Theory Or Practice? - What Is The Point Of Research Carried Out By Biz Schools? IELTS Reading Answers with Explanation
Luyện tập đề IELTS Reading Practice với passage Theory Or Practice? - What Is The Point Of Research Carried Out By Biz Schools? được lấy từ cuốn sách IELTS Actual Test 5 - Test 2 - Passage 3 với trải nghiệm thi IELTS trên máy và giải thích đáp án chi tiết bằng Linearthinking, kèm list từ vựng IELTS cần học trong bài đọc.
Theory Or Practice? - What Is The Point Of Research Carried Out By Biz Schools? IELTS Reading Answers with Explanation
❓ Câu hỏi (questions)
Question 1 - 3
Choose the correct letterA, B, C or D.
1
In the second paragraph, the recommendation given by AACSB is
A
to focus on listing research paper’s citation only.
B
to consider the quantity of academic publications.
C
to evaluate how the paper influences the field.
D
to maintain the traditional modes of academia.
2
Why does AACSB put forward the recommendation?
A
to give full play to the faculties’ advantage.
B
to reinforce the play to the pyramid structure of universities.
C
to push professors to publish competitive papers.
D
to reduce costs of research in universities.
3
Why does the author mention the Journal Strategy & Leadership?
A
to characterize research as irrelevant to company performance
B
to suggest that managers don’t read research papers.
C
to describe students’ expectation for universities.
D
to exemplify high-quality research papers.
Question 4 - 5
Choose TWO letters, A-E.
Which TWO choices are in line with Jeffrey Pfeffer and Christina Fong’s idea?
A
Students should pay less to attend universities.
B
Business education is not doing their job well.
C
Professors should not focus on writing papers.
D
Students are ill-prepared for their career from universities.
E
Recognized accrediting agency can evaluate research well.
Question 6 - 10
Do the following statements agree with the information given in the Reading Passage?
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if it is impossible to say what the writer thinks about this
6
The debate about the usefulness of academic research for business practices is a recent one.
7
AACSB’s draft report was not reviewed externally.
8
Business schools in the US spend more than 320 million dollars yearly on research.
9
Many universities pursue professional outputs.
10
Greater publications benefit professors and students as well.
Question 11 - 14
Complete each sentence with the correct ending, A-E, below.
List of Endings
A
it progresses as we learn innovative ways of doing things.
B
the trends and standards are changing.
C
their jobs depend on it.
D
they care about their school rankings and government funds.
E
it helps students to go into top business firms.
Most professors support academic research because
11
Schools support academic research because
12
Our society needs academic research because
13
Universities resisting the AACSB should change because
14
DOL IELTS Đình Lực
📖 Bài đọc (reading passage)
Theory or Practice? —What is the point of research carried out by biz schools?
Students go to universities and other academic institutions to prepare for their future. We pay tuition and struggle through classes in the hopes that we can find a fulfilling and exciting career. But the choice of your university has a large influence on your future. How can you know which university will prepare you the best for your future? Like other academic institutions, business schools are judged by the quality of the research carried out by their faculties. Professors must both teach students and also produce original research in their own field. The quality of this research is assessed by academic publications. At the same time, universities have another responsibility to equip their students for the real world, however that is defined. Most students learning from professors will not go into academics themselves—so how do academics best prepare them for their future careers, whatever that may be? Whether academic research actually produces anything that is useful to the practice of business, or even whether it is its job to do so, are questions that can provoke vigorous arguments on campus.
The debate, which first flared during the 1950s, was reignited in August, when AACSB International, the most widely recognised global accrediting agency for business schools, announced it would consider changing the way it evaluates research. The news followed rather damning criticism in 2002 from Jeffrey Pfefler, a Stanford professor, and Christina Fong of Washington University, which questioned whether business education in its current guise was sustainable. The study found that traditional modes of academia were not adequately preparing students for the kind of careers they faced in current times. The most controversial recommendation in AACSB’s draft report (which was sent round to administrators for their comment) is that the schools should be required to demonstrate the value of their faculties’ research not simply by listing its citations in journals, but by demonstrating the impact it has in the professional world. New qualifiers, such as average incomes, student placement in top firms and business collaborations would now be considered just as important as academic publications.
