“Reading” Evidence-Based Management: The Possibilities of Interpretation

An important consequence of moving evidence-based management into the classroom is that through our students we are exposed to the effects of reading academic research on those who are not part of the academic community. An academic text—the write-up of academic research whether in book or journal article form—is at center stage in evidence-based management (EBMgt) and in virtually all forms of evidence-based practice; yet, we know little about how academic work is read. Starting from the assumption that all scholarship is inherently rhetorical, I argue for the usefulness of rhetorical criticism—particularly reader response theory—to opening conversations between academics and practitioners—including our students who will be practitioners—on the use and limits of academic research.