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dc.contributor.authorMahlomaholo, Mahlomaholo Sechabaen_US
dc.contributor.authorNkoane, M M
dc.contributor.authorGetrude Bohloko
dc.date.accessioned2010-08-04T15:34:40Z
dc.date.available2010-08-04T15:34:40Z
dc.date.issued2009en_US
dc.identifier.citationMAHLOMAHOLO, 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):30-44en_US
dc.identifier.urihttp://hdl.handle.net/10394/3295
dc.description.abstractRecently 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.publisherTrentham Publishers
dc.titleAcademic 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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