Evidence-Based Management Reports on Innovations in Practice, Consulting and Teaching Presentation Posters AOM Philadelphia 2014

1. Faculty reactions (and resistance) to the teaching of Evidence Based Management
Neil D. Walshe – School of Management, University of San Francisco & Rob B. Briner – School of Management, University of Bath
Overview
This poster examines faculty reactions and resistance to the
inclusion of a dedicated graduate class on Evidence-Based
Management (EBMgt) at a US School of Management.
The aim of this poster is to outline the origins and
consequences of such a resistance in order to better
understand why EBMgt is perceived in a negative light by many
management faculty.
It is hoped that by fostering a better understating of the
barriers towards adoption of an EBMgt curriculum, proponents
of evidence-based practice can better facilitate its inclusion in
management curricula.
Class Content and Structure
Origins of Faculty Reactions and Resistance
EBMgt students contacted their future professors asking what
evidence base they would be drawing upon in their
forthcoming class and to what extent support and source
materials would be provided.
EBMgt students also contacted past professors asking them for
clarification, confirmation and provision of evidence from past
classes which supported the conclusions drawn.
The EBMgt instructors were contacted by faculty who
expressed concern at the volume of inquiries relating to the
“evidence” behind their specific classes was being questioned
Conclusions
Students of EBMgt appear to be empowered to question
professors, current and past, about their views and commitment
to evidence in the classroom.
Educators, be they supporters of evidence-based practice or not,
are gatekeepers to academic curricula. Their influence should
not be discounted.
There appears to be the potential for faculty to be fearful of both
“evidence” and “evidence based management”.
The principle basis for these fears appear to stem from a belief
that EBMgt:
• Is a threat to the idea of academic freedom
• Is purely academic issue that has little or no relevance to
students involved in the practice of management
• is the enemy of innovation, creativity and the process of
intellectual interpretation (for students).
• Is difficult to do, time consuming and outside of the
traditional academic role.
Implications
The field of Evidence-Based Management may need to pay greater
attention towards the specific education of faculty in management
schools. Efforts may need to be directed towards informing educators on:
(a) The specific motivations and goals of Evidence-Based Management
(b) The potential benefits (and limitations!) of an evidence-based practice
within the field of management education.
(c) The extent to which evidence-based practice is present not just in
other fields of practice but in other academic disciplines (e.g. it is not
“new”)
•Faculty reactions (and resistance) to teaching EBMgt
Faculty Survey
Rationale for Resistance
Faculty resistence to the inclusion of EBMgt in the curriculum
were driven by the following perceptions:
• “EBMgt is an academic construct which has no relevance or
practicality to graduate student populations
(MBA/ExecMBA)”
• “That faculty already do use “evidence” in the way of
“research”
• “EBMgt is a fad and has little evidence behind it”
• “That EBMgt / EBP is too new a concept to include in
curriculum”
• “That the inference of EBMgt is that everything else is not
evidence based”
• “It is too difficult to produce sources for eveything we teach”
• “EBMgt is limiting the scope for me as an instructor to apply
my experience to theory and research”
• “Management is art, not science. Evidence is about black and
white, true and false. That's not how management education
operates. You can't teach that”
• “EBMgt ignores instructor experience and intuition in the
classroom. It leaves the professor outside the door. People
want a classroom to be a place where experiences are
shared, not just facts”
• “Cal, Stanford or LSE aren't doing it so why should we?”
The 2 unit elective class (24 contact hours) taught the
principles of evidence-based practice and introduced students
to the construct of evidence-based management.
Spread across 6 consecutive weeks, the class asked students to
engage in a systematic review process and produce a critically
appraised topic (CAT) on a topic of their choice.
Since the class was taken principally by second year students,
many explored topics which they had already covered in
previous classes or which had specific relevance to their
existing or anticipated occupational sphere.
Faculty were surveyed anonymously (13 responded) around
their concerns and with the inclusion of EBMgt and the
subsequent student demands. Open ended questions included:
To what extent are you aware of EBMgt?
Do you think EBMgt should be part of the Management
curriculum? Why?
What benefits or concerns do you have with the inclusion of
EBMgt in the Management curriculum?

2. Do They Have What It Takes? The competencies of Flemish HR
Professionals for Evidence-Based Practice.
!"#$%&'()*(+#,#-%&%,./(0123#$%3412#/(5,$(!6-67.(589:(!(;#<%,(=2<>?/(@1%,.(A,2B%<72.'(!(CD$<2"(E%3-1%/(@1%,.(A,2B%<72.'(!(F<%$%<2>(!,7%%3/(@1%,.(A,2B%<72.'((
Z,.<)$6"I),(
(
"! G1%<%(27(#(<%H%?2B%("#33(#&),-(#"#$%&2"7(#,$(4<#"II),%<7(.1#.(
<%J6%7.7(KL(4<)*%772),#37(.)($%B%3)4(")&4%.%,"2%7(*)<(6I32M2,-(
7"2%,IN"(>,)O3%$-%(2,(.1%2<(4<#"I"%(2,()<$%<(.)("3)7%(.1%(
<%7%#<"1P4<#"I"%(-#4Q((
"! AI32M#I),()*(.1%(R%7.(#B#23#R3%(7"2%,IN"(%B2$%,"%/(),%()*(.1%(*)6<(
>%'(#"IB2I%7()*(#,(%B2$%,"%PR#7%$(4<#"II),%</(<%J62<%7(.1%(
7'7.%&#I"(#,$(S6$2"2)67(2$%,IN"#I),/(%B#36#I),/(2,.%<4<%.#I),(
#,$(#4432"#I),()*(<%3%B#,.(<%7%#<"1(*)<(.1%(J6%7I),(#.(2776%Q((
"! G)($#.%/(O%($)(,).(1#B%(B#32$(>,)O3%$-%(#R)6.(.1%($%-<%%(.)(
O12"1(KL(4<)*%772),#37(4)77%77(.1%(,%"%77#<'(>,)O3%$-%(#,$(
