The objective is to explore what engaged scholarship (ES) could mean for construction management research in facilitating interactions between practice and theory. ES aims to develop knowledge that advances both science and practice through engagement of scholars with practice. Three types of ES are discussed: practice research, design research and action research. These three kinds of ES are explained through their different knowledgeaction relations: action theories or 'knowledge about action', design research or 'knowledge for action', and action research or 'knowledge through action'. The relevance of these three types of ES in facilitating interactions between practice and theory is clarified through elaborating on a research programme on the adoption of information and communications technology (ICT) in construction projects. First, based on grounded theory, a model is developed to understand and explain why individuals and organizations are (not) using ICT in the intended way. Second, based on this model and expert interviews, solutions are designed to potential barriers to the successful use of ICT in construction projects. Third, interventions in construction projects based on these solutions are presented. It is argued that the different kinds of ES presuppose each other and are all needed to facilitate interactions between practice and theory in construction management research.
Keywords: Action research; information and communications technology
IntroductionIn construction management research, theories from different scientific disciplines seek to explain phenomena which are related to the design, production and operation of the built environment. The results of this research are also used to develop knowledge that professionals can use to design solutions for their field problems (Van Aken, 2004;Voordijk, 2009). These different kinds of research have created a continuing debate in construction management research on how to address the important relation between scientific rigour and practical relevance (Seymour and Rooke, 1995;Raftery et al., 1997;Runeson, 1997;Kwong Wing et al., 1998;Voordijk, 2009Voordijk, , 2011. In this field of research, scholars are involved in different ways to improve the relevance of their research for practice without abandoning the scientific rigour by which research is conducted.As mentioned by Mathiassen and Nielsen (2008, p. 5) the gap between science and practice can to some extent be addressed by more effectively translating and communicating scientific knowledge to practicing professionals. There are, however, major differences between scientific and practical knowledge as expressed in Aristotle's distinction between episteme (basic knowledge in the pursuit of theoretical or analytical questions) and techne (applied technical knowledge of instrumental or means-end rationality); in Schö n's (1983) distinction between knowing-about-practice and knowing-in-practice; and, in Polanyi's (1967) distinction between explicit and tacit knowledge.As also mentioned by Mathiass...