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Evidence-informed practice (EIP), broadly conceived as a data and research-based approach to enhance practice, has recently come to the fore of the Irish education system. With changes to the structure and duration of professional education over the last decade, most notably Initial Teacher Education (ITE) programs, coupled with the implementation of a school leadership framework upon which a mandatory data-informed school improvement process of school self-evaluation (SSE) is based, multiple reforms connected to EIP have been introduced. Furthermore, in terms of compulsory education, assessment practices at the lower secondary level have also been significantly reformed. EIP has now become a core element of almost all educational reform initiatives in Ireland. This is a remarkable achievement given that prior to the Education Act (Government of Ireland, 1998) the conception that data and research-informed decision-making should form a core component part of school life was rarely conceived if at all in the policy discourse of educational reform. We draw on the Malin et al. (2020) interpretation of Hoods (1998) social cohesion/regulation matrix to describe and classify the Irish system. The chapter concludes with a discussion of key lessons for policy and practice based on Ireland's experience over the course of the last decade.

South Africa is a developing country with an education system that remains in crisis, despite three decades of democracy. The vestiges of South Africa's oppressive past continues to plague a system where repeated efforts at top-down transformation and curriculum renewal have failed to create the change required (Roodt, 2018). Extensive country-wide research attests to persistent inequalities linked to poverty, unemployment, and poor educational outcomes, effectively trapping disadvantaged communities in downward spirals (World Bank, 2018). As in most other countries, evidence-informed practice (EIP) has been widely discussed and advocated for in South Africa, with the matric (school leavers') results resurging the conversation annually. Unfortunately, as is the case in many developing countries, it is well documented that the actual implementation of EIP is not as widespread as desired.

This chapter reviews and analyzes the use of EIP in South Africa through an exploration of the various spaces where EIP is reported to occur within the broader education landscape. Examples of teacher and school level EIP innovations, led by a wide variety of actors within the system, are evident – this despite the pervasive lack of resources, support, and effective leadership within the formal education system. Through reflecting on these ‘pockets of hope,’ which were found to exist not only within, but also outside and alongside the system, we hope to gather insights and initiate debate on how the uptake of EIP might be better informed and facilitated within the broader South African public education system.

The United Nations Industrial Development Organisation (UNIDO) proposed the development of eco-industrial parks (EIP) related to the 9th, 12th, and 13th of the sustainable development goals (SDGs) for ensuring green industrial practice to deal with climate change. The first approach to EIP is choosing a suitable site, however, it is not a simple task, because it involves spatial factors and is always impaired by uncertainties that require more than one decision module. There is a fewer study in objectively assessing the criteria for the selection of suitable sites for EIP development to contribute to the SDG initiative. This study provides an integrated process for assessing a consistent weight of criteria for EIP site selection. Nine steps were used in the fuzzy-analytical hierarchy process namely criterion identification, hierarchical structure construction, triangular fuzzy number matrix, geometric ratio, fuzzy relative weight, defuzzification, normalisation, sensitivity analysis (SA) and weight ranking. When tested using spatial and non-spatial criteria for EIP site selection, results show transportation infrastructure (13%), raw materials (12%), water bodies (12%), climate (10%), labour (9%), land use (9%), markets (9%), governmental policies (8%), existing industries (7%), urban settlement (6%), and restricted areas (5%). The SA verified that any evaluation error of 2% or 5% on the criteria weight is insignificant, but for 10% error, results can be distorted. The study has developed a consistent, simple approach integrating hierarchical and uncertainty modules for choosing EIP locations, and it is proposed as a guide for selecting suitable greenfield or brownfield EIP sites for sustainable industrial practices.

The current study aims to investigate the temporal mechanisms in HRM systems by focusing on how HRM systems evolve over time and how such changes affect organizational innovation.

This paper draws on organizational entrainment theory to examine how pace of change in employee involvement programs (EIPs) influences innovation via data from an eight-year longitudinal survey collected by Statistics Canada. The final sample includes 15,679 workplace–year observations.

This research shows that the effects of HRM programs on performance are more than just the mean effect – the pace of change by which changes are implemented in HRM programs matters in the long run. The optimal level of change pace occurs when the EIPs are changing at a pace that entrains (or synchronizes) with organizational rhythm of strategic changes. Results suggest that change pace in EIPs has an inverted-U-shaped relationship with both pace and quality of innovation. The curvilinear effect is more pronounced for organizations with relatively lower mean level of EIPs.

First, this study captures only key measures of the EIPs and may not be generalizable to other dimensions of the HR systems. Second, the results of this paper should be interpreted at the HR program level or bundles of HR practices – the findings may not be generalizable to lower levels of analysis. Third, as a result of annual measurement, this study cannot capture short-lived minor dynamic HR misfits where workplaces quickly adjust to regain alignment. Fourth, to attain meaningful and consistent measures of strategic HR change, this study only includes surviving workplaces with at least five years of observations.

This paper provides insights to managers and business leaders on how to implement strategic changes in HRM systems effectively to attain sustained innovation outcomes in the long run. To achieve an optimal level of innovation, organizations need to consider not only what and how many EIPs should be used but also how to strategically change EIPs to meet dynamic internal and external changes.

The current research introduces organizational entrainment theory to explain and empirically test the conflicting predictions of the universalist and contingency perspectives on the effects of strategic changes in HRM.

The purpose of this research is to examine one agency's experience with their early intervention program (EIP), exploring the specifics of the program as well as the characteristics of the officers who were identified by their EIP criteria.

Using data from calendar year 2000 that were provided from the Internal Affairs Bureau of a large Southern police department, the characteristics of EIP and non‐EIP flagged officers, the classifying criteria examined, and the issue of productivity and opportunity investigated as they related to the classification criteria.

EIP officers were more likely to be younger, male, and have fewer years of experience. Additionally, these officers made more arrests, filed more use of force reports, and used higher levels of force. All qualifications were based on the use of force. The findings highlighted the importance of considering the productivity of an officer along with the EIP criteria: opportunity (defined as the number of use of force reports filed) and the use of high force were inversely related. Among officers with the highest proportion of high force usage, none was classified as an EIP officer.

Findings are based on a single year from a single agency. No controls were able to be made for geographic assignment, potentially an important consideration.

A very useful source of information for agencies wishing to adopt or modify an EIP program.

As one of the first empirical analyses of EIPs, the research presented here sparks a debate on a number of issues, including the definition of “opportunity” and how agencies can improve their EIP systems.

This study investigates whether listed firms using equity incentive plans (EIPs) adopt more conservative accounting in China's unique corporate setting.

Based on a sample of 2,243 listed firms and 9,950 firm-year observations for the period of 2008–2017, this study employs piecewise cross-sectional regression models with year and industry fixed effects to examine the associations proposed in the research hypotheses.

This study finds a positive relationship between the adoption of EIPs and accounting conservatism in listed Chinese firms. Further analyses reveal that this positive relationship is more pronounced when listed Chinese firms use restricted stock units (RSUs), instead of stock options, in their EIPs.

Unlike many early studies, this paper empirically investigates the impacts of two different types of equity incentives – stock options and RSUs – and thus contributes to accounting and corporate governance literature by providing a better understanding of the impacts of different types of equity incentives on financial reporting quality. However, this study does not consider other alternative equity incentive measurements because of the limited data regarding Chinese firm's executive compensation.

This study offers investors and policymakers in China some insight into how accounting conservatism in listed firms might be shaped by equity incentives used in their managerial compensation schemes.

This study is one of the few that examines the effects of using equity incentives in a large emerging market. It offers support for the view that the recent introduction of policies on EIPs by the Chinese government has an overall positive impact on listed firm's financial reporting quality, as reflected by greater degrees of accounting conservatism.

Whilst beneficial, the use of evidence to improve teaching and learning in schools is proving difficult to achieve in practice. The purpose of this paper is to shed new light on this issue by examining the applicability of a model of rational behaviour as relates to the notion of evidence-informed practice (EIP). Specifically, exploring the question: “if EIP is rational behavior, why are not all teachers engaged in it?”, the authors examine whether the beliefs and perspectives of teachers in relation to EIP, align with their evidence-use behaviours. The authors then assess what factors prevent teachers/schools from engaging in EIP.