7>2337(.)("),763.(7"2%,IN"(%B2$%,"%Q(G).(N33(.127(-#4/(O%(1#B%(
"),$6".%$(#(76<B%'(#&),-(TU(F3%&271(VWXY(KL(4<)*%772),#37Q((
L%7%#<"1(`6%7I),7(
(
9Q! =)(VF3%&271Y(KL(4<)*%772),#37(4)77%77(.1%(,%"%77#<'(
")&4%.%,"2%7(*)<(<%7%#<"1(6I32M#I),(2,(4<#"I"%[(
5Q! !<%(.1%7%(")&4%.%,"2%7(*)<(<%7%#<"1(6I32M#I),(4<%$2".%$(R'(),%7(
V9Y(%$6"#I),(3%B%3/(V5Y(.%,6<%(2,(.1%(KL(N%3$/(V]Y(4%<"%2B%$(I&%(
4<%776<%/(V:Y(.%#&("32&#.%/(V^Y("<2I"#3()42,2),(71#<2,-/(V_Y(,%%$(*)<(
"3)76<%/(#,$(VTY(,%%$(*)<(")-,2I),[((
f#&43%(#,$(4<)"%$6<%(
(
"! G1%(),32,%(J6%7I),,#2<%(O#7(7%,.(.)(#("),B%,2%,"%(7#&43%()*(KL(
4<)*%772),#37/(#44<)#"1%$(B2#(B#<2)67(7)"2#3(#,$(KLP<%3#.%$(&%$2#/(
%Q-Q(a2,>%$Z,/(KL(+#-#M2,%Q(TU(KL(4<)*%772),#37(4#<I"24#.%$(2,()6<(
7.6$'(VL%74),7%(<#.%(")63$(,).(R%("#3"63#.%$YQ(U5b(O%<%(*%&#3%Q(
G1%(#B%<#-%(#-%(O#7(]T(#,$(_^b(1#$(#(&#7.%<7($%-<%%Q((
"! G)(&%#76<%()6<("<2.%<2),(O%(67%$(#((=6."1(B%<72),()*(.1%(!$#4.%$(
F<%7,)(G%7.(V+"(C367>%'(c(W271)4/(588dY/(O12"1(O#7(#$#4.%$(.)(
.1%(&#,#-%&%,.P"),.%?.(R'(.1%(C%,.%<(*)<(XB2$%,"%PR#7%$(
+#,#-%&%,.Q(G1%(F<%7,)(G%7.(#77%77%7(*)6<(7.%47()*(.1%(<%7%#<"1(
6I32M#I),(4<)"%7e(V9Y(!7>2,-/(V5Y(!"J62<2,-/(V]Y(!,#3'72,-(#,$(V:Y(
!443'2,-Q(((
L%763.7(
(
!"!#$%&'(%)'*%&+,-)%&-.&/$%&01'2/%1&3)%+.-&#%+/4&5%'+6)7.*&,-52%/%.,7%+&
8-)&)%+%'),$&69:7;'9-.&7.&'&5'.'*%5%./&,-./%</4&='+&>?4>!&-6/&-8&!@A&
BCD&E&F?4?AG"&H.:I&/$)%%&)%+2-.1%./+&+,-)%1&JA&-)&5-)%&-6/&-8&!@A"&K&
)%+2-.1%./+&+,-)%1&A"&&
&
5Q! g,3'(%$6"#I),(3%B%3(hi(j(Q:5k(.V_TY(j(]Q_9k(4(j(Q889l(#,$(,%%$(*)<("3)76<%(
hi(j(PQ]^k(.V_TY(j(P]Q5]k(4(mQ89l(O%<%(72-,2N"#,.(4<%$2".)<7()*(")&4%.%,"2%7(
*)<(<%7%#<"1(6I32M#I),(V7")<%7(),(.1%(!$#4.%$(F<%7,)(G%7.YQ(!33(B#<2#R3%7(
2,"36$%$(2,(.127(7.6$'(%?43#2,%$(.)-%.1%<(]db(VF(j(:Q5U/(4(j(m/889Y()*(.1%(
B#<2#,"%(2,(")&4%.%,"2%7(*)<(<%7%#<"1(6I32M#I),Q((
=27"6772),(
(
9Q! F3%&271(KL(4<)*%772),#37($)(,).(7%%&(.)(1#B%(.1%(,%"%77#<'(>,)O3%$-%(
#,$(7>2337(*)<(<%7%#<"1(6I32M#I),(O2.12,(%B2$%,"%PR#7%$(4<#"I"%Q(f)&%(
<%74),$%,.7(,).%$(.1#.(.1%(.%7.(O#7(.))($2n"63.(*)<(.1%&(#,$(.1#.(.1%'(
3#">%$(#33(<%J62<%$(>,)O3%$-%(.)(R%(#R3%(.)(4<)B2$%(#,(#,7O%<(*)<(.1%(.%7.(
J6%7I),7Q(
5Q! !3.1)6-1(%$6"#I),(3%B%3(27(4)72IB%3'(<%3#.%$(.)(.1%("<2.%<2),/(.1%(&)7.(
B2#R3%(%?43#,#I),(*)<()6<(<%763.7(27(.1#.(.1%($%B%3)4&%,.()*(
")&4%.%,"2%7(*)<(<%7%#<"1(6I32M#I),(O2.12,(%B2$%,"%PR#7%$(4<#"I"%(27(
,%-3%".%$(2,(.1%(")6<7%("6<<2"636&()*(KL(#,$(&#,#-%&%,.P)<2%,.%$(
K2-1%<(X$6"#I),Q(Z,(#$$2I),/(KL(27(.)($#.%(,).(#(4<)*%772),/(-2B2,-(4%)43%(
O2.1)6.(#,'(4%<I,%,.(7"2%,IN"(.<#2,2,-(#""%77(.)(.1%(N%3$Q((
]Q! G1%(7&#33(72M%(#,$("),B%,2%,.(,#.6<%()*()6<(7#&43%($)%7(,).(#33)O(#,'(
-%,%<#32M#I),Q(G1%(<%763.7/(1)O%B%</($)(6<-%(.1%(,%%$(.)(.%7.(.1%(
")&4%.%,"2%7()*(3#<-%<(#,$(B#<2)67(<%4<%7%,.#IB%(4<)*%772),#3(7#&43%7Q((
:Q! F<)&(#(4<#"I"#3(4)2,.()*(B2%O/(O%(2,B2.%(12-1%<(2,$2"#I),()<2%,.%$(
.)O#<$7(KL(#,$(&#,#-%&%,.(.)(2,.%-<#.%(.1%($%B%3)4&%,.()*(%B2$%,"%P
R#7%$(4<#"I"%(2,(.1%2<("6<<2"63#Q(G127(71)63$(,).(R%(32&2.%$(.)(#(),%P)o(
")6<7%/(R6.(71)63$(R%(2,.%-<#.%$(.1<)6-1)6.(.1%("6<<2"636&Q(((
!"#$%&'%()%*+&',--.&/01-%./%&2+%
-3245%'0.1,4%&/%0%3,-3%67.87%
0--,--,-%8&9*,3,/8.,-%'&+%
+,-,0+87%2:1.;0:&/%6.37./%%
,<.4,/8,=>0-,4%*+08:8,”

3. Do They Have What It Takes?
The Competencies of Dutch Bachelor Students for Evidence-Based Practice.
!"#$%&'()*(+#,#-%&%,./(0123#$%3412#/(56.(!7-76.(895:(!(;<2"(=#<%,$6/(>?(?,2@%<62.'/(!&6.%<$#&(! A#,$%<(B7C/(>?(?,2@%<62.'/(!&6.%<$#&D(E#F2),(?,2@%<62.'()*(!4432%$(E"2%,"%6/(G%@%,.%<(
O,.<)$7"J),(
"! H1%<%(26("#33(*)<(4<)*%662),#36(2,(#(I2$%(<#,-%()*($26"2432,%6(.)($%@%3)4(
")&4%.%,"2%6(*)<(7J32K2,-(6"2%,JL"(M,)I3%$-%(2,(.1%2<(4<#"J"%N((
"! O.(26(4#<.3'(*)<(.126(<%#6),(.1#.(.1%(G7."1(P)7,"23(*)<(Q2-1%<(;$7"#J),(
<%R72<%6(?,2@%<62J%6()*(!4432%$(E"2%,"%6(.)("<%#.%(#(6.<),-%<(*)"76(
),(#"#$%&2"(6M2336(#,$((!"#$!%&!'()*!$+,-)&.&!+SQ=TUV##$/(899WX(
"! H)($#.%/(I%($)(,).(1#@%(@#32$(M,)I3%$-%(#C)7.(.1%($%-<%%(.)(I12"1(
"7<<%,.(L,#3('%#<(=#"1%3)<(#,$(+#6.%<(6.7$%,.6(4)66%66(.1%(
,%"%66#<'(M,)I3%$-%(#,$(6M2336(.)("),673.(6"2%,JL"(%@2$%,"%N((
"! H).(L33(.126(-#4/(I%(1#@%("),$7".%$(#(67<@%'(#&),-(YZZ(G7."1(
=#"1%3)<(#,$(+#6.%<(6.7$%,.6((
V%6%#<"1(R7%6J),(
(
5N! G)(G7."1(=#"1%3)<(#,$(+#6.%<(6.7$%,.6(I2.12,(.1%(<%#3&()*(C762,%66(
<%3#.%$("7<<2"73#/(67"1(#6(C762,%66(#$&2,26.<#J),/(1)642.#32.'(C762,%66(
#,$(QV+/(4)66%66(.1%(,%"%66#<'(")&4%.%,"2%6(*)<(<%6%#<"1(
7J32K#J),(2,(4<#"J"%[(
+%#67<%&%,.(
(
%(76%$(#((G7."1(@%<62),()*(.1%(!$#4.%$(]<%6,)(H%6.(!]H/(S+"(P376M%'(^(
=261)4/(899WX/(I12"1(I#6(#$#4.%$(.)(.1%(&#,#-%&%,.("),.%F.(C'(.1%(
P%,.%<(*)<(;@2$%,"%UC#6%$(+#,#-%&%,.N(H1%(!]H(&%#67<%6(.1%(
*)33)I2,-(6M2336_((
"! .1%(#C232.'(.)(*)<&73#.%(*)"76%$(R7%6J),(I2.1(.1%(0OPTP(*)<&#.(
"! .1%(#C232.'(.)(6%.(74(#,$(%F%"7.%(#(6%#<"1(6.<#.%-'(2,()<$%<(.)(6%#<"1(
%`"2%,.3'(#,$(%a%"J@%3'(*)<(6"2%,JL"(%@2$%,"%(
"! .1%(#C232.'(.)(2,.%<4<%.(#,$("<2J"#33'(#44<#26%(#(47C3261%$(6.7$'(
b,)I3%$-%(.%6.%$(C'(.1%(!]H(2,"37$%6(
•! #,(7,$%<6.#,$2,-()*(.1%(12%<#<"1'()*(%@2$%,"%(#,$(4).%,J#3(
&%.1)$)3)-2"#3(C2#6%6(2,(6.7$'($%62-,6(
•! M,)I3%$-%()*(<%6%#<"1($#.#C#6%6(#,$().1%<(6)7<"%6()*(2,*)<&#J),(.)(
76%(I1%,(6%#<"12,-(
•! M%'I)<$6(#,$(32&2.6(.)(76%(I1%,(6%#<"12,-(
•! 7,$%<6.#,$2,-()*(#44<)4<2#.%,%66()*(6.7$'($%62-,6(
E#&43%(^(4<)"%$7<%(
(
"! !,(),32,%(R7%6J),,#2<%(I#6(6%,.(.)(#("),@%,2%,"%(6#&43%()*(5/8c9(
6.7$%,.6(*<)&(62F(G7."1(?,2@%<62J%6(#,$(=762,%66(E"1))36(
"! H1%(<%64),6%(<#.%(I#6(8Wd(S%+e(YZZXN(
V%673.6(
(
"! +)6.(6.7$%,.6(#<%(&)<%()<(3%66(*#&232#<(I2.1(.1%(.%<&(%@2$%,"%U
C#6%$(&#,#-%&%,.(SZ8dXN(
"! +)6.(6.7$%,.6(1#@%(#(4)62J@%(#f.7$%(.)I#<$6(;=+-.(Sg9dX/(),3'(#(
6&#33(&2,)<2.'(1#6(#(,%-#J@%(#f.7$%(SYdXN((
"! +)6.(6.7$%,.6(SghdX(#<%(,).(*#&232#<(I2.1(S#,$(.176($),i.(76%X(),32,%(
<%6%#<"1($#.#C#6%6N(
"! 1%,(#6M%$(I12"1("1#<#".%<26J"6()*(#(6.7$'(.1%'(I)73$("),62$%<(.)(
$%.%<&2,%(2.6(2,.%<,#3(@#32$2.'/(hYd(I#6(,).(#C3%(.)(4<)@2$%(#,'(
#,6I%</(:5d(4<)@2$%$(#,(2,")<<%".()<(2,67`"2%,.(#,6I%</(#,$(),3'(
Zd(4<)@2$%$(#(S&)<%()<(3%66X(")<<%".(#,6I%<N(