AACSB justifies its stance by saying that it wants schools and faculty to play to their strengths, whether they be in pedagogy, in the research of practical applications, or in scholarly endeavor. Traditionally, universities operate in a pyramid structure. Everyone enters and stays in an attempt to be successful in their academic field. A psychology professor must publish competitive research in the top neuroscience journals. A Cultural Studies professor must send graduate students on new field research expeditions to be taken seriously. This research is the core of a university’s output. And research of any kind is expensive—AACSB points out that business schools in America alone spend more than $320m a year on it. So it seems legitimate to ask for,'what purpose it is undertaken?
If a school chose to specialise in professional outputs rather than academic outputs, it could use such a large sum of money and redirect it into more fruitful programs. For example, if a business school wanted a larger presence of employees at top financial firms, this money may be better spent on a career center which focuses on building the skills of students, rather than paying for more high-level research to be done through the effort of faculty. A change in evaluation could also open the door to inviting more professionals from different fields to teach as adjuncts. Students could take accredited courses from people who are currently working in their dream field. The AACSB insists that universities answer the question as to why research is the most critical component of traditional education.
On one level, the question is simple to answer. Research in business schools, as anywhere else, is about expanding the boundaries of knowledge; it thrives on answering unasked questions. Surely this pursuit of knowledge is still important to the university system. Our society progresses because we learn how to do things in new ways, a process which depends heavily on research and academics. But one cannot ignore the other obvious practical uses of research publications. Research is also about cementing schools’ and professors' reputations. Schools gain kudos from their faculties’ record of publication: which journals publish them, and how often. In some cases, such as with government-funded schools in Britain, it can affect how much money they receive. For professors, the mantra is often "publish or perish”. Their careers depend on being seen in the right journals.
But at a certain point, one has to wonder whether this research is being done for the benefit of the university or for the students the university aims to teach. Greater publications will attract greater funding, which will in turn be spent on better publications. Students seeking to enter professions out of academia find this cycle frustrating, and often see their professors as being part of the "Ivory Tower” of academia, operating in a self-contained community that has little influence on the outside world.
The research is almost universally unread by real-world managers. Part of the trouble is that the journals labour under a similar ethos. They publish more than 20,000 articles each year. Most of the research is highly quantitative, hypothesis-driven and esoteric. As a result, it is almost universally unread by real-world managers. Much of the research criticises other published research. A paper in a 2006 issue of Strategy & Leadership commented that "research is not designed with managers’ needs in mind, nor is it communicated in the journals they read. For the most part, it has become a self-referential closed system irrelevant to corporate performance." The AACSB demands that this segregation must change for the future of higher education. If students must invest thousands of dollars for an education as part of their career path, the academics which serve the students should be more fully incorporated into the professional world. This means that universities must focus on other strengths outside of research, such as professional networks, technology skills, and connections with top business firms around the world. Though many universities resisted the report, today’s world continues to change. The universities which prepare students for our changing future have little choice but to change with new trends and new standards.
🔥 Answer key (đáp án và giải thích)
1
C
Giải thích chi tiết
Step 1: Ứng dụng LINEARTHINKING để phân tích câu hỏi
QUESTION: In the second paragraph, the recommendation given by AACSB is >>> Câu hỏi hỏi về đề xuất của AACSB ở đoạn 2
--------------------------------
Step 2: Định vị thông tin liên quan
Câu hỏi đã giúp ta định vị sẵn đoạn cần đọc - đoạn 2
----------------------------------
Step 3: Ứng dụng LINEARTHINKING để phân tích thông tin trong bài đọc
READING: The most controversial recommendation in AACSB’s draft report is that the schools should be required to demonstrate the value of their faculties’ research not simply by listing its citations in journals , but by demonstrating the impact it has in the professional world .
Main idea: Lời đề xuất của AACSB: demonstrate their research's impact in the professional world => demonstrate the value
(chứng minh tầm ảnh hưởng của research lên ngành để thể hiện value của research)
(**Note: cấu trúc SV not simply by Ving1 but by Ving2 thể hiện cách thức)
--------------------------------
Step 4: So sánh meaning với meaning và chọn đáp án đúng
READING: Tuyên bố của AACSB: demonstrate their research's impact in the professional world => demonstrate the value
Answer C. to evaluate how the paper influences the field
Những phương án khác không phù hợp bởi vì:
A: to focus on listing research paper’s citation only # nội dung Reading: not simply by listing its citations
B: to consider the quantity of academic publications # nội dung Reading: không quan tâm số lượng (list), tập trung chất lượng (ảnh hưởng thực sự lên ngành)
C: to maintain the traditional modes of academia --> Không có thông tin ở câu này. Chỉ xuất hiện ở câu trước với nội dung chê
Students go to universities and other academic institutions to prepare for their future. We pay tuition and struggle through classes in the hopes that we can find a fulfilling and exciting career. But the choice of your university has a large influence on your future. How can you know which university will prepare you the best for your future? Like other academic institutions, business schools are judged by the quality of the research carried out by their faculties. Professors must both teach students and also produce original research in their own field. The quality of this research is assessed by academic publications. At the same time, universities have another responsibility to equip their students for the real world, however that is defined. Most students learning from professors will not go into academics themselves—so how do academics best prepare them for their future careers, whatever that may be? Whether academic research actually produces anything that is useful to the practice of business, or even whether it is its job to do so, are questions that can provoke vigorous arguments on campus.
