There is a continued debate about the relevance of managerial prescriptions in peer-reviewed publications. It is clear that managerial prescriptions requires construction in the research-practice relationship for relevance, but its devlopment into cumulative knowledge remains neglected and thus less clear for research and education. Our paper introduces an approach to managerial prescriptions that synthesizes their content into knowledge and analyze its usefulness in research-practice relationships. We argue that prescriptive knowledge fruitfully can be explored in relation to to real-life organizations e.g. in MBA teaching, where critical thinking can reveal theoretical consistency and boundary conditions. The argument is also supported by an illustrative case study of a research program on strategic management (dynamic capabilities). In conclusion, seemingly “useless” prescriptions in peer-reviewed articles can be surprisingly useful.