Student understandings of evidence-based management: ways of doing and being

April Wright, Gemma Irving, Paul Charles Hibbert, Geoff Greenfield

    Research output: Contribution to journalArticlepeer-review

    14 Citations (Scopus)
    9 Downloads (Pure)

    Abstract

    This paper advances the literature on Evidence Based Management (EBMgt) by exploring how students understand EBMgt. We conduct a qualitative inductive study of undergraduate students who were introduced to EBMgt and applied evidence-based processes as part of an introductory management course. Our findings identify four qualitatively different student understandings of EBMgt: (1) EBMgt as an unrealistic way of doing management; (2) EBMgt as a way of doing management in particular situations; (3) EBMgt as a generally useful way of doing management; and (4) EBMgt as an ideal way of being a manager. We find that variations in student understanding are based upon perceptions of the utility of evidence-based processes, the stance taken towards scientific evidence as a form of knowledge, and the focus of reflection about the practice of EBMgt. By opening up insight into the how undergraduate students understand and make sense of EBMgt as ways of doing and being, we contribute to the theoretical literature on EBMgt and to the practice of EBMgt teaching and learning and offer new paths for future research.
    Original languageEnglish
    Pages (from-to)453-473
    JournalAcademy of Management Learning & Education
    Volume17
    Issue number4
    Early online date10 Jan 2018
    DOIs
    Publication statusPublished - 17 Dec 2018

    Keywords

    • Evidence-based management
    • Evidence-based practice
    • Student learning
    • Undergraduate teaching
    • Qualitative research

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