The debate, which first flared during the 1950s, was reignited in August, when AACSB International, the most widely recognised global accrediting agency for business schools, announced it would consider changing the way it evaluates research. The news followed rather damning criticism in 2002 from Jeffrey Pfefler, a Stanford professor, and Christina Fong of Washington University, which questioned whether business education in its current guise was sustainable. The study found that traditional modes of academia were not adequately preparing students for the kind of careers they faced in current times. The most controversial recommendation in AACSB’s draft report (which was sent round to administrators for their comment) is that the schools should be required to demonstrate the value of their faculties’ research not simply by listing its citations in journals, but by demonstrating the impact it has in the professional world. New qualifiers, such as average incomes, student placement in top firms and business collaborations would now be considered just as important as academic publications.
AACSB justifies its stance by saying that it wants schools and faculty to play to their strengths, whether they be in pedagogy, in the research of practical applications, or in scholarly endeavor. Traditionally, universities operate in a pyramid structure. Everyone enters and stays in an attempt to be successful in their academic field. A psychology professor must publish competitive research in the top neuroscience journals. A Cultural Studies professor must send graduate students on new field research expeditions to be taken seriously. This research is the core of a university’s output. And research of any kind is expensive—AACSB points out that business schools in America alone spend more than $320m a year on it. So it seems legitimate to ask for,'what purpose it is undertaken?
If a school chose to specialise in professional outputs rather than academic outputs, it could use such a large sum of money and redirect it into more fruitful programs. For example, if a business school wanted a larger presence of employees at top financial firms, this money may be better spent on a career center which focuses on building the skills of students, rather than paying for more high-level research to be done through the effort of faculty. A change in evaluation could also open the door to inviting more professionals from different fields to teach as adjuncts. Students could take accredited courses from people who are currently working in their dream field. The AACSB insists that universities answer the question as to why research is the most critical component of traditional education.
On one level, the question is simple to answer. Research in business schools, as anywhere else, is about expanding the boundaries of knowledge; it thrives on answering unasked questions. Surely this pursuit of knowledge is still important to the university system. Our society progresses because we learn how to do things in new ways, a process which depends heavily on research and academics. But one cannot ignore the other obvious practical uses of research publications. Research is also about cementing schools’ and professors' reputations. Schools gain kudos from their faculties’ record of publication: which journals publish them, and how often. In some cases, such as with government-funded schools in Britain, it can affect how much money they receive. For professors, the mantra is often "publish or perish”. Their careers depend on being seen in the right journals.
But at a certain point, one has to wonder whether this research is being done for the benefit of the university or for the students the university aims to teach. Greater publications will attract greater funding, which will in turn be spent on better publications. Students seeking to enter professions out of academia find this cycle frustrating, and often see their professors as being part of the "Ivory Tower” of academia, operating in a self-contained community that has little influence on the outside world.
The research is almost universally unread by real-world managers. Part of the trouble is that the journals labour under a similar ethos. They publish more than 20,000 articles each year. Most of the research is highly quantitative, hypothesis-driven and esoteric. As a result, it is almost universally unread by real-world managers. Much of the research criticises other published research. A paper in a 2006 issue of Strategy & Leadership commented that "research is not designed with managers’ needs in mind, nor is it communicated in the journals they read. For the most part, it has become a self-referential closed system irrelevant to corporate performance." The AACSB demands that this segregation must change for the future of higher education. If students must invest thousands of dollars for an education as part of their career path, the academics which serve the students should be more fully incorporated into the professional world. This means that universities must focus on other strengths outside of research, such as professional networks, technology skills, and connections with top business firms around the world. Though many universities resisted the report, today’s world continues to change. The universities which prepare students for our changing future have little choice but to change with new trends and new standards.
