, N.; WORNHAM, D. Scholarship that matters: academic-practitioner engagement in business management. Academy of Management Learning & Education, v.10, n.2, p.40-57, 2011.
Klaus e Edvardsson (2014)KLAUS, P.; EDVARDSSON, B.; KEININGHAM, T.; GRUBER, T. Getting in with the “In” crowd: how to put marketing back on the CEO’s agenda. Journal of Service Management, v.25, n.2, p., 195-212, 2014.
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"As a community, we are often dissatisfied with the current processes allowing us to disseminate our knowledge... we as academic community should seek to provide both, guidance and solutions to practitioners" (KLAUS; EDVARDSSON, 2014KLAUS, P.; EDVARDSSON, B.; KEININGHAM, T.; GRUBER, T. Getting in with the “In” crowd: how to put marketing back on the CEO’s agenda. Journal of Service Management, v.25, n.2, p., 195-212, 2014., p.167-168). |