"! 1%,(#6M%$(I12"1(<%6%#<"1($%62-,(I)73$(C%(.1%(&)6.(#44<)4<2#.%(.)(
#66%66(.1%(%F26.%,"%()<(6.<%,-.1()*(#("#76%U#,$U%a%".(<%3#J),6124/(
),3'(5Wd(I#6(#C3%(.)(4<)@2$%$(.1%(")<<%".(#,6I%<N(
"! 1%,(#6M%$(#C)7.(.1%(#44<)4<2#.%,%66()*(#(<%6%#<"1($%62-,(-2@%,(#(
64%"2L"(<%6%#<"1(R7%6J),/(),3'(59(6.7$%,.6(SYdX(I%<%(#C3%(.)(
4<)@2$%(.1%(")<<%".(#,6I%<(.)(#33(:(R7%6J),6N(
+)6.(6.7$%,.6(#<%(,).(*#&232#<(I2.1(S#,$(
.176($),i.(76%X(),32,%(<%6%#<"1($#.#C#6%6N(
( +
;)<#=#)-++
>13+
?%@)<#=#)-+
:13+
E.7$%,.6(#<%(7,#C3%(.)($%.%<&2,%(.1%(
2,.%<,#3(@#32$2.'()*(#(6.7$'(
/0+#$!)+
123+
83+
4%&0--!&5+
673+
+)6.(6.7$%,.6($),i.(M,)I(I12"1(<%6%#<"1(
$%62-,(I)73$(C%(.1%(&)6.(#44<)4<2#.%(-2@%,(
.1%(<%6%#<"1(R7%6J),N(
23+
4%&0--!&5+
9:3+
G26"7662),(
5N! G7."1(==!(#,$(+=!(6.7$%,.6($)(,).(6%%&(.)(1#@%(.1%(,%"%66#<'(
M,)I3%$-%(#,$(6M2336(*)<(<%6%#<"1(7J32K#J),(I2.12,(%@2$%,"%UC#6%$(
4<#"J"%N(
8N! H126(67--%6.6(.1#.(.1%("7<<%,.(<%6%#<"1(6M2336("7<<2"737&($)%6(,).(
6%%&(.)(C%(4<%4#<2,-(*7.7<%(&#,#-%<6(2,(&#M2,-($%"26"2),6(),(.1%(
C%6.(#@#23#C3%(<%6%#<"1(L,$2,-6(
YN! %(.1%<%*)<%(4<)4)6%(2,.%-<#J,-(%@2$%,"%U&#,#-%&%,.(4<#"J"%6(2,(
12-1%<(%$7"#J),N((
:N! ]7.7<%(<%6%#<"1(61)73$(2,"37$%(6.7$2%6(")&4#<2,-("3#662"#3(<%6%#<"1(
"7<<2"73#(I2.1(;=+-.UC#6%$(#3.%<,#J@%6N(!(423).(6.7$'(26(2,(
4<%4#<#J),(

4. Attitudes and Barriers To Evidence-Based Management:
An International Survey
(
!"#$%&'()*(+#,#-%&%,./(0123#$%3412#/(56.(!7-76.(895:(!(;<2"(=#<%,$6/(!&6.%<$#&(><%%(?,2@%<62.'(!(A)61(B233#,7%@#/(C3#<%&),.(D<#$7#.%(?,2@%<62.'(!(E)F(=<2,%</(=#.1(?,2@%<62.'(G"1))3()*(+#,#-%&%,.(!(G.%@%,(.%,(H#@%/(!&6.%<$#&(><%%(?,2@%<62.'((
I,.<)$7"J),(
"! A substantial body of research indicates that attitudes and perceptions guide
future behavior.
"! In addition, strong positive associations between attitudes, perceived
barriers, and the uptake of evidence-based practice (EBP) was consistently
found in a large number of studies.
"! In fields where EBP is well established, there are systematic reviews
available on practitioners’ attitudes and perceived personal and
organizational barriers to the use of research findings.
"! In our field, such studies are not available. To fill this gap, we have
conducted a survey among more than 1,500 managers in Belgium, the
Netherlands, and the US.
E%6%#<"1(K7%6J),6(
1. What evidence sources do managers consult in their daily practice?
2.! What are managers’ attitudes towards the relevance and applicability of
research findings?
3.! What do managers perceive to be barriers to the use of research findings?
4.! What are managers’ attitudes towards evidence-based management
(EBMgt)?
5.! Are managers’ attitudes towards EBMgt associated with age, level of
education, level of experience, attention given to scientific research in their
formal education, or experience with conducting scientific research?
K7%6J),,#2<%(L%@%3)4&%,.(
"! We used the Barriers to Research Utilization Scale (Funk et al, 1991) and the
McColl Questionnaire (McColl et al, 1998) as a basis for our own
questionnaire. Additional questions were adapted from Rynes et al (2002).
"! A set of demographic questions was included to gather information on job
characteristics, educational background, and work experience.
"! A pilot study, intended to examine face validity and to enable refinement of
questions as necessary, was undertaken with a convenience sample of 74
Dutch interim managers. As a result, several questions were reworded for
greater clarity.
G#&43%(#,$(0<)"%$7<%(
"! The questionnaire was sent to a random sample of 30,000 US managers and a
convenience sample of 2,972 Belgian and Dutch ones.
"! The response rate for the American sample was 3% (n = 924). The over-all response
rate for the Dutch-Belgian sample was 30% (n = 875). Managers/consultants who
have had a previous career in academia were excluded. This resulted in a final
sample size of 1,566.(
+)6.(&#,#-%<6(#<%(2,.%<%6.%$(2,(
6"2%,JM"(<%6%#<"1(
!"#$$%
()*.!"#%
,0'%
()*+"#$$% &/'%
,0'%
+)6.(&#,#-%<6(*%%3(.1#.(<%6%#<"1(
M,$2,-6(#<%()*(4<#"J"#3(<%3%@#,"%(
!"#$$%
()*.!"#%
,&'%
()*+"#$$% &&'%
,-'%
+)6.(&#,#-%<6(*%%3(.1#.(F'(762,-(;=0(
.1%'("#,(2&4<)@%(.1%2<(N)<O(
!"#$$%
1/'%
/'%
()*.!"#%
,,'%
E%673.6(
1.! Most managers were interested in research findings (54%) and felt that the topics
investigated were of practical relevance (55%).
2.! The most important barriers to the use of scientific evidence were lack of time
(60%), lack of understanding of scientific research (56%), and the unreadability of
academic writing (42%).
3.! Most managers had positive attitudes towards EBMgt (66%). A large majority (75%)
felt that using EBMgt could improve the quality of their work. In addition, 63%
agreed that in formal education more attention should be paid to EBMgt.
4.! We did not find significant or relevant correlations between either age, level of
education, level of experience, attention given to scientific research in their formal
education, or experience with conducting scientific research.
I&432"#J),6(
1.! EBMgt is welcomed by managers. This positive attitude can be used as leverage to
improve the uptake of EBMgt.
2.! Lack of time is perceived as the greatest barrier to EBMgt. This implies that the role
of senior management in terms of promoting an organizational culture that inspires
and facilitates practitioners to dedicate time to consult scientific research is essential.
3.! Lack of understanding and the unreadability of scientific research are barriers that lie
at the educational level. This stresses the importance of teaching management
students how to read and critically appraise research findings.
4.! However, both lack of time and lack of understanding are barriers that should be
addressed not only at the users’ level, but, first and foremost, at the suppliers’ level:
producing pre-appraised evidence in the form of systematic reviews, rapid evidence
assessments, or other types of evidence summaries written in clear, accessible
English.
