Some features of organizational behavior knowledge and the resulting issues in teaching organizational behavior

The existing literature indicates that management research, of which organizational behavior (OB) is a part, has declined in usefulness and relevance for teaching. As a reflection of this, the research-teaching gap also has been noted in the literature. Possibly as a consequence of this, concerns have been expressed about inadequate transmission of OB knowledge body through OB teaching and about the impaired legitimacy of behavioral coursework in the business education. These concerns in the existing literature suggest a need for examining the nature of OB knowledge body and for exploring the issues it may create for OB teaching. The present paper addresses this research requirement. It first points out the need to examine OB knowledge features and the resulting issues in OB teaching. It then explains why the nature of OB knowledge is likely to affect OB teaching and create issues in OB teaching. It then describes some limiting features of the specific elements –concepts, theories, and empirical findings-in OB knowledge body. In light of the limiting features of the OB knowledge discussed, it then explores some of the resulting issues in OB teaching. Finally, it outlines directions for future research and practice.