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The purpose of this paper is to argue that the adaptation of the principled negotiation approach within organizations demonstrates similarities with the adaptation of evidence-based management and is the result of cognitive biases and cultural values instead of specific and conscious choices within the adopted negotiation style.

The adaptation of principled negotiation and evidence-based management are considered as a lack of willingness to be innovative at the organizational level, and when these ideas are introduced will meet resistance.

The analysis of the principled negotiation approach as an approach which – similar to evidence-based management – is vulnerable to cognitive biases and cultural values offers a solution on how to effectively adapt this approach within organizations.

Implications for research include a research design to test the assumptions of this paper to consider principled negotiations and evidence-based management approaches as innovative approaches.

Organizations and decision makers within organizations can benefit from the analysis in this paper.

Companies and parties in a negotiation phase can benefit from the analysis by paying attention to the cognitive biases and cultural values of the other parties rather than paying attention to the first offer and the choices made in the negotiation.

This is the first paper to analyze principled negotiations from an evidence-based management perspective.

The purpose of this paper is to provide a critical perspective on the international evidence on promoting young people’s social and emotional well-being in schools. The challenges of integrating evidence-based interventions within schools are discussed and the need for innovative approaches to research and practice are considered in order to support more sustainable approaches that can be embedded into the everyday practice of school systems.

A common elements approach to intervention development and implementation is explored. A case study is presented on piloting this approach with post-primary students, based on consultations with students and teachers concerning their needs in supporting youth social and emotional well-being.

The integration and sustainability of evidence-based social and emotional skills programmes within the context of whole school systems is far from clearly established. Research on the use of a common elements approach to evidence-based treatment and youth prevention programmes is presented and the application of this method to the development and implementation of social and emotional learning interventions is considered. Preliminary case study findings are presented exploring this approach in school-based intervention development for post-primary school students.

The potential of adopting a common elements approach is considered; however, more rigorous research is needed to identify the most potent strategies for social and emotional skills development.

Identifying a common set of evidence-based strategies for enhancing adolescents’ social and emotional skills could lead to innovative approaches to intervention delivery that would extend the impact and reach of evidence-based practice across diverse educational systems and school settings.

Over the past 30 years, researchers have documented effective, theory‐based programmes and practices that improve the health and well‐being of children. In order to produce measurable improvements in public health, such practices must be institutionalised; however, there are a number of barriers to translating what we know from science to what we do in practice. In the present article, we discuss a number of those barriers, including: cultural differences between those who espouse a public health, prevention science approach versus those who espouse a strengths‐building, health promotion approach; practical difficulties in documenting the evidence base for existing or newly developed programmes and practices; and inflexibility of standardised programmes and resulting insensitivity to local contexts. We discuss common ground between prevention and promotion perspectives and highlight emerging methods that facilitate the adoption of science‐based practice into community‐based services.

This chapter examines evidence-based practice in the Australian education system, with particular reference to special education. Initially a brief overview of the Australian education system will be provided, followed by consideration of the incorporation of the concept of evidence-based practice into Australian educational policy at both national and state level. Subsequently, Australian teacher registration and teacher education program accreditation standards will be examined with regard to the adoption of evidence-based practice. We then describe the use of evidence-based practices in teacher education programs, particularly in the area of classroom and behavior management and in special education/inclusion subjects. We will overview several research studies to illustrate the degree of penetration of the concept of evidence-based practice into educational systems and teaching practice. Although we found little evidence of a commitment to evidence-based practice in Australian education systems beyond rhetoric, we are cautiously optimistic that increasing emphasis will be given to the use of empirical evidence in the future.

Several governments in Canada have made commitments to adopting evidence-based policy development. Several obstacles to the adoption of this approach have been identified in the policy literature. However, this literature has lacked an economic perspective. This is unfortunate, since economics has produced the most fully developed normative theory of government policy in the social sciences and humanities. The main elements of this theory are the theory of market failure and the theory of non-market failure, and the integration of those two elements in what Charles Wolf called implementation analysis. The Austrian economics tradition also offers the implications of what is often called Hayek’s knowledge problem and the lessons learned from the economic calculation debate as contributions to the understanding of the challenges facing the application of evidence-based policy. The authors propose adding four economic elements to the current model of evidence-based policy development: (1) providing sufficient and convincing evidence that a market failure has occurred; (2) providing sufficient and convincing evidence that a non-market failure is unlikely to occur or if it does occur the damages from the non-market failure will be less serious than the harm resulting from the market failure; (3) an appreciation of the distributed and conflicted character of social knowledge; and (4) the technical challenges involved in constructing a social preference order. The authors illustrate the application of the economic approach to evidence-based policy with an example from rural land use policy in Ontario.