P)4(Q(F#<<2%<6(.)(;=+-.(#6(4%<"%2@%$(
F'(&#,#-%<6((
R#"O()*(J&%(
R#"O()*(7,$%<6.#,$2,-(
)*(6"2%,JM"(<%6%#<"1(
?,<%#$#F232.'()*(
#"#$%&2"(N<2J,-(
(
/,'%
2-'%
&2'%

5. Critically Appraised Topic (CAT) on the effectiveness of leadership training
Academy of Management, Philadelphia,
Cedric Velghe (Gent University) Barbara Janssen (Amsterdam Free University)
1. Background
A Dutch academic hospital is reviewing its current
training provision by exploring whether and how to provide
leadership training for their managers and physician
executives at all managerial levels.
The hospital approached the Center for Evidence Based
Management (CEBMa) to undertake a review of the
best available evidence about how leadership can be
trained to support their decision-making and commissioned
this Critically Apprised Topic (CAT).
2. Ask: what will the review answer?
Question
“To what extent will leadership training improve the
effectiveness of the leaders (e.g. managers, head
nurses, physician executives) of the academic
hospital? In addition, what are the characteristics of
effective leadership training programs?
PICOC
Population: Health care managers, physicians, nurses
Intervention: Leadership training program
Comparision: No training
Outcome: Training effectiveness, leadership performance,
leadership effectiveness
Context: Health care sector, university hospital, Dutch
4. Acquire: search strategy (II)
Search filters
1.! Scholarly journals, peer-reviewed
2.! Published in the period 1995 to 2013
3.! Articles in English
A search was conducted using combinations of
different search terms, such as ‘leadership’, ‘training’,
‘course’ and ‘hospital’. We conducted 51 different
search queries and screened the titles and abstracts of
713 studies.
5. Appraise: judgement quality evidence
Proces
1.! Extract and interpred information from each
studie relevant for the review question,
•! E.g. sample size, population, research design,
intervention, outcomes, measures and findings.
2.!Assessment and categorizing of the research
design of each study (according to Campbell’s and
Petticrew’s classification system.
Levels of evidence used
Level A randomized controlled studies with a pretest
Level B non-randomized controlled studies with a pretest
Level C controlled studies without a pretest or uncontrolled
studies with a pretest
Level D uncontrolled studies without pretest, qualitative
studies
Level X expert opinion, non-systematical review of the
literature
0"1234561"
7. Limitations
Due to time constraints we made concessions to the
breadth and depth of the search process, such as the
exclusion of unpublished research and a focus on meta-analyses
and systematic reviews. As a consequence, some
relevant studies may have been missed.
6. Results:
A total of 25 studies were included. 12 studies qualified as
Level A or B studies, the remaining 15 had a low level of
evidence, in other words research with a moderate to weak
internal validity.
8. Results and recommendations
1.! Leadership training programs (LTP) have small to
moderate positive effects on leadership and
managerial performance
2.! LTPs are modestly effective to support nurses and
physicians in leadership positions
3.! There is limited evidence on the economic ROI of
LTPs. In some studies the financial ROI was negative.
As such we recommend to limit the expenses incurred
in providing LTPs.
4.! LTPs designed on the basis of an analysis of tasks
and skill requirements and skills gaps are more
effective than generic untailored LTPs.
5.! Skills that seem to transfer best to leader behavior
seem to be general management skills and
interpersonal skills
6.! LTPs should be of reasonable length (at least 3 days
or longer) and repeated periodically, to be effective
7.! LTPs should clearly include opportunities for practice,
linked to real world situations in health care
)"
("
'"
&"
%"
$"
#"
!"
*" *+," ," -" ." /"
3. Acquire: search strategy (I)
Databases used
1.! ABI/INFORM Global (ProQuest)
2.! Business Source Premier (EBSCO)
3.! PsycINFO (Ovid)

6. Learning and leadership: Uncovering the role of
evidence-based management practice
Academy of Management, Philadelphia, 1st August 2014
Denise M Jepsen, Macquarie University, Sydney, and
Denise M Rousseau, Carnegie Mellon University, Pittsburgh (D2)
Aim
To examine employee attitudes towards their supervisors’ use of
EBMgt. To develop an EBMgt measure and assess discrimination,
predictive validity with relevant employee outcomes. To establish the
role of EBMgt in workplace relationships.
Literature review
•! EB practice has been on the agenda a long time (Sachett et al., 1991).
•! Aim is for practitioners to develop expertise and decision-making based on
available scientific evidence (Erez & Grant, 2014)
•! Yet, little progress has been made (Rousseau, 2006). What do we know about
behaviour change? Feedback matters (Kahneman & Klein 2009). So, feedback
on ee perception of mgr EBMgt may encourage mgrs to practice EBMgt.
•! Ironically, EBMgt literature is replete with examples of ees as target of
decisions (e.g., motivation, rewards, goal setting, recruitment & selection)
•! Work long seen as a learning place (Nikolova, Van Ruysseveldt, De Witte, Syroit 2014)
Hypotheses! that EBMgt will:
H1: !"ee workplace learning H2: !"ee perception of mgr
H3: #"anxiety H4: !"perf quality.
Method
Online survey generating 30% response rate and 274 useable responses
from employees in 14 Australian residential aged care facilities. 63% female,
30% full time, 53% part time, 70% day/mixed shift, ave age 48, tenure 7 yrs.
Measures
•! Leader-member exchange (LMX): 7 items (Graen & Uhl-Bien, 1995)
•! Trust in supervisor (TrustSV): 5 (4) items (Podsakoff et al., 1990)
•! Work-based learning (WBL): 12 items, 3 each on reflection,
experimentation, colleagues, supervisor scales (Nikolova et al., 2014)
•! Burnout: 10 (3) items, compassion burnout (Stamm, 2010)
•! Psychological distress: 10 (5) items (K10, Kessler et al., 2002)
•! Evidence-based management: 9 (8) original items see below.
Descriptive stats, correlations, reliabilities
Descriptive statistics, correlations and Cronbach alpha reliabilities in brackets on the diagonal. * p < .05, ** p < .001 (two tailed)
Mean! S.D. N 1! 2! 3! 4! 5! 6! 7! 8! 9! 10! 11! 12!
1. Age! 48.01 11.00 228 !
2. Tenure org! 6.80 5.70 233 .40**! !
3. Evidence-based Mgt! 3.66 0.87 274 -.08! .00! (.964)! !
4. LMX! 3.64 0.99 274 -.05! .00! .77**! (.934)! !
5. Trust in SV! 4.03 0.89 274 -.08! -.07! .70**! .81** (.906) !
6. WBL Reflection! 3.77 0.95 274 -.09! -.05! .46**! .41**! .47**! (.885)! !
7. WBL Experiment! 3.21 1.01 277 -.08! -.09! .39**! .35**! .41**! .72**! (.811)! !
8. WBL Colleagues! 3.82 .90 272 .05! -.03! .09! -.01! -.04! -.02! -.01! (.737)! ! ! ! !
9. WBL Supervisor! 3.75 1.08 274 -.02! -.09! .61**! .63**! .62**! .46**! .41**! .07! (.726)! !
10. Burnout! 2.54 1.01 274 .05! -.04! -.40**! -.40**! -.41**! -.29**! -.25**! -.05! -.36**! (.876)! !
11. K10 Psych distress! 1.37 0.60 274 .04! .10! -.27**! -.16**! -.18**! -.12*! -.09! -.04! -.20**! .15*! (.857)! !
12. Fac recommend’n! 3.94 1.04 274 .03! -.00! .66**! .65**! .61**! .39**! .35**! .02! .52**! -.39**! -.21**! (.907)!
ample Text Column 1
Conclusions
•! EBMgt can be recognised, assessed & measured by employees
•! Measureable effect of EBMgt on employees, not just institutional
and organizational stakeholders and outcomes
•! EBMmers now have tool for immediate feedback
•! EBMgt effect on ee psychological variables is a potentially
provocative result.
•! What if managers did nothing after seeing these results!???
•! What if EBMgt really could improve workplace psychology?
•! Multiple important outcomes suggest further research is needed.
•! We recommend (and are undertaking) further research to
differentiate the use, sharing and perhaps other dimensions of
evidence based practice.
Analyses and results
1: EBMgt scale factor loadings
2: EBMgt one or two factors
One factor: Chi-square:189.785, Df: 20, CMIN/DF: 9.489, GFI: .834, AGFI: .,702 IFI: .
934, TLI: .907, CFI: .933, RMR: .031, RMSEA: .176, SRMR: .038
Two factor: Chi-square: 87.584, Df: 19, CMIN/DF: 4.610, GFI: .926, AGFI: .860, IFI: .
973, TLI: .960, CFI: .973, RMR: .020, RMSEA: .115, SRMR: .031
As the CFA fit statistics were not improved by breaking the scale into two factors, the
more parsimonious one-factor model was retained.
