Including evidence-based practice in the academic curriculum: the MSc Humanitarian Action Case Pat Gibbons University College Dublin 9 th November 2011

Introduction ‘If Rip Van Winkle had been a physician, a farmer, or an engineer, he would be unemployable if he awoke today. If he had been a teacher in the 19th century, he would probably be a good teacher today’ – Adopted from Slavin (2002) What constitutes ‘evidence-based’ Evidence-based practice: the academic/ scientific – practice nexus Evidence based practice in humanitarian action education The NOHA Masters Model

Evidence-based What constitutes evidence?- Complex and contentious decision-making based of rigorous and systematic research to obtain valid knowledge Evidence has always been critical to the Sciences – assoc. with positivism Tendency to overlook the complexities and employ a positivist approach. Reminder: Scientific evidence does not provide proof it merely confirms our commitment to theoretical/ conceptual constructs provided by a paradigm that has already defined what counts as evidence Ontology + Epistemology + methods = Research Methodology Limitations of positivism increasingly recognised among all disciplines

Evidenced-based contd. Even those disciplines that long advocated positivist, quantitative research question its appropriates on the basis of its: – adequacy to investigate complex social phenomena; – Its cost effectiveness; – Limitations in actively engaging with clients/ beneficaries/ respondents; – Requirement to develop concepts rather than test concepts. The limits of positivism does/ should not effect the need for evidence- based approaches The requirement is for personnel with a greater toolbox of research approaches and methods

Evidence-Based Practice The academic/ scientific – practice nexus Rich tradition in some disciplines How much value is given to academia/ science over practice Academic/ scientific imperialism – especially in curriculum management Practitioner clients/recipients/ followers – rather than partners Is there a model(s) that warrants replication?

Evidence based practice in humanitarian action education New and growing area of study Varied rationale for this humanitarian growth Humanitarianism not Discipline per se but is governed by distinct Principles Combines range of academic disciplines and broad range of practitioners Humanitarian contexts are complex and varied Evidence based research is not new to humanitarian practitioners Challenges to pool our resources towards a common goal

NOHA Masters ‘all interventions should be guided by sound information’ Governed and managed by a broad humanitarian stakeholder mix Practitioners participate in design, delivery and management of the programme The systematic collection of information cross-cuts the entire programme at different levels: – Thematic modules (50 ECTS) ; – Research module (10 ECTS); and – Thesis/ internship component (30 ECTS).

NOHA Masters condt. Much can be done to enhance the humanitarian education globally and nationally, including: – Improved partnership, collaborations and information sharing between academic institution; – Stronger partnership (especially in research) with humanitarian stakeholders; and – Researching out to a global constituency As stakeholders - students are also part of the process – their felt needs with other perceived needs shape the programme direction I am interested to hear the outcomes of the group session In bringing you back to the aforementioned toolbox – ‘remember to a person with only a hammer everything looks like a nail’