Teaching Evidence-Based Management
What are we really teaching?
Send us a message with your thoughts or reactions What 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 Plum Guests: Denise Rousseau , H J Heinz University Professor, Carnegie Mellon University, Pennsylvania, USA Eric Barends - Managing Director, Center of Evidence-Based Management Erin Czerwinski , Manager, Learning Engineering, The Simon Initiative, Carnegie Mellon University Dr 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 Management The 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
