Working 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 Plum

Guests:

• Eric Barends - Managing Director, Center of Evidence-Based Management
• Denise Rousseau, H J Heinz University Professor, Carnegie Mellon University, Pennsylvania, USA
• Preston Davis, Clinical Assistant Professor of Management, Coles College, Kennesaw  State University, Atlanta,  Georgia, USA

Contact:

Eric Barends, Managing Director of the Center for Evidence-Based Management

This episode was recorded live with three evidence-based management experts, Denise Rousseau, Rob Briner and Eric Barends, answering and discussing questions sent in by teachers and students of the subject. 

During the disucssion, we touched on many aspects of evidence-based management, including: 

• Starting with basic principles rather than complex frameworks makes evidence-based management accessible to busy professionals
• Problem identification is the most critical and often overlooked step in the evidence-based management process
• AI tools can support evidence-based decisions but require specific prompting and critical evaluation of outputs
• Evidence-based management works best as a team sport where colleagues help identify each other's blind spots - including biases
• Rather than trying to build a whole evidence-based culture, start with your sphere of influence and share evidence supportively
• Building evidence-based practices requires social networks of support within and outside organizations

If you have questions about evidence-based management that you'd like addressed in future episodes, please send them to us. We're planning to make "Ask the experts" a regular feature of the podcast.

Host:

Karen Plum

Guests:

• Eric Barends - Managing Director, Center of Evidence-Based Management
• Denise Rousseau, H J Heinz University Professor, Carnegie Mellon University, Pennsylvania, USA
• Rob Briner, Professor of Organisational Psychology, Queen Mary University of London; Associate Research Director at Corporate Research Forum

Contact:

Eric Barends, Managing Director of the Center for Evidence-Based Management

The 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 Plum

Guests:

Eric Barends PhD, Managing Director, Center of Evidence-Based Management

Kemp 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 Management
• CEBMa Teachers Network
• CEBMa Online Course
• CEBMa Evidence-Based Management Podcast

Contact:

Eric Barends, Managing Director of the Center for Evidence-Based Management 

In 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 Plum

Guests:

• Eric Barends - Managing Director, Center of Evidence-Based Management
• Tatiana Andreeva – Associate Professor at Maynooth University School of Business
• James O’Brien - Associate Professor at Sobey School of Business at Saint Mary's University
• Xander Lub - Professor Organizations in Digital Transformation at Utrecht University of Applied Sciences in the Netherlands
• Denise Rousseau, H J Heinz University Professor, Carnegie Mellon University, Pennsylvania, USA

Mentions:

• Center for Evidence-Based Management
• CEBMa Teachers Network
• Guidelines for REAs and CATs
• CEBMa Online Course

Contact:

Eric Barends, Managing Director of the Center for Evidence-Based Management

Why 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 Plum

Guests:

• Sharon Sanchez – studied at James Madison University, Virginia
• Aaron Whear – studied at James Madison University, Virginia
• Justin McCarthy – studied at Kennesaw University, Georgia
• Luca 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 Management
• CEBMa Teachers Network

Contact:

 Eric Barends, Managing Director of the Center for Evidence-Based Management 

This 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 Plum

Guests:

• Denise Rousseau, H J Heinz University Professor, Carnegie Mellon University, Pennsylvania, USA
• Lars Mathiassen - GRA Eminent Scholar, Regents Professor, Computer Information Systems, Center for Digital Innovation, J. Mack Robinson College of Business, Georgia State University
• Jo-Louise Huq - Assistant Professor (Teaching), University of Calgary, Cumming School of Medicine | Community Health Sciences, Haskayne School of Business |Entrepreneurship and Innovation Haskayne University Calgary
• Doug Gilbert - College of Management and Human Potential, Walden University, Minneapolis, Minnesota

Mentions:

• Center for Evidence-Based Management
• CEBMa Teachers Network
• Executive DBA Council (EDBAC)
• EDBAC Engaged Management Review
• Engaged Management Scholarship Conference - Henley-on-Thames 5-7 September 2024

