Teaching Evidence-Based Management

Helen Pearson, senior editor at Nature and honorary professor at UCL, and author of Beyond Belief, maps the rise of the international evidence movement. She traces its roots in medicine, explains how ideas like trials and syntheses spread across fields, and discusses why management struggles with evidence. The conversation closes with practical shortcuts for spotting robust research and teaching evidence literacy for the next generation.

Share your thoughts or reactions with usWorking with evidence-based management can be uncomfortable. It asks people to sit with uncertainty rather than reach for certainty — something many of us are rewarded for in organisational life.This conversation explores what that discomfort looks like in practice, and how uncertainty shows up when people engage seriously with evidence — whether they are managers making decisions, students learning to apply evidence, or educators supporting that learning. The discussion ranges across research, teaching, and organisational decision-making, touching on credibility, confidence, risk, and the realities of working with evidence in complex, high-stakes environments.Rather than offering tools or prescriptions, the episode stays with the experience of uncertainty itself — including where it becomes personally or professionally risky, and where it can open up better questions, more careful judgement, and new possibilities when people are willing to stay with it.This is not a “how-to” episode. It’s an opportunity to listen in as experienced educators and practitioners think together about uncertainty, without rushing to certainty.Host:Karen PlumGuests:Eric Barends - Managing Director, Center of Evidence-Based ManagementDenise Rousseau, H J Heinz University Professor, Carnegie Mellon University, Pennsylvania, USAPreston Davis, Clinical Assistant Professor of Management, Coles College, Kennesaw  State University, Atlanta,  Georgia, USAContact:Eric Barends, Managing Director of the Center for Evidence-Based Management

In a lively discussion, experts Denise Rousseau, a leading professor at Carnegie Mellon, Rob Briner from Queen Mary University, and Eric Barends, Managing Director at the Center for Evidence-Based Management, tackle audience questions on evidence-based management. They stress the importance of starting with basic principles to make the concepts accessible. The trio delves into how AI can assist decision-making but requires critical evaluation, the critical need for teamwork to identify biases, and how to build supportive networks within organizations to enhance evidence-based practices.

Share your thoughts or reactions with usThe gap between management research and practice remains stubbornly wide, but a growing movement of dedicated educators is working to change that by embedding evidence-based management into university curricula. This episode explores their journeys, challenges, and successes.We hear from three university teachers who have pioneered different approaches to teaching evidence-based management - from introducing elements into existing courses to creating entire programs centered around evidence-based decision-making. Christina Rader from Colorado College shares how she gradually incorporated the approach into her classes and now has students working on real-world projects with local organizations. Kemp Ellington from Appalachian State University explains how their department created a dedicated evidence-based management course as part of a curriculum overhaul focused on critical thinking and data literacy. Mary Foster recounts how Morgan State University, a historically Black college, integrated evidence-based management as a core competency across multiple courses to develop skills that wouldn't be replaced by automation.Eric Barends, Managing Director of the Center for Evidence-Based Management, provides perspective on how his organization supports these "lone wolves" and curriculum champions, offering online course modules, consulting, and a network for teachers to share resources and experiences. He outlines the spectrum of implementation approaches, from introducing basic concepts in existing courses to fully embedding the methodology across entire programs.The episode highlights both the challenges these educators face - from skeptical colleagues to administrative hurdles and financial considerations - and the profound rewards they find in equipping students with a structured approach to making better decisions. As AI and automation reshape the business landscape, these professors argue that the critical thinking skills at the heart of evidence-based management may be the most valuable assets graduates can bring to their future careers.Whether you're an educator looking to incorporate evidence-based approaches into your teaching or simply someone interested in how management education is evolving to meet contemporary challenges, this conversation offers valuable insights into bridging the gap between research and practice in management.Host:Karen PlumGuests:Eric Barends PhD, Managing Director, Center of Evidence-Based ManagementKemp Ellington PhD, Associate Professor, Department of Management, Walker College of Business, Appalachian State University, North Carolina Mary Foster PhD, Professor, retired from Morgan State University, Maryland  Christina Rader PhD, Associate Professor with Tenure, Department of Economics and Business, Colorado College Mentions:Center for Evidence-Based ManagementCEBMa Teachers NetworkCEBMa Online CourseCEBMa Evidence-Based Management PodcastContact:Eric Barends, Managing Director of the Center for Ev

