In Search of Evidence

Chapter 7
managers have insufficient skills to swiftly read, appraise, and apply findings from
research. This possible inference is supported by our finding that lack of
understanding and the unreadability of scientific research are perceived as the
second biggest barrier to the uptake of evidence-based management. This barrier
implicates that the role of educational institutions in terms of teaching
management students how to read, critically appraise, and interpret research
findings is an important factor for the utilization of research findings. Hence
educational institutions should focus on improving evidence-based management
skills that are needed to find, read, evaluate, and apply scientific evidence in the
decision-making process. Respecting the professional experience of teachers in
fields where evidence-based practice is well established, these skills should be
taught preferably within the organizational context: bringing scientific evidence to
the work floor (Barends & Briner, 2014)
However, both lack of time and lack of understanding are barriers that need to
be addressed not only at practitioner level but, first and foremost, at supplier level
(i.e. scholars). From the start of the evidence-based-practice movement in 1992, it
was clear that practitioners have neither the time nor the skills to search for, read,
and critically appraise scientific evidence. For this reason, in disciplines where
evidence-based practice is well established, pre-appraised evidence in the form of
systematic reviews, rapid evidence assessments, or other types of evidence
summaries written in plain English are provided by global communities such as the
Cochrane and Campbell collaborative, and by organizations such as the EPPI
Centre. These summaries enable practitioners to quickly consult the best available
scientific evidence on issues of concern, check the research literature for new
findings, and, update their professional knowledge, as new demands arise.
Unfortunately, in management, high-quality evidence summaries are (still) not
widely available, and, as a result, neither the management academic nor the
management practitioner can claim to be well informed (D.M. Rousseau, Manning,
& Denyer, 2008). Moreover, it seems that even today most management academics
remain uncertain as to the purpose of evidence summaries and appear to be
unconvinced about their practical or academic value (Briner & Walshe, 2014). This
unfortunate situation is partly due to the fact that the education of future
academics focuses solely on techniques required to conduct primary research and
to present this work to other academics. This approach ignores the essential skills
needed to critically appraise and summarize the best available evidence on a topic
relevant for practice and to communicate this information in ways that are
comprehensible to lay audiences. Hence, when it comes to breaking down the