Sites of productive messiness: The critical need for Business Schools to develop and integrate the capabilities for effective and impactful business and management education research

Abstract

This working paper argues that business and management education research is a mission‑critical yet undervalued domain within contemporary Business Schools. It examines structural, cultural, and metric-driven factors that marginalise educational research, including journal rankings, research assessment frameworks, and institutional reward systems. Drawing on Humboldtian principles and Boyer’s scholarship model, the paper conceptualises business education research as a third space, where teaching and research intersect in productive yet complex and messy ways. This space is characterised by “productive messiness,” enabling reflexivity, innovation, and the translation of theory into practice. The paper contends that strengthening this nexus is essential for pedagogical quality, student outcomes, institutional legitimacy, and competitive advantage in a disrupted higher education landscape. It proposes the Business Education Research Capability (BERC) framework, outlining key capabilities required for impactful educational research. Ultimately, the paper calls for systemic recognition, integration, and development of educational research to support the long-term sustainability and societal contribution of Business Schools.