3: Discriminant validity CFA fit statistics
Chi-square: 1347.521, Df: 657, CMIN/DF: 2.051, GFI: .798, AGFI: .760, IFI: .927, TLI: .
917, CFI: .926, RMR: .047, RMSEA: .062
4: Path model fit statistics
Chi-square: 25.803, Df: 20, CMIN/DF: 1.290, GFI: .980, AGFI: .954, IFI: .995, TLI: .992,
CFI: .995, RMR: .035, RMSEA: .033, SRMR: .035
Findings
H1: EBMgt is distinct from but enhances work-based learning, especially from
supervisor (.76)
H2: EBMgt increases LMX (.41) and trust in supervisor (.48). These are large
and important findings to enhance workplace relationships
H3: EBMgt has significant effects on ee perception of burnout (-.27 direct,
-.20 indirect, total -.47) and psychological distress (-.19 direct)
H4: EBMgt has significant direct (.41) and indirect (.36) effect (total .77) on ee
perception of quality performance of the org.
H1 to H4 supported, plus non-hypothesised direct effects.
Limitations
Cross sectional design, one time self-report measures, potential missing
variables to otherwise explain relationships, single level analyses.
Contact us please to use latest version of EBM scale in your research:
denise.jepsen@mq.edu.au or denise@cmu.edu
$%&'(")*"'+,+-&./0"+,1"023&.4506./0("" 76+15,-"
1. Make decisions about workplace issues based on evidence" 0.809"
2. Tend to use evidence when implementing a new way of doing things" 0.877"
3. Tell me about the evidence for implementing a new way of doing things" 0.907"
4. Ask me for feedback or my opinion after implementing a new way of
doing things"
0.900"
5. Involve me in research on workplace issues" 0.834"
6. Give me/us the information on the success (or otherwise) of a trial or a
new way of working"
0.909"
7. Like to evaluate the success of a new way of working" 0.915"
8. Share their experiences of workplace trials, changes, and new
implementations with other supervisors and managers"
0.877"
Path model results

7. From Passively Received Wisdom to Actively Constructed Knowledge: Teaching
Systematic Review Skills as a Foundation of Evidence-based Management*
Rob B Briner, School of Management University of Bath & Neil D Walshe, School of Management University of San Francisco
*In press AMLE
3"#45%#$,)(5#+.#+6'**+7##'$8+#/-*%#/-,#&).$#
/9#$5,#,1'0,-(,#-,,0,0#9/.#,:2;<#
!
•! L+'*!+,+%&;7,4!+'%!403%&'04!
5.A+'7I+(5'+--*!7'&B<&.7&',&%!+'%!'50!7'!
5.A+'7I+(5'4!
•! M'&!+.&+!5)!&67%&',&!N!4,7&'(/,O+,+%&;7,!
&67%&',&!N!17A1-*!.&-&6+'0!05!;+'+A&;&'0!
4,155-4!N!70P4!53.!G347'&44!
•! Q,+%&;7,4!;540!4370&%!05!0&+,17'A!403%&'04!
158!05!34&!+'%!,.7(,+--*!+<<.+74&!4,7&'(/,O
&67%&',&!)5.!01&;4&-6&4!
•! R1&.&)5.&!<=>?@#ABA<=C>D?#E=FG=H#AIGJJA#5.!
158!05!S/41P!)5.!T'58-&%A&!)5.!01&;4&-6&4!
!"##$%&'()*#+$,&+#'-#)#+.#/.#.)&'0#,1'0,-(,#)++,++2,-$#
!
"#! $%&'()*!+'%!,-&+.-*!%&/'&!01&!23&4(5'!01&!.&67&8!87--!+%%.&44#!
9#! :&0&.;7'&!01&!0*<&4!5)!403%7&4!+'%!%+0+!01+0!87--!+'48&.!01&!23&4(5'#!
=#! >&+.,1!01&!-70&.+03.&!05!-5,+0&!.&-&6+'0!403%7&4#!
?#! >7@!01.53A1!+--!01&!.&0.7&6&%!403%7&4!7'!5.%&.!05!&B,-3%&!0154&!01+0!%5!'50!;&&0!01&!
7',-3475'!,.70&.7+!
C#! DB0.+,0!01&!.&-&6+'0!%+0+!5.!7')5.;+(5'!).5;!01&!403%7&4#!
E#! F.7(,+--*!+<<.+74&!01&!403%7&4!G*!+44&447'A!01&!403%*!23+-70*!%&0&.;7'&%!7'!.&-+(5'!05!
01&!.&67&8!23&4(5'#!
H#! >*'01&47I&!01&!/'%7'A4!).5;!01&!403%7&4#!
J#! F5'47%&.!<50&'(+-!&K&,04!5)!<3G-7,+(5'4!5.!501&.!G7+4&4#!
K"##*,).-'-L#/M$(/2,+#/9#(/M.+,#
#
"#! :&;5'40.+0&!+!A55%!3'%&.40+'%7'A!5)!&67%&',&UG+4&%!<.+,(,&!7'!501&.!/&-%4!
9#! Q44&44!01&!40.&'A014!+'%!8&+T'&44&4!5)!&67%&',&UG+4&%!<.+,(,&!+'%!0*<7,+-!VWL!
<.+,(,&!
=#! :&4,.7G&!158!05!X3%A&!01&!23+-70*!+'%!.&-&6+',&!5)!%7K&.&'0!)5.;4!5)!&67%&',&!
?#! Q44&44!01&!&B0&'0!05!817,1!,-+7;4!;+%&!+G530!VWL!+'%!,5'43-0+',*!<.+,(,&4!+.&!
43<<5.0&%!G*!&67%&',&!
C#! $%&'()*!01&!G+..7&.4!05!+'%!)+,7-70+05.4!5)!&67%&',&UG+4&%!<.+,(,&!
E#! F5'%3,0!+!.+<7%!4*40&;+(,!.&67&8!
N"##(/M.+,#+$.M($M.,#
!
•! ""!8&&T-*!=U153.!4&4475'4!
•! "U?!DYLA0!<.7',7<-&4!
•! C!$'0.5!05!>W4!+'%!W+<7%!D67%&',&!
Q44&44;&'04!
•! EU"Z!$'%767%3+-!85.T!5'!WDQ4!
8701!-&,03.&.!43<<5.0![-7T&!+!-+G!
,-+44!
•! ""!<.&4&'0+(5'!5)!WDQ!%&47A'!
•! Q447A';&'0!%&+%-7'&!9!8&&T4!
-+0&.!
O"##+$M0,-$#.,)($'/-+#
!
•! >3.<.74&!70!74'P0!+-.&+%*!1+<<&'7'A!
•! :74G&-7&)!01+0!;+'+A&;&'0!<.+,(,&4!'50!
&67%&',&UG+4&%!
•! R1&'!3'%&.40+'%7'A!01+0!DYLA0!;+T&4!
4&'4&!G30!%53G0!704!34&!
•! :&G+0&4!+G530!;&+43.&;&'0!+'%!
+G4&',&!5)!&67%&',&!64!&67%&',&!5)!
+G4&',&!
•! ]3II-&%!+4!+443;<(5'!01+0!0&B0G55T4!
+'%!0&+,17'A!+-.&+%*!G+4&%!5'!
4*40&;+(,!.&67&84!
•! :74,5;)5.0!+G530!23&4(5'7'A!+3015.70*!
P"#(5)**,-L,+!
!
•! $%&'()*7'A!!"#$%&$'
23&4(5'!
•! >&+.,17'A!%+0+G+4&4!
•! W&+%7'A!+,+%&;7,!
+.(,-&4!
•! ^'%&.40+'%7'A!;&+'7'A!
5)!+.(,-&4!+'%!/'%7'A4!
Q"#,R)2&*,+#/9#'-'$')*#$/&'(+!
!
•! :5!,5%&4!5)!,5'%3,0!1+6&!+'!7;<+,0!5'!
&;<-5*&&4!+'%!+K&,0!01&7.!G&1+675._!!
•! :5&4!7;<-&;&'('A!&;<-5*&&!405,T!5<(5'4!
7;<.56&!,5;<+'*!<&.)5.;+',&!+'%!<.5/04_!
•! Q.&!&B70!7'0&.67&8!%+0+!.&-7+G-&_!
•! :5!,5;<+'7&4!01+0!5K&.!<.5;5(5'4!05!01&7.!
&;<-5*&&4!&B<&.7&',&!-58&.!03.'56&.!.+0&4_!
S##/M$(/2,+#
!
•! L5.&!+8+.&'&44!5)!7A'5.+',&!
•! `&44!0.340!5)!+3015.70*!+4!453.,&!
•! ^4&%!.&67&84!+4!G+474!5)!
%744&.0+(5'4!7'!;+'*!,+4&4!
•! DB<54&4!01&!85.T7'A4!5)!