A translation framework and associated processes and activities for bridging the research-to-practice gap in early childhood intervention are described. Translational processes and activities include methods and procedures for identifying evidence-based practices, translating findings from research evidence into early childhood intervention procedures, and promoting practitioners’ and parents’ routine use of the practices. The framework includes four interrelated processes and activities. Type 1 translation uses research findings to develop evidence-based practices. Type 2 translation involves the use of evidence-based professional development (implementation) practices to promote practitioners’ and parents’ use of evidence-based early childhood intervention practices. Type 3 translation includes activities to evaluate whether the use of evidence-based practices as part of routine early intervention have expected benefits and outcomes. Type 4 translation includes activities for the dissemination, diffusion, and promotion of broad-based adoption and use of evidence-based practices. Examples of each type of translation are described as are implications for practice.

The purpose of this paper, using an evidence‐based management theoretical lens, is to examine research impact to provide guidance to supply chain management academics in evidencing and exploiting the outputs, outcomes and impact of their research.

Evidence‐based management theory is examined and applied to types of academic research impact. The distinction between academic and non‐academic impact is developed into a supply chain framework of research outputs, transfer, outcomes, impact and national/international benefits. Impact of supply chain management research is explored through a case study in the English National Health Service. Future opportunities and challenges for supply chain management researchers arising from increasing demand for and supply of evidence are discussed.

Author academic impact and citations are found to be increasingly important building blocks of evidence‐based evaluations of individual academics, journals, research quality assessments of groups and universities, and global rankings of universities. Supply chain management researchers can compare their impact with other areas of academia. Non‐academic impact of research has been assessed by funders of research projects and has spread to research quality assessments of universities.

Bibliometrics provide evidence of author and journal impact that can be used in human resource decisions, research quality assessments and global rankings of universities; this availability enables a debate on appropriate use of academic impact evidence. Supply chain management academics evidencing non‐academic research impact on business, society and economy will enable governments and funders of research to evaluate value for money return on their investment.

This perspective of evidence‐based evaluation of research impact and its implications might encourage debate on academic and non‐academic impact and encourage supply chain researchers to consider evidencing impact in their research design and methodology.

The purpose of this paper is to argue that police research has reached a level of acceptance such that executive management has an ethical obligation to their communities to use evidence-based practices.

Using an Evidence-Based Medicine (EBM) framework the authors apply an ethical-based decision-making model to policing decisions. EBM does not allow physicians to ignore research when giving guidance to patients. The authors compare the two professional approaches to decision making and argue policing has reached a level of research that if ignored, just like medicine, should be considered unethical. Police interventions can potentially be harmful. Rather than do no harm, the authors argue that police managers should implement practices that are the least harmful based on the current research.

The authors found policing has a substantial amount of research showing what works, what does not, and what looks promising to allow police executives to make decisions based on evidence rather than tradition, culture, or best practice. There is a deep enough fund of knowledge to enable law enforcement leadership to evaluate policies on how well the policies and procedures they enforce prevent crime with a minimum of harm to the communities they are sworn to protect and serve.

Policing has yet to view community interventions as potentially harmful. Realigning police ethics from a lying, cheating, stealing, lens to a “doing the least harm” lens can alter the practitioner’s view of why evidence-based policing is important. Viewing executive decision from an evidence-based ethical platform is the future of evaluating police executive decisions.

This article examines what has been learnt about practice‐academic partnership from two Research in Practice projects aimed at supporting the development of evidence‐based practice in social care. Tangible support from organisations is needed to support both the partnership approach and the development of evidence‐based practice.

This paper explores the various challenges associated with policing cybercrime, arguing that a failure to improve law enforcement responses to cybercrime may negatively impact their institutional legitimacy as reliable first responders. Further, the paper makes preliminary links between cybercrime and the paradigm of evidence-based policing (EBP), providing suggestions on how the paradigm can assist, develop, and improve a myriad of factors associated with policing cybercrime.

Three examples of prominent cybercrime incidents will be explored under the lens of institutional theory: the cyberextortion of Amanda Todd; the hacking of Ashley Madison; and the 2013 Target data breach.

EBP approaches to cybercrime can improve the effectiveness of existing and future approaches to cybercrime training, recruitment, as well as officers' preparedness and awareness of cybercrime.

Future research will benefit from determining what types of training work at the local, state/provincial, and federal level, as well as evaluating both current and new cybercrime policing programs and strategies.

EBP approaches to cybercrime have the potential to improve police responses to cybercrime calls for service, save police resources, improve police–public relations during calls for service, and improve police legitimacy.

This paper links cybercrime policing to the paradigm of EBP, highlighting the need for evaluating and implementing effective evidence-based approaches to policing cybercrime.