not simply by listing its citations in journals
but by demonstrating the impact it has in the professional world
to focus on listing research paper’s citation only
not simply by listing its citations
to consider the quantity of academic publications
to maintain the traditional modes of academia
Students go to universities and other academic institutions to prepare for their future. We pay tuition and struggle through classes in the hopes that we can find a fulfilling and exciting career. But the choice of your university has a large influence on your future. How can you know which university will prepare you the best for your future? Like other academic institutions, business schools are judged by the quality of the research carried out by their faculties. Professors must both teach students and also produce original research in their own field. The quality of this research is assessed by academic publications. At the same time, universities have another responsibility to equip their students for the real world, however that is defined. Most students learning from professors will not go into academics themselves—so how do academics best prepare them for their future careers, whatever that may be? Whether academic research actually produces anything that is useful to the practice of business, or even whether it is its job to do so, are questions that can provoke vigorous arguments on campus.
The debate, which first flared during the 1950s, was reignited in August, when AACSB International, the most widely recognised global accrediting agency for business schools, announced it would consider changing the way it evaluates research. The news followed rather damning criticism in 2002 from Jeffrey Pfefler, a Stanford professor, and Christina Fong of Washington University, which questioned whether business education in its current guise was sustainable. The study found that traditional modes of academia were not adequately preparing students for the kind of careers they faced in current times. The most controversial recommendation in AACSB’s draft report (which was sent round to administrators for their comment) is that the schools should be required to demonstrate the value of their faculties’ research not simply by listing its citations in journals, but by demonstrating the impact it has in the professional world. New qualifiers, such as average incomes, student placement in top firms and business collaborations would now be considered just as important as academic publications.
AACSB justifies its stance by saying that it wants schools and faculty to play to their strengths, whether they be in pedagogy, in the research of practical applications, or in scholarly endeavor. Traditionally, universities operate in a pyramid structure. Everyone enters and stays in an attempt to be successful in their academic field. A psychology professor must publish competitive research in the top neuroscience journals. A Cultural Studies professor must send graduate students on new field research expeditions to be taken seriously. This research is the core of a university’s output. And research of any kind is expensive—AACSB points out that business schools in America alone spend more than $320m a year on it. So it seems legitimate to ask for,'what purpose it is undertaken?
If a school chose to specialise in professional outputs rather than academic outputs, it could use such a large sum of money and redirect it into more fruitful programs. For example, if a business school wanted a larger presence of employees at top financial firms, this money may be better spent on a career center which focuses on building the skills of students, rather than paying for more high-level research to be done through the effort of faculty. A change in evaluation could also open the door to inviting more professionals from different fields to teach as adjuncts. Students could take accredited courses from people who are currently working in their dream field. The AACSB insists that universities answer the question as to why research is the most critical component of traditional education.
On one level, the question is simple to answer. Research in business schools, as anywhere else, is about expanding the boundaries of knowledge; it thrives on answering unasked questions. Surely this pursuit of knowledge is still important to the university system. Our society progresses because we learn how to do things in new ways, a process which depends heavily on research and academics. But one cannot ignore the other obvious practical uses of research publications. Research is also about cementing schools’ and professors' reputations. Schools gain kudos from their faculties’ record of publication: which journals publish them, and how often. In some cases, such as with government-funded schools in Britain, it can affect how much money they receive. For professors, the mantra is often "publish or perish”. Their careers depend on being seen in the right journals.
But at a certain point, one has to wonder whether this research is being done for the benefit of the university or for the students the university aims to teach. Greater publications will attract greater funding, which will in turn be spent on better publications. Students seeking to enter professions out of academia find this cycle frustrating, and often see their professors as being part of the "Ivory Tower” of academia, operating in a self-contained community that has little influence on the outside world.
The research is almost universally unread by real-world managers. Part of the trouble is that the journals labour under a similar ethos. They publish more than 20,000 articles each year. Most of the research is highly quantitative, hypothesis-driven and esoteric. As a result, it is almost universally unread by real-world managers. Much of the research criticises other published research. A paper in a 2006 issue of Strategy & Leadership commented that "research is not designed with managers’ needs in mind, nor is it communicated in the journals they read. For the most part, it has become a self-referential closed system irrelevant to corporate performance." The AACSB demands that this segregation must change for the future of higher education. If students must invest thousands of dollars for an education as part of their career path, the academics which serve the students should be more fully incorporated into the professional world. This means that universities must focus on other strengths outside of research, such as professional networks, technology skills, and connections with top business firms around the world. Though many universities resisted the report, today’s world continues to change. The universities which prepare students for our changing future have little choice but to change with new trends and new standards.