To examine beliefs, instances of, and barriers to evidence use, the authors employ a Gradient Boosted Tree predictive model to analyse data from a survey of 696 practitioners in 79 schools.

The findings suggest that, should they wish to increase EIP within their schools, school leaders need to: first, promote the vision for evidence-use (i.e. actively encourage its use); second, illustrate how research and evidence can be effectively employed to enhance aspects of teaching and learning; and third, establish effective learning environments, in which learning conversations around the use of evidence, can flourish.

Using a new, innovative model of rationality, the authors conclude that despite the focus on EIP in many school systems world-wide, evidence use will never be meaningfully realized unless school leaders prioritize EIP as a school commitment. Simultaneously, given the high-stakes accountability environments facing many school systems it is unlikely that prioritization of EIP will occur until EIP forms part of any education system’s accountability regime.

To investigate the relationship between organizational characteristics and enterprise information portal (EIP) adoption, and the relationship between EIP implementation and e‐business performance.

This study uses questionnaire survey method to collect data for statistical analysis.

The result of analysis shows that: between organizations that have and those that have not adopted EIP, significant differences exist in the maturity and familiarity of information technologies, and firm size; the implementation of EIP in terms of application degree, implementation type, integration ability, and users of EIP, will significantly influence e‐business performance; the relationship between the application degree of EIP and e‐business performance will be enhanced by higher e‐business implementation; the relationship between the implementation type of EIP and e‐business performance will be intervened by higher e‐business implementation.

Corporations may create great business value by establishing EIP project.

This paper provides a model to understand the relationship between EIP implementation and e‐business performance and helps corporations evaluate EIP project.

The global challenges and growing diversity in schools require an educational system that is responsive and agile, putting evidence-informed practice (EIP) at the center of the policy and research agenda. The rationale behind this is obvious: using data and research evidence should lead to better-informed policy, higher quality decisions, more effective practices, and, in turn, improved and fairer outcomes. Because EIP in schools is likely to be influenced by the educational system in which they are embedded, in this chapter I discuss the (non) use of EIP in the educational system of Flanders. The Flemish educational system can be defined as “the individualist way,” characterized by individual approaches within loosely coupled, competing systems that protect their own norms and beliefs. This chapter discusses how this can influence policymaking and the implementation of EIP. Drawing on institutional theory, I also investigate the impact of drivers and obstacles at the school and individual level. At the school level, evidence seems to be used mainly ad hoc rather than strategically and policy is largely driven by short-term solution-focused actions based on experience and quickly available data. At the individual level teachers strongly rely on their expertise and feel less competent and motivated in using data or research. Key lessons for policy and practice are discussed at the end of this chapter.

The purpose of this paper is to gather the perspectives of individuals accessing an early intervention in psychosis service (EIPS), in order to inform service development.

Individual interviews (n=9) and one focus group (n=7) were conducted. Discussions focused on open questions pertaining to service users’ (SU’s) experiences of accessing the EIPS. The results were analysed using inductive thematic analysis.

Inductive thematic analysis was used and three main themes were generated: consistency and communication, facilitating therapeutic relationships between EIPS staff and SU’s; pushing boundaries, relating to the importance of services taking a graded approach to developing therapeutic relationships and (re)engaging in activities; and normalising and validating experiences of psychosis. Participants emphasised the importance of relationships with EIPS staff and fellow SUs and highlighted how SUs can feel fearful and vulnerable when staff are not accessible or they view their care as inconsistent. Participants further emphasised the need for practitioners to balance an approach that de-stigmatises psychotic experiences whilst validating distress.

Consistency of support from EIPSs can be as important as flexibility. Clinicians should carefully consider the balance between validating and normalising distressing experiences associated with psychosis. Offering social activities with other SUs can facilitate therapeutic relationships and recovery but the results suggest that this should be facilitated in a graded way.

The paper addresses current need in the literature to understand the experiences of people using services in order to improve the quality of the services provided.