This module considers what it means for professionals who serve society (e.g. public officials, non-governmental organisations etc) to be evidence-informed, what the value is for citizens, and the practicalities of such an approach. In exploring the role of evidence, identifying and addressing complex social problems and issues, it will introduce participants to debates about the nature of evidence, and invite critical reflection on the theoretical, conceptual and practical tools for developing evidence-informed strategies for change.

Part 1 - The meaning of evidence (introducing the key concepts) Duration 4 weeks - Introduction: 'Evidence informed policy - what does this mean? - Key epistemological and theoretical ideas - Historical development of evidence as a concept and practice - Introduction to quantitative and qualitative evidence (strengths and weