Evidence-Based Policymaking: Promise, Challenges and Opportunities for Accounting and Financial Markets Research

In 2011/2012 Cardiff Metropolitan University instigated a Student-Led Teaching Fellowship Scheme, which unlike other similar schemes sought to develop joint ownership between the University’s Learning and Teaching Development Unit (LTDU) and the Students’ Union (Cardiffmet SU), providing the opportunity for closer partnership working. Through establishing categories and criteria and developing an evidence-based nomination system the Fellowships have provided the opportunity to develop a shared understanding of both institutional drivers and pedagogic practice and have enabled a larger platform for the dissemination of best practice to both staff and students. In capturing the student voice it has been possible to recognise and evidence what students value and use this in a variety of ways to promote best practice. This case study seeks to demonstrate how the Student-led Teaching Fellowships have and can be used to instigate change within the institution together with identifying remaining challenges and opportunities for future development.

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Challenges and Opportunities

Organizational Change for the Human Services ◽

10.1093/oso/9780197549995.003.0002 ◽

2021 ◽

pp. 17-33

Author(s):

Thomas Packard

Keyword(s):

Organizational Change ◽

Human Service ◽

Service Organizations ◽

Board Members ◽

Evidence Based ◽

Racial Justice ◽

Technical Aspects ◽

Organizational Goals ◽

Staff Members ◽

Challenges And Opportunities

Human service organizations are faced with environments of volatility, uncertainty, complexity, and ambiguity. The COVID-19 pandemic, other healthcare challenges, expectations for evidence-based practice usage, and racial justice are vivid examples. Clients and communities deserve effective services delivered by competent, compassionate, and committed staff members. Taxpayers, donors, philanthropists, policymakers, and board members deserve to have their contributions used to deliver programs that are effective and efficient. All these forces create demands and opportunities for organizational change. Planned organizational change can happen at the level of a program, a division, or an entire organization. Administrators and other staff will need complementary skills in leading and managing organizational change. Staff deserve opportunities to have their unique competencies used to achieve organizational goals. Organizational change involves leading and mobilizing staff to address problems, needs, or opportunities facing the organization by using change processes that involve both human and technical aspects of the organization.

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Advancing Evidence-Based Practice Through Program Evaluation

10.1093/med-psych/9780190609108.001.0001 ◽

2018 ◽

Cited By ~ 3

Author(s):

Julie Q. Morrison ◽

Anna L. Harms

Keyword(s):

Program Evaluation ◽

School Improvement ◽

Change Agents ◽

Evidence Based ◽

School Based ◽

Tier System ◽

Challenges And Opportunities ◽

Education Today ◽

Evaluation Of Evidence ◽

Evaluation Approaches

The demand for results-driven accountability is pervasive in all aspects of education today. The shift in emphasis from compliance to accountability for closing achievement gaps and improving student outcomes creates challenges and opportunities for school-based professionals. School-based professionals have a significant role to play in supporting school improvement efforts and improving outcomes for students in their role as program evaluators. Despite the need for advanced knowledge and skills in program evaluation, resources dedicated to developing the competencies of school-based professionals in evaluation approaches, methods, and tools are scarce. This book addresses this need by serving as a practical resource for school-based professionals seeking to use program evaluation to enhance data-based decision making and accountability as informed by implementation research and within the context of a multi-tier system of supports framework. Throughout this book, school-based professionals are positioned as change agents guiding their school or school districts in the adoption, implementation, and evaluation of evidence-based interventions and systems of support to meet students’ academic and behavioral needs.

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Erratum to Promoting evidence-based maternity care in middle-income countries: challenges and opportunities

Midwifery ◽

10.1016/j.midw.2007.09.003 ◽

2009 ◽

Vol 25 (5) ◽

pp. e1

Author(s):

Maria Helena Bastos

Keyword(s):

Maternity Care ◽

Evidence Based ◽

Middle Income ◽

Middle Income Countries ◽

Challenges And Opportunities

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Teaching Evidence-Based Practice Using Cases in Social Work Education

Families in Society The Journal of Contemporary Social Services ◽

10.1177/1044389418785331 ◽

2018 ◽

Vol 99 (3) ◽

pp. 269-282 ◽

Cited By ~ 2

Author(s):

James Drisko ◽

Melissa D. Grady

Keyword(s):

Social Work ◽

Clinical Case ◽

Evidence Based Practice ◽

Treatment Plan ◽

Evidence Based ◽

Field Instructors ◽

Research Results ◽

Case Examples ◽

Challenges And Opportunities ◽

Work Education

This article details an approach to teaching the evidence-based practice (EBP) process using clinical case examples. This approach can also be used by classrooms educators, field instructors, supervisors in agencies, and agency leaders to enhance use of the EBP process in practice. We present an overview of EBP and the two main approaches to teaching it in social work. Next, we share a clinical case and classroom-based examples to teach the steps of doing EBP in practice. Feedback from students regarding their experiences of learning EBP is also detailed. In addition, we discuss challenges and opportunities this process offers students and instructors, supervisors, and administrators. The use of cases reveals the complexity of client needs, the merits and limitations of available research results, the complexity of evaluating research results, and the challenges of collaboratively developing a treatment plan.

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