;+'+A&;&'0!.&4&+.,1!+'%!
<3G-7417'A!
•! `&44!+'!53047%&.!5.!<+4476&!
,5'43;&.!5)!;+'+A&;&'0!
T'58-&%A&!
+$M0,-$#,2)'*+#L,/.L,#().*'-#TM/$,#
)9$,.#(/M.+,#
#
!"#$%&'(#&)*+(,#-'#&#(&./#&01)23,/'&
4%#53/'#%6&#(&,/-37&"#$%&*501&*(,/&
)*+(,#-'#&#(&#/-01&01)23,/'&#(&85/%9('&
:1-#&#1/;&,/-37&<1/;&%1(523&=/&#-5.1#&#(&
85/%9('&/>/,;#1)'.?&&
!

8. What Librarians Bring to the Evidence-Based Management Table
Roye Werner, Business Librarian, Carnegie Mellon University, rwerner@andrew.cmu.edu
!"#$%&'()$'"*+,"-%".''!"#$%#&'#
"()"*'+,#-.$#'"-/0#&'#'%#%'0"*1#
•! !"#"$"%&'#(")*)*+'
•! ,&"(-.'%#("#&+)&%'
•! /0"12"3*+'(&%21#%'
•! 4)#&("#2(&'(&0)&5%'
/$""'0&"'"*+,"-%".''!"#)*%2%'"#
3)".#4//"11#1%#"5"*,%."#/-.#
*"-$#&'#
6'(&%&"(-.'#."#')%'7)+)#"18'
9*1)*&8':(&&'9:'-."(+&8'"*7'
:(&&'9:';9%#'-9<=()+.#'"*7'
1)-&*%)*+'(&%#()-39*%'
123'0&"'"*+,"-%".'!"#1"+"/'##
-.$#)6*/0-1"#$-'-7-1"18#9%6*.-+#
1671/*&):%.1#-.$#2-.-;"2".'#
7%%<1##
•! >2)17'1)$("(='-911&-39*%'
•! ?2$1)%.'(&0)&5%'9:'$99@%'"*7'7"#"$"%&%'
•! ?"(3-)<"#&')*'$2=)*+'-9*%9(3"'
4$)*+,"'5#0&6#37'0)'0&"'"*+,"-%".'
!"#!%*<#!&'0#=-/6+',#'%#/*"-'"#-.$#
$"2%.1'*-'"#%.+&."#'%%+1#=%*#
>?@;'#/+-11"1#
8+70$+920"'0&"'"*+,"-%".'')67+&/###
+&7*-*&-.1#;6&$"#)*-/::%."*1#1""<&.;#
2-.-;"2".'#-$5&/"#
•! ,<9*%9('<(9+(";%'A'1&-#2(&%'
•! B&-9;;&*7'"*7'7)%<1"='$99@%'
•! ?(90)7&':(&&'7"#"$"%&%'
•! B&:&(("1%'#9'19-"1'9(+"*)C"39*%'
!0)$"'#-,'75$"#,'0&"'"*+,"-%".'
!"#2-&.'-&.#&.1:'6:%.-+#
*")%1&'%*&"1#'%#)*"1"*5"#-.$#
=*""+,#$&11"2&.-'"#=-/6+',#
*"1"-*/0#-.$#$-'-'
>";5'?"-0"$'()$'@*+,"-%"A
1#7",'B#-#C"<"-0''
<"<9"$7'D-,'"*+,"-%"'-'#'0"#
############################################################AA""++))##BB""11<<####################
!255)$0':;0<"0$+%7='-"6'"*+,"-%"'
)('(#%2;03'+<5#%0!"""."!#2"'*&/1#-*"#
/0-.;&.;#&./".:5"1#=%*#=-/6+',#'%#
)67+&10#*"1"-*/0#&.#."!#=%*2-'18#=%*#
"()-.$"$#-6$&"./"1#
•! @%5"1#7",%.$#/&'-:%.#/%6.:.;#
•! @"-16*"1#&2)-/'#'0*%6;0#1/0%+-*+,#-.$#
)*%="11&%.-+#1%/&-+#."'!%*<1#
•! 4+'"*1#'0"#'".6*"#+-.$1/-)"#
#

9. What Other Professions Can Learn from EBLIP:
How the Experiences in Evidence Based Library and Information Practice (EBLIP) Might Have Broad Applicability
JONATHAN'ELDREDGE,'MLS,'PHD'
THE'UNIVERSITY'OF'NEW'MEXICO,'ALBUQUERQUE,'NM
OBJECTIVE
To identify potential areas of common interest for
collaboration between professions.
DEFINITION
EBLIP provides a sequential, structured process for
integrating the best available evidence into making
important decisions. A pragmatic perspective
developed from working in the field, critical thinking,
knowledge of user populations, and an awareness of
different research designs informs this decision
making process.
BACKGROUND
The EBLIP concept emerged during 1997 and by
2001 participants from several nations met in Europe
for the first biannual international EBLIP conference.
The peer-reviewed open access journal Evidence
Based Library and Information Practice; EBLIP began
publication in 2005.
APPLICATIONS
EBLIP facilitates decision making in:
• Personnel
• Budgeting
• Change processes
• Technological adaptations
• Training methods
• Resources inventories
LEVELS OF EVIDENCE
EBLIP has long-recognized three basic types of questions:
Prediction, Intervention, and Exploration. The Levels of Evidence
align these types of questions with the best available evidence.
Notes on Exploration Category:
• Comparison studies involve two or more qualitative studies.
• Qualitative studies include but are not limited to focus groups, participant
observer, naturalistic studies, and content analyses.
• Richard J. Light and David B. Pillemers book Summing Up (1984) informs this
level.
RESOURCES
Four peer reviewed journals tend to publish the evidence
based on applied research for health sciences library and
information practitioners:
• Evidence Based Library and Information Practice
• Health Information and Libraries Journal
• Hypothesis
• Journal of the Medical Library Association; JMLA
FUTURE DIRECTIONS
• The Medical Library Association has defined its research
agenda using the Delphi method and has encouraged
implementation of 15 systematic reviews to provide the
needed evidence.
• The upcoming 9th International Evidence Based Library
and Information Practice (EBLIP9) Conference in
Brisbane, Australia promises rich networking and reports
of the latest applied research.
KEY REFERENCES
The accompanying handout lists key references.
CONTACT INFORMATION
Jonathan Eldredge:
• jeldredge@salud.unm.edu.
