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Academic Rigour Versus Social Relevance: Which Way Should the Pendulum Swing with Regard to Experiential Learning and Community Service Learning in the Social Sciences?

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dc.contributor.author Mahlomaholo, Mahlomaholo Sechaba en_US
dc.contributor.author Nkoane, M M
dc.contributor.author Getrude Bohloko
dc.date.accessioned 2010-08-04T15:34:40Z
dc.date.available 2010-08-04T15:34:40Z
dc.date.issued 2009 en_US
dc.identifier.citation MAHLOMAHOLO, M.S.G. & NKOANE, M.M. 2009. Academic Rigour Versus Social Relevance: Which Way Should the Pendulum Swing with Regard to Experiential Learning and Community Service Learning in the Social Sciences? Journal of Educational Studies, 8(3):30-44 en_US
dc.identifier.uri http://hdl.handle.net/10394/3295
dc.description.abstract Recently there has been an intense debate amongst scholars on how to increase the practical relevance of research. Although the notion of ‘relevance’ is frequently mentioned in the literature, it is hardly ever defined and may have different, even contradictory, meanings in different contexts. This article presents taxonomy of different forms of relevance, based on a textual analysis of the ‘relevance literature’ and of a set of 450 articles in three leading academic management journals that are renowned for their practical relevance. The main categories of this taxonomy are then discussed against the background of different aspects of the social dynamics of science in order to ascertain the forms of relevance that can justifiably be expected from management science
dc.publisher Trentham Publishers
dc.title Academic Rigour Versus Social Relevance: Which Way Should the Pendulum Swing with Regard to Experiential Learning and Community Service Learning in the Social Sciences? en_US


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