What are we really teaching?

Send us a message with your thoughts or reactionsTeacher Exchange began with a question I found myself asking after talking to people who teach evidence-based management: what helps you keep going when teaching and championing EBM can sometimes feel difficult or lonely?I had one possible answer in mind — mentoring. But when I took the idea to Eric Barends, he suggested something characteristically evidence-based: why don't we ask the teachers?What we heard changed my thinking. There wasn't one kind of support that everyone needed. But something that came through strongly was the value of being able to find and talk with other people teaching EBM.That eventually led us to try Teacher Exchange: small, informal online conversations where teachers can share experiences, compare notes and see what they find useful.In this episode, I look back at how the idea evolved, what we're learning from the conversations we've held so far, and how we're trying to make it easier for teachers to find one another. Host: Karen PlumFURTHER INFORMATION:Teacher Exchange: Find out more about Teacher Exchange here. We'll announce future opportunities through the CEBMa newsletter, or simply let me know if you're interested.Other support: If one-to-one mentoring or reflective support would be useful to you, that's available too.A topic you want to discuss? If there's a particular aspect of teaching EBM that you'd value discussing with other teachers, we'd be interested to hear about it.Get in touch: [email protected]  Other links:Helen Pearson - Beyond Belief: How Evidence Shows What Really Works Podcast episode featuring a discussion with Helen PearsonContact for more information:Eric Barends, Managing Director of the Center for Evidence-Based Management

Send us a message with your thoughts or reactionsWhat are we really teaching when we teach evidence-based management?Teachers often hope their students leave with more than knowledge of concepts and frameworks. But how do we know whether learning has changed the way people approach problems, make decisions, and reason through uncertainty? And what do students carry into practice once the course has finished?This episode explores those questions through two pieces of research. The first examines the learning outcomes of students who completed CEBMa's online Evidence-Based Management course. The second looks at whether participants approached management problems differently after studying the evidence-based decision-making approach, using a think-aloud protocol analysis conducted as part of a wider research project at OzChild in Australia.Along the way, the discussion considers learning versus performance, what teachers might notice when students begin to think differently, and whether evidence-based management is teaching more than a set of tools and techniques.Host: Karen PlumGuests: Denise Rousseau, H J Heinz University Professor, Carnegie Mellon University, Pennsylvania, USAEric Barends - Managing Director, Center of Evidence-Based ManagementErin Czerwinski, Manager, Learning Engineering, The Simon Initiative, Carnegie Mellon UniversityDr Fiona Chatteur, Adjunct Senior Research Associate, COCA, Torrens University, Australia  Links mentioned in the episode:“Taking the course” episode of the Evidence-Based Management podcast (that accompanies the online course)Details about CEBMa's online course in Evidence-Based ManagementThe e-Textbook on Evidence-Based Decision Making (2026): https://cebma.org/resources/cebmas-e-textbook-evidence-based-decision-making-for-organizations-public-policy-and-practice/ Contact for more information:Eric Barends, Managing Director of the Center for Evidence-Based Management

Send us a message with your thoughts or reactionsPeople working in evidence-based management can sometimes feel like they are swimming against the tide. But they are part of something much larger.In this episode we hear from science journalist Helen Pearson about her new book Beyond Belief: How Evidence Shows What Really Works.The conversation steps back from evidence-based management to look at the much wider evidence movement that has been unfolding across disciplines over the past few decades. From medicine and social policy to policing, conservation and business, researchers and practitioners have been grappling with the same question: how do we know what really works?Helen traces the origins of the modern evidence movement, beginning with the pioneers of evidence-based medicine in the late twentieth century, and explains how ideas such as randomized trials and systematic reviews spread across many other fields.The discussion explores:The origins of evidence-based medicine and the role of pioneers like Iain Chalmers and David SackettHow ideas from medicine influenced other domains including policy, policing and managementWhy early advocates of evidence often worked in isolation across different disciplinesWhy evidence-based management faces particular challenges in bridging research and practiceThe current “crisis of evidence” and the forces shaping trust in science todayWhy teaching evidence literacy and critical thinking may be one of the most powerful tools for the futureHelen also shares practical advice for anyone wanting to think more critically about claims and evidence in everyday life.For students and teachers of evidence-based management, the episode offers a reminder that they are part of a much broader international movement seeking to improve decisions through better use of evidence.Beyond Belief: How Evidence Shows What Really Works will be published in April 2026.Host: Karen PlumGuest: Helen Pearson, Senior Editor, Nature, Honorary Professor of Practice, UCL Department of Science and Technology Studies Click here for more details about Helen's book.Contact:Eric Barends, Managing Director of the Center for Evidence-Based Management

Send us a message with your thoughts or reactionsWorking 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

Send us a message with your thoughts or reactionsThis 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 professionalsProblem identification is the most critical and often overlooked step in the evidence-based management processAI tools can support evidence-based decisions but require specific prompting and critical evaluation of outputsEvidence-based management works best as a team sport where colleagues help identify each other's blind spots - including biasesRather than trying to build a whole evidence-based culture, start with your sphere of influence and share evidence supportivelyBuilding evidence-based practices requires social networks of support within and outside organizationsIf 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 PlumGuests:Eric Barends - Managing Director, Center of Evidence-Based ManagementDenise Rousseau, H J Heinz University Professor, Carnegie Mellon University, Pennsylvania, USARob Briner, Professor of Organisational Psychology, Queen Mary University of London; Associate Research Director at Corporate Research ForumContact:Eric Barends, Managing Director of the Center for Evidence-Based Management

Send us a message with your thoughts or reactionsThe 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 Evidence-Based Management 

Send us a message with your thoughts or reactionsIn 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

Send us a message with your thoughts or reactionsWhy 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 

Send us a message with your thoughts or reactionsThis 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

Send us a message with your thoughts or reactionsTeaching 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