In this paper, we propose a partial solution to the
problem of the relevance of information systems research by
adjusting doctoral programs to the specific needs and talents of
doctoral students that have significant prior professional life
experience. The purpose of this paper is first to recognize that the
"professionally qualified doctoral student" (PQDS) has a different
type of knowledge that may give her/him some advantages over other
students, including greater symbolic capital. We examine the epistemic evidence for the
claim that part of their practical experience constitutes a specific
type of "applicative" knowledge that should be considered as
different from but of equal value to theory, which has been the
mainstay of academic education. Three independent lines of academic
research contribute such evidence: the communities of practice
literature, philosophical perspectives on applicative knowledge, and
cognitive sciences. We argue that PQDSs may benefit from doctoral
programs with specific features designed to leverage their practical
knowledge. In turn, they may be able to "boundary span" and publish
research results in forms that are appreciated by their professional
communities. Finally we discuss some practical institutional issues
that could be addressed if we are to sustain this profile of
researchers.
Keywords:
Professionally Qualified Doctoral Students (PQDS),
applicative knowledge, technical knowledge, communities of practice,
qualitative research, practice, relevance, symbolic capital