Share your thoughts or reactions with usIn teaching students how to gather and appraise evidence from scientific literature, it's important to guide them through the process step by step. Commonly referred to as a Critically Appraised Topic (or CAT), it's quite obviously a difficult process to do, let alone to teach.Director of the Center for Evidence-Based Management Eric Barends takes us through the process of teaching students how to run a CAT, drawing on many years experience and his own learning of what helps. Acknowledging right up front that "it's hard" and that students (along with everyone else) will make mistakes, Eric stresses the importance of adopting a learning approach, where people learn from mistakes, rather than a performance approach where the emphasis is on doing a perfect CAT.We also hear from other teachers who share their insights on the process, and how they've helped students navigate this tricky territory, while acquiring a highly important, valuable skill. This is a valuable episode if you're looking for insights, tips and options for how to help your students with their CATs. Host:Karen PlumGuests:Eric Barends - Managing Director, Center of Evidence-Based ManagementTatiana Andreeva – Associate Professor at Maynooth University School of BusinessJames O’Brien - Associate Professor at Sobey School of Business at Saint Mary's UniversityXander Lub - Professor Organizations in Digital Transformation at Utrecht University of Applied Sciences in the NetherlandsDenise Rousseau, H J Heinz University Professor, Carnegie Mellon University, Pennsylvania, USAMentions:Center for Evidence-Based ManagementCEBMa Teachers NetworkGuidelines for REAs and CATsCEBMa Online CourseContact:Eric Barends, Managing Director of the Center for Evidence-Based Management

Share your thoughts or reactions with usWhy do students choose to study evidence-based management, and what do they value about the way it's taught and the skills and experience they acquire? Here we spotlight the stories of five students who have transformed their approach to learning and working through evidence-based management. We explore the tangible benefits of evidence-based management for students of different life stages - discovering how critical thinking becomes a valued approach, leading to better outcomes in teamwork, recruitment, data analysis and how evidence is defined and sourced. The guests share the creative teaching strategies that helped them connect with the topic - making this essential skill engaging and relevant, bridging the gap between theory and real-world application. Through personal anecdotes and expert insights, they illustrate how evidence-based management not only equips students and professionals with vital life skills but also enhances communication and trust in diverse environments. And in a world increasingly full of misinformation and disinformation, discover how challenging what you know becomes the first step in a journey of better informed decision-making.Host:Karen PlumGuests:Sharon Sanchez – studied at James Madison University, VirginiaAaron Whear – studied at James Madison University, VirginiaJustin McCarthy – studied at Kennesaw University, GeorgiaLuca Bugelli – studied at University of Malta and the Center for Evidence-Based Management Dr Joumana Haidar – studied with Professor Denise Rousseau   Mentions:Center for Evidence-Based ManagementCEBMa Teachers NetworkContact: Eric Barends, Managing Director of the Center for Evidence-Based Management 

Share your thoughts or reactions with usThis episode explores the teaching challenges and rewards of Executive Doctorate or DBA (Doctorate of Business Administration) programmes. Executive Doctorate / DBA students may be pursuing a move to academia - in which case the task for their professors is to make them better teachers by adding a research component to their practitioner expertise. Alternatively they may be seeking the research component to supplement and deepen their existing expertise, in which case the teacher's role is to help develop already good managers and executives into better ones.  We explore the power of fostering a community of practice within DBA programs, the importance of using a cohort model for the teaching phase, and the challenges of matching professors with students in terms of their experience and expertise during the dissertation or project phase. This calls for different skills from the teachers and a willingness from both learners and teachers to share strengths and reveal weaknesses - all in the pursuit of learning, developing and tackling real world problems. Our guests have years of experience supporting expert practitioners in organisations to challenge their thinking and approaches through evidence based management practices. They share their experiences and teaching methods, including advice for the next steps that could take teachers or learners to the next stage.Host:Karen PlumGuests:Denise Rousseau, H J Heinz University Professor, Carnegie Mellon University, Pennsylvania, USALars Mathiassen - GRA Eminent Scholar, Regents Professor, Computer Information Systems, Center for Digital Innovation, J. Mack Robinson College of Business, Georgia State UniversityJo-Louise Huq - Assistant Professor (Teaching), University of Calgary, Cumming School of Medicine | Community Health Sciences, Haskayne School of Business |Entrepreneurship and Innovation Haskayne University CalgaryDoug Gilbert - College of Management and Human Potential, Walden University, Minneapolis, MinnesotaMentions:Center for Evidence-Based ManagementCEBMa Teachers NetworkExecutive DBA Council (EDBAC)EDBAC Engaged Management ReviewEngaged Management Scholarship Conference - Henley-on-Thames 5-7 September 2024Contact:Eric Barends, Managing Director of the Center for Evidence-Based Management