Contact:

Eric Barends, Managing Director of the Center for Evidence-Based Management

Teaching 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 Plum

Guests:

• Eric Barends, Managing Director of the Center for Evidence-Based Management
• Preston Davis, Assistant Professor of Management, Coles College, Kennesaw  State University, Atlanta,  Georgia, USA
• Dr Gary Latham, Professor of Organizational Psychology, Rotman School of Management, University of Toronto, Canada
• Neil Walshe, Associate Professor of Organizational Psychology, School of Management, University of San Francisco, California , USA

Mentions:

Center for Evidence-Based Management

CEBMa Teachers Network

CEBMa’s Online Course Modules

Dr Gary Latham's book: Becoming the Evidence-Based Manager - Making the Science of Management Work for You

Organizational Dynamics Journal - edited by Dr Gary Latham

Contact:

Eric Barends, Managing Director of the Center for Evidence-Based Management

In 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 Plum

Guests:

• Denise Rousseau, H J Heinz University Professor, Carnegie Mellon University, Pennsylvania, USA
• Rob Briner, Professor of Organisational Psychology, Queen Mary University of London
• Eric Barends, Managing Director of the Center for Evidence-Based Management
• Jeffrey Pfeffer, Thomas D. Dee II Professor of Organizational Behavior at Stanford University's Graduate School of Business

Mentions:
Center for Evidence-Based Management

CEBMa Teachers Network

CEBMa’s Online Course Modules

This episode continues our discussion about teaching evidence-based management to undergraduates (listen to Part 1 if you haven't already!).

We discuss how to ensure that the next generation of managers is not just well-versed with the theories, but also equipped to make evidence-based decisions in the real-world, developing the skills they need to challenge the current way of doing things (with humility!). We bring together experienced teachers from renowned universities like Tilburg, Colorado College, James Madison, Carnegie Mellon and KU Leuven, to uncover the strategies and challenges in teaching evidence-based management to undergraduates.

Our guests share their experience of using pre and post-tests to measure the effectiveness of teaching and how to create an aspiration among students to continue using evidence-based practices beyond their education - tapping into the ways in which they already use multiple sources of evidence. We discover that an evidence-based approach is giving students a framework for navigating the often overwhelming amount of information, facts and truths available to them - helping to combat the increasing level of uncertainty and ambiguity they otherwise face in the world.

Join us as we unravel the complex world of teaching evidence-based management to undergraduates, filled with practical tips, expert advice, and much more.

Host:
Karen Plum

Guests:

• Brigitte Kroon, Associate Professor of Human Resource Studies, Tilburg University, Netherlands
• Christina Rader, Associate Professor with Tenure, Department of Economics and Business at Colorado College, Colorado, USA
• David Peterson, Associate Professor of Management, James Madison University, Virginia, USA
• Denise Rousseau, H J Heinz University Professor, Carnegie Mellon University, Pennsylvania, USA
• Jeroen Stouten, Professor of Organizational Psychology, KU Leuven, Belgium & CEBMa Scientific Director 
• Rob Briner, Professor of Organisational Psychology, Queen Mary University of London

Mentions:
Eric Barends, Managing Director of the Center for Evidence-Based Management

CEBMa Teachers Network

CEBMa’s Online Course Modules

Ever 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 Plum

Guests:

• Brigitte Kroon, Associate Professor of Human Resource Studies, Tilburg University, Netherlands
• Christina Rader, Associate Professor with Tenure, Department of Economics and Business at Colorado College, Colorado, USA
• David Peterson, Associate Professor of Management, James Madison University, Virginia, USA
• Denise Rousseau, H J Heinz University Professor, Carnegie Mellon University, Pennsylvania, USA
• Jeroen Stouten, Professor of Organizational Psychology, KU Leuven, Belgium & CEBMa Scientific Director 

Mentions:
Center for Evidence-Based Management

CEBMa Teachers Network

 CEBMa’s Online Course Modules