Bridging the Research-Practice Divide: Insights from HRD Scholars and Scholar-Practitioners

Abstract

The research-practice gap in Human Resource Development (HRD) represents a persistent structural challenge that limits the translation of academic knowledge into organizational action. This article synthesizes insights from 29 HRD scholars and scholar-practitioners across five countries to examine how they conceptualize, experience, and propose solutions to bridge this divide. Findings reveal that the gap reflects not merely a communication failure but a systemic misalignment between academic incentive structures and practitioner information needs. Scholars prioritize theoretical contribution and disciplinary recognition, while scholar-practitioners emphasize actionable knowledge and measurable organizational impact. Four interconnected themes emerged: divergent definitions of the gap itself, motivational drivers shaped by role identity, multilevel barriers spanning cultural norms to institutional policies, and strategic responses emphasizing collaboration, accessible dissemination, and participatory research methodologies. Scholar-practitioners emerge as critical boundary spanners who translate research into practice while surfacing workplace challenges for academic inquiry. The article provides evidence-based recommendations for narrowing the gap through co-creation models, reformed tenure criteria, practitioner-friendly dissemination channels, and professional association engagement. These findings advance understanding of how knowledge flows—and stalls—between academia and practice in HRD.