Share your thoughts or reactions with usTeaching evidence-based management to executive students (those who are already experienced managers within organisations) requires a different approach to the teaching of students at undergraduate level.  With executive students, we are presented with people who have seen it all, done it all, and have certainly got the scars on their backs to prove it. These people carry the weight of organizational experience and preconceived notions from management trends they've tried, with varying degrees of success. So armed with examples and a rich understanding of IO psychology, it's the educator's job to help students rise above the noise of past practices, and engage these pragmatic learners in an ultimately liberating approach to evidence-based decision-making. The guests share their experiences and approaches when teaching executive students - blending academic rigor with the nitty-gritty of the business world. They also talk about how they personally judge the success of their teaching methods and share some advice to those thinking of taking the plunge with executive students, including a warm invitation to contact the Center for Evidence-Based Management!  Host:Karen PlumGuests:Eric Barends, Managing Director of the Center for Evidence-Based ManagementPreston Davis, Assistant Professor of Management, Coles College, Kennesaw  State University, Atlanta,  Georgia, USADr Gary Latham, Professor of Organizational Psychology, Rotman School of Management, University of Toronto, CanadaNeil Walshe, Associate Professor of Organizational Psychology, School of Management, University of San Francisco, California , USAMentions:Center for Evidence-Based ManagementCEBMa Teachers NetworkCEBMa’s Online Course ModulesDr Gary Latham's book: Becoming the Evidence-Based Manager - Making the Science of Management Work for You Organizational Dynamics Journal - edited by Dr Gary LathamContact:Eric Barends, Managing Director of the Center for Evidence-Based Management

Share your thoughts or reactions with usIn this introduction to the podcast, step into the groundbreaking realm of Evidence-Based Management (EBM) with us as we chart its evolution from the influential Evidence-Based Medicine movement. Eric Berends, Denise Rousseau, Rob Briner and Jeffrey Pfeffer dissect the persistent gap between knowledge and application that hampers both healthcare and corporate landscapes. This episode promises an enlightening journey through the complex process of making data-driven decisions in management, highlighting the untapped potential of research in guiding business practices and the critical role of educators in narrowing this divide.Unlock the secrets to enhancing decision-making in the corporate world through the lens of reflective learning and the power of diverse experiences. Professor Denise Rousseau's experiment with change management students reveals profound insights into the educational process and the importance of a holistic problem-solving approach. We confront the puzzling resistance to adopting EBM in academia, probing into who holds the reins of responsibility for elevating managerial decision-making. This exploration is not only thought-provoking but a call to action for educators and institutions to arm future leaders with the evidence-based toolkit necessary for navigating the ever-changing business terrain.Navigating the academic sphere presents its unique challenges and opportunities in disseminating EBM principles. Hear from our guests as they advocate for a skillful blend of technical mastery and a curious, respectful mindset among graduates aiming to employ evidence-based approaches in their careers. Discover the tactical strategies educators can implement to weave EBM into curricula, starting small and dreaming big, while also contemplating the intrinsic merit of scientific evidence in organizational contexts. As Rob Briner urges educators to ponder their contribution to this field, we invite you to join us in a conversation that's not just about imparting knowledge but transforming the very fabric of management education.Host:Karen PlumGuests:Denise Rousseau, H J Heinz University Professor, Carnegie Mellon University, Pennsylvania, USARob Briner, Professor of Organisational Psychology, Queen Mary University of LondonEric Barends, Managing Director of the Center for Evidence-Based ManagementJeffrey Pfeffer, Thomas D. Dee II Professor of Organizational Behavior at Stanford University's Graduate School of BusinessMentions:Center for Evidence-Based ManagementCEBMa Teachers NetworkCEBMa’s Online Course Modules

Share your thoughts or reactions with usEver wonder how we can elevate the management process with a more evidence-based approach? Brace yourself for a riveting conversation that provides tangible strategies to enhance management teaching at the undergraduate level. Our guests share their rich insights on the challenges and benefits of teaching evidence-based management to undergraduates. Listen as we dive into the importance of critical thinking, problem-solving skills, and bridging the gap between research and practice.But we're not stopping there. The second half of our conversation pushes the envelope even further, drawing a line from the classroom to the real world of human resource management. Our guests peel back the layers of teaching evidence-based consulting, revealing the blend of theory, evidence, and practical application involved. This episode promises a rich mix of academia and real-world application that will leave you with a refreshed perspective on teaching evidence-based management. Host:Karen PlumGuests:Brigitte Kroon, Associate Professor of Human Resource Studies, Tilburg University, NetherlandsChristina Rader, Associate Professor with Tenure, Department of Economics and Business at Colorado College, Colorado, USADavid Peterson, Associate Professor of Management, James Madison University, Virginia, USADenise Rousseau, H J Heinz University Professor, Carnegie Mellon University, Pennsylvania, USAJeroen Stouten, Professor of Organizational Psychology, KU Leuven, Belgium & CEBMa Scientific Director Mentions:Center for Evidence-Based ManagementCEBMa Teachers Network CEBMa’s Online Course Modules