• 505-272-0654
Predic@on' Interven@on' Explora@on'
Systema(c*Review* Systema(c*Review* Systema(c*Review*
Meta0Analysis* Meta0Analysis* Summing*Up*
Prospec(ve*Cohort* Randomized*
Controlled*Trial*
Compara(ve*Study*
Retrospec(ve*Cohort* Prospec(ve*Cohort*
*
Qualita(ve*Studies*
Descrip(ve*Survey* Retrospec(ve*
Cohort*
Descrip(ve*Survey*
Case*Study* Descrip(ve*Survey* Case*Study*
Expert*Opinion* Case*Study* Expert*Opinion*
Expert*Opinion*

10. !#$%'(#)*#$+,-#($.,),/#01$$$
!#$%#%'()*'%+,'-*(.**'+/+$*0#+'+$',+/(#/*'
!#$%'($)*++,$!-,$.-.,$/'01*203($4$-5(+5'6$/'01*203($7++*8*$9/-/7:,$;'2'$=$;'2'$
!#$?5'$@#$7++0'2,$!-,$.-.,$7AB.,$/'01*203($4$-5(+5'6$/'01*203($7++*8*$9/-/7:,$AC0*'C*$DEE+0C5F'2$G'3*'5F'5+$7E5F'$9ADG7:$
!#$H5+*C05$!?'I5,$!-,$/'01*203($4$-5(+5'6$/'01*203($7++*8*$9/-/7:,$/A$DJ($
$
!#$%!$'
%**$5*$2*1*5+$C5++*'8*2$45C0'8$K030'$3*$J5'58*J*'3$2C+5L
E5CFF'*$CJJ?'03($0'$3*J2$4$3*$MJ02?2*$4$*N02F'8$*2*5C,$
3*$1*?2*$4$+0J03*6$$0'C'C+?201*$O'60'82,$5'6$3*$?'6*?2*$4$
*2*5C$*106*'C*$K03$2?I235'F1*$0JE+0C5F'2$4$?'6*235'60'8$
5'6$KP0'8$K03$85'0Q5F'2$9R?22*5?$*3$5+,$STTU:#V$$W?3*,$3*$
*C*'3$856?53*2$4$6C35+$E85J2$5'6$*N*C?F1*$+*56*20E$
2C+2$*NE+0'8$*106*'C*6LI52*6$*2*5C$2('3*202$J*362$5*$
'3$O'60'8$5$MJ*V$K030'$E4*220'5+$85'0Q5F'2$$3560F'5+$
*2*5C$5C56*J0*2$2?C$52$3*$DC56*J($4$-5'58*J*'3#$$$
.5CFF'*2$58?*$353$K0+*$J5'($CJE5'0*2$56E3$8*'*0C$
J5'58*J*'3$J6*+2,$J5'($J6*+2$5*$*X*C3*6$I*C5?2*$3*($5*$
56E3*6$K03?3$*106*'C*$9YEZ[[8#8+[3TNP:$R*2*5C$2?88*232$
353$OJ2$J5($I*$J*$0'C+0'*6$3$3?23$3*$15+0603($4$6535$5'6$
56E3$03$0'3$E5CFC*$K*'$353$6535$02$*E*2*'35F1*$4$3*0$K'$
OJ,$*1*'$K*'$03$C'3560C32$+'8L*+6$I*+0*42$9YEZ[[8#8+[+3PN):$$$
%*$+*$4$85'0Q5F'5+$C'3*N3$0'$3*$5'5+(202$4$*106*'C*$3$
566*22$5$J5'58*J*'3$EI+*J$02$5$C0FC5+$45C3$0'$*106*'C*LI52*6$
*2*5C$6*208'2$4$3*$E?E2*$4$C++*CF'8$*106*'C*$3$*NE5'6$
J5'58*J*'3$P'K+*68*$9!*'(*,$%5'O*+6,$=$15'$DP*',$STTU:#,$
]1*'J*'3$58*'C0*2$2?C$52$3*$/#A#$!*E53J*'3$4$H*3*5'2$
D^502$5*$C5++0'8$4$3*$*NE5'20'$4$*106*'C*LI52*6$J5'58*J*'3$
*2*5C$5'6$5*$0'1*2F'8$0'$85'0Q5F'5+$5'6$J5'58*J*'3$
*2*5C$52$CJE+0J*'35($CJE'*'32$4$0JE+*J*'F'8$C5'8*$0'$
*106*'C*LI52*6$C+0'0C5+$E5CFC*2$5'6$+*56*20E$6*1*+EJ*'3$
9YEZ[[KKK#C+J#*2*5C#15#81[J8J3_*2*5C_0'_15[:#$
!()%*+,-'
•! %*$B106*'C*$)52*6$-5'58*$)+8$9*106*'C*LI+8#CJ:$02$
5$8+I5+$'+0'*$*2?C*$^*0'8$5$C++5I5F1*$+*5'0'8$
*'10'J*'3$4$2C+52,$E5CFF'*2,$5'6$5C56*J0C2$
3$25*$0'4J5F'$5'6$+*22'2$+*5'*6$K0+*$I?0+60'8$5$
6535I52*$4$C52*$23?60*2$5'6$E?I+02*6$J5'58*J*'3$
*10*K2$0'4J*6$I($C'3*JE5($85'0Q5F'5+$
EI+*J2#$$
•! %*$E?E2*$4$3*$B106*'C*$)52*6$-5'58*$)+8$02$3$
C*53*$5'$'+0'*$CJJ?'03($3$EJ3*$*'858*J*'3$
I*3K**'$2C+52$5'6$E5CFF'*2$0'$3*$O*+6$4$
J5'58*J*'3$5'6$3$*NE5'6$3*$I6($4$*106*'C*$5020'8$
4J$*2*5C$0'4?2*6$K03$E5CFF'*$P'K+*68*#$
*./$01/#'
•! -*52?5I+*$]5+2[`?3CJ*2Z$
•! %*$C++5I5F'$E35+$K0++$?2*$2(23*J5FC$*10*K2,$E5E*2,$
5'6$E*2*'35F'2$0'$B)-83$353$5*$5CC*220I+*$3$5C56*J05,$
E5CFF'*2,$5'6$2C+52#$$
•! %*$C++5I5F1*$E35+$K0++$*8023*$5'6$*2?C*$J5'58*J*'3$
E5CFF'*2$4J$601*2*$0'6?23($O*+62$3$I?0+6$5$6535I52*$4$
J5'58*J*'3$5'6$0'6?23($EO+*2$4$E5FC0E5F'$0'$E3*'F5+$
C52*$23?60*2#$
•! %*$C++5I5F1*$E35+$K0++$2+0C03$*2*5C$a?*2F'2[
EI+*J2$4J$0'6?23($3$35CP$*J*80'8$022?*2$5'6$C'6?C3$
*+*15'3$2(23*J5FC$*10*K2$4$0'6?23(b2$J23$E*220'8$
EI+*J2#$
•! %*$C++5I5F1*$E35+$K0++$5''?5++($5'5+(Q*$5'6$E?I+02$3*$
J23$*E3*6$E5CFF'*$EI+*J2$5'6$3*$J23$*E3*6$
*2*5C$23?60*2$3$85?8*$3*'62$0'$B)-83$2C+520E,$
*2*5C,$5'6$E5CFC*#$$$
2/$3*-#'
•! %*$E23*$*N5J0'*2$8?06*+0'*2$353$C?+6$I*$?F+0Q*6$3$*N*C?3*$
3*2*$J5'58*J*'3$*10*K2$
•! B106*'C*L)52*6$R*2*5C$A('3*202$%*($c*J*8*6$4J$3*$
*5+3C5*$5'6$2C05+$2C0*'C*2$O*+6$52$5$*2?+3$4$3*$85E$
I*3K**'$2C+5$5'6$E5CFF'*2$5'6$3*$'**6$4$0'C*52*6$
?2*$4$*2*5C$0'$E5CFC*$0'$3*2*$O*+62$
•! B106*'C*L)52*6$R*2*5C$A('3*202$.5CFC*$c$6C?J*'3$4$
08?2'*22,$35'2E5*'C(,$IX*CF103($
•! 7'O8?5F'$02$3*$2('3*202$EF'$02$*+*15'3$4$J5'($4$3*$
*2*5C$3E0C2$K**I($3*$O'60'82$5*$J*2*6$0'3$5$
3**FC5+$J6*+#$$
•! %02$J*36$02$5EEE053*$52$03$0'3*853*2$O'60'82$4J$
a?5+035F1*$5'6$a?5'F35F1*$O'60'82#$$$
$
%/#+4$#'
•! 7LE6?CF'$4$5CF'5I+*$*2*5C$4$3*$O*+6$4$
J5'58*J*'3$
•! `'+0'*$I+8$5'6$2C05+$'*3KP$4$!)D$856?53*2,$45C?+3($5'6$
0'6?23($E53'*2$
•! D$6535I52*$4$EO+*2$4$3*$J*JI*2$0'60C5F'8$*2*5C$
0'3**232,$5I235C32$5'6$3E0C2$4$0'3**23#$$
.*0,'$3/'-0#+##0*,''
!44'5*%'*,$/,$'
•! D$C5++$4$5FC+*2$K0++$I*$*J50+*6$*5C$J'3$52$5$*J0'6*$4$
0'60106?5+2$3$2?IJ03$(?$KP#$$
•! !#$%'()'*+$*+Z$d*$K*+CJ*$*2*5C,$E5E*2,$IP$*10*K2,$
+*56*$0'3*10*K2,$?ECJ0'8$*1*'3$5''?'C*J*'32,$5'6$0'60106?5+$
*C8'0F'2#$
•! ,-./0%%0'*1-02$30*$%Z$%?83$+*56*2,$J5'58*2,$5'6$6*C020'$J5P*2$
5*$0'103*6$3$8$3$*106*'C*LI+8#CJ$5'6$*8023*$'$3*$203*#$$%02$
8?E$02$4?3*$0'103*6$3$2?IJ03$5I235C32$4$3*$P0CP^$4$302$I+8#$$
DI235C32$$5FC+*2$'**6$3$I*$K0Y*'$0'$B'8+02$9J0'0J?J$eTTT$
C55C3*2,$J5N0J?J$fTTT$C55C3*2:#$$A?IJ0Y*6$5I235C32$K0++$I*$
*10*K*6$I($3*$CJJ0Y**#$$DCC*E3*6$5I235C32$K0++$I*$E?I+02*6$'$3*$
I+8#$$G'$6*$3$2?IJ03$5'$5I235C3,$2*'6$5'$*J50+$3$
*IJ8J3#I+8g8J50+#CJ,$5Y5C0'8$(?$5I235C3$0'$#6C$$#6CN$
4J53#$
$
02640!$0*,#'5*%'6%!$0/'
•! %*$B106*'C*$)52*6$-5'58*$)+8Z$$*106*'C*LI+8#CJ$$$
•! %K0Y*Z$$g*IJ8J3$
•! h0'P*6G'Z$B106*'C*$-5'58*$9EO+*:,$%*$B106*'C*$
-5'58*$)+8$98?E:$$
•! W5C*IPZ$$%*$B106*'C*$)52*6$-5'58*$98?E:$
•! BJ50+Z$*IJ8J3#I+8g8J50+#CJ$$$

11. ,-$.//0('1/.+2''3/2/#4+'#$%'($)$#*4+'.+
1*1#/2'#$+5/-$/617+89/%5*4+2%./)4+'.+#/2:)'#/++
!#$%'$('
)*+,#-.#'
)*+,#-.#/012#,'
31-14#3#-5'
.$6610$%15+$-'
7-,+*+,816'9+#.#2'$('#*+,#-.#'.1-'0#'4%1,#,'1..$%,+-4'
5$'5#'5#$%'$('#*+,#-.#:;')*+,#-.#'+2'$('+4#%'816+5'
1-,'25%#-45'=#-'+5''
?@ 1,$952'199%$9%+15#'3#5$,2'$('+-8+%'
'
'
7-'$%,#%'($%'%#2#1%.'5$'0#'1.5+$-106#A'
9+#.#2'$('#*+,#-.#'2$86,'0#'2-5#2+B#,'
+-5$'1-'1.5+$-106#'=$6#'515'
?@ 12',+%#.5'+396+.15+$-2'($%'9%1.5+.#'
C@ #-106#2'1',##9#%'8-,#%251-,+-4'$('5#'
9#-$3#-$-'
D@ !#'512E2'+-*$6*#,'+-'4#-#%15+-4'1-'
1.5+$-106#'=$6#'(%$3'+4'816+5'
#*+,#-.#'+2'1'61%4#/2.$9#'$9#%15+$-A'
+-*$6*+-4'.$$%,+-15+$-'1-,'.6$2#'
.$6610$%15+$-'0#5=##-',+((#%#-5'82#%2'
1-,'9%$,8.#%2'$('E-$=6#,4#;''
!#'(+-16',#6+*#%106#'$('5#')FG'
.$6610$%15+$-'+2'1'H25#315+.'I#*+#=;'
7-'$%,#%'($%'HI2'5$'0#'82#(86A'5#'3825'
0#',%+*#-'0'5#'5#-#52'$('1.5+$-10+6+5;'
!#'5#39615#'2$86,'0#'+-*1%+1-5'5$'
166$='($%'#12#'$('+-5#%9%#515+$-;'J#''
N%1.5+.16'*168#'$('
E-$=6#,4#'
L+22#3+-15+-4'
M4#-.+#2'
)*+,#-.#/
012#,'
G1-14#3#-5'
K$6610$%15+$-'
N%1.5+.+-4'
G1-14#%2'
O8-,+-4'
M4#-.+#2'
I#2#1%.#%2'
I+4$8%'
I#6#*1-.#' M.5+$-10+6+5'
'
K$-5#P5816+B15+$-'
'!!%%11--229911%%##--..'
'G#5$,$6$4+.16'
(+5'
'K$-2#-282' 'I#96+.10+6+5'
!#$%'$('
M.5+$-10+6+5'
H5%#-45'$('
)*+,#-.#'
K$6610$%15+$-'
H51-,1%,2'
K$39%##-2+0+6+5' K$-,8.5+0+6+5'
!#$%
'($)$#*+
K$-.#95816+5'
K18216+5'
K$39%##-2+*#-#22'
K$-.682+*#-#22'
K$-5#P5816+5'
;'5$2'9+'=/2'./9+'.+
?$196''#9+@'('+
C@ $((#%2'1'.$39%##-2+*#'.$-5#P5816'1-,'
2+5815+$-16'1-162+2'
D@ +2'9%$,8.#,'+-'1'5%1-291%#-5'31--#%'1-,'
+2'.6#1%6',$.83#-5#,'
Q@ 12'0##-'*16+,15#,'1-,'.$-(+%3#,'
5%$84'%#96+.15+$-''
R@ +#6,2'%#28652'$3$4#-$82'5$'5$2#'$('
2+3+61%'258,+#2'
D@ #25106+2#2'.182#'1-,'#((#.5'%#615+$-2+92'
Q@ 1.E-$=6#,4#2'5#'.$396#P+5'1-,'
,-13+.'-158%#'$('1',#.+2+$-'9%$.#22''
R@ +2'2#-2+5+*#'5$'.$-5#P5'1-,'%#9$%52'
.+%.83251-5+16'1-,'#-*+%$-3#-516'
.1%1.5#%+25+.2'
S@ .$-*+-.#2'31-14#%2'$('+52'2$8-,-#22''
T@ +2'#12'($%'31-14#%2'5$'.$39%##-,'
'
2844#25'5#'($66$=+-4'($%315'($%'1-'HI'
!+56#U'+-5%$,8.5+$-'V'01.E4%$8-,U'
3#5$,$6$4U'%#615#,'$85.$3#2'$('+-5#%#25A'
3#128%#3#-52U'.%+5+.2U'$9#%15+$-16'+228#2U'
#5+.16'V'6#416'.$-2+,#%15+$-2U''.$25'
#((#.5+*#-#22'V'85+6+5'1-162+2A'2+,#'#((#.52U'
V'.$-.682+$-;''
J#' 9%$9$2#' 1' .$-.#95816' (%13#=$%E' 515' .$-5%+085#2' 5$' 5#' 1.5+$-10+6+5' $(' 31-14#3#-5' E-$=6#,4#;'
W#-#%15+-4'1.5+$-106#'#*+,#-.#'(%$3'E-$=6#,4#'46#1-#,'5%$84'%#2#1%.'1-,'9%1.5+.#'%#8+%#2'$-4$+-4'
.$6610$%15+$-' 5$' (1.+6+515#' +-5#%1.5+$-' 0#5=##-' E#' 14#-52' +-' 5#' 225#3' $(' 31-14#3#-5' E-$=6#,4#'
9%$,8.5+$-' 1-,' 82#;' !#' #-,' %#2865' =$86,' 0#' H25#315+.' I#*+#=2' 515' (1.+6+515#' #*+,#-.#/012#,'
31-14#3#-5'5%$84'1'(82+$-'$('E-$=6#,4#'(%$3'%#2#1%.'1-,'9%1.5+.#;'
K166#-4#2'515'.166'($%'1-')FG'.$6610$%15+$-'
?@ N+#.#2'$('#*+,#-.#'1%#'2.155#%#,'1-,'-$5'#12+6'
+,#-5+(+106#'
C@ X1.E'$('.$-2+25#-.'+-'5#%32'$('9%#.+2+$-A'
%#6+10+6+5A',151'2$8%.#A'1-,'.$-5#P5'
'
:'F101A'Y;'Y;A'V'Z1E#3[1,#A'O;'C]?C@;'!$=1%,'1'5#$%'$('#*+,#-.#'
012#,',#.+2+$-'31E+-4;'!#$%%#'()%*+,+-#A'./R@A'^DC/^ST;'
!#$%'$('
)*+,#-.#'

12. MILESTONES
2005 Presidential address to the AOM 2005 (D.M. Rousseau)
2007 Read the presidential address (Post Graduate School)
2009 National standard - The Applied Science Standard
2010 National end qualifications for Business Administration 2010 published
2011 Redesign the Business Administration curriculum (in Amsterdam) accordingly
2012 National standard - Bachelor of Business Administration (BBA) Standard published
2012 Preparing for the accreditation of Business Administration (Amsterdam) – internal politics
2012 Designed and implemented a ‘pilot curriculum’ based on (inter)national standards
2012 Intervened in the National qualification for Business Administration 2012 – more politics
2012 All lecturers trained by CEBMa in the ‘evidence-based practice’
2013 Rewritten the National end qualifications for Business Administration 2013
2013 An audit report by CEBMa on the ‘pilot curriculum’
2013 Passed the accreditation with the ‘pilot curriculum’ – external legitimacy
2014 Post fusion integration and becoming the largest undergraduate Business School
CURRICULUM OVERHAUL
Step 1: Scrutinize the (inter)national higher education policies (O.E.C.D., A.C.E., E.U., etc.)
Step 2: Link the (inter)national accreditation frameworks (USA / EU)
Step 3: Carefully integrate (inter)national standards in the Bologna framework (compatibility)
Step 4: Zoom in on the descriptor related analytical/reflective thinking (academic skills)
Step 5: Elaborate on ‘evidence-based practice’ for the specific school (Business Administration)
Step 6: Incorporate the framework in a national curriculum / set of end qualifications, etc.
Step 7: Consider defining end qualification for ‘evidence-based practice’ at levels 5, 6, 7 and 8
Step 8: Engage colleagues at all levels and try to help
Professional skills
Societal
Corporate
Organizational
Evidence-based
Management
decision making
Operational
decisions
Strategy
Controlling
Accounting
Operations
Strategic
decisions
Organizational
decisions
Professional
practise
Evidence-based Skills
Craftmanship
Business ethics
Areas of expertise
Outside in
Dublin descriptors
1. Knowledge and understanding
2. Applying knowledge and understanding
-------------------------------
3. Making judgements
4. Communication
5. Learning Skills
Vision on higher education (AUAS)
+
BUILDING AN EVIDENCE-BASED PRACTICE IN A BACHELOR OF BUSINESS ADMINISTRATION CURRICULUM