Using argument analysis to understand the efficacy of written communication for disseminating academic findings to practitioners

ABSTRACT

While the IS field has devoted significant effort to improving written communication to disseminate academic research findings, little attention has been given to the issue of soliciting feedback from practitioners about these communications. This paper explores the question of how to engage practitioners with written communication that aims to disseminate academic findings. Three empirical studies are undertaken, each analysing various types of written communication using the lens of argument. Our results suggest two archetypes for supporting arguments: a warrant-using approach and a warrant-establishing approach, each of which offers different ways to conceive of engaging with practitioner readers. Several proposals are offered as potential avenues for better engaging practitioners via written communication.

KEYWORDS:

• Argument mapping
• argument theory
• rigour vs. relevance
• academic vs. practitioner communication
• disseminating academic findings
• toulmin

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Notes

1. This relationship is reported in a review article by Baham and Hirschheim (2021). Note that we do not claim that all academic findings are self-explanatory. This example is used to demonstrate the contrasting difference between knowing a relationship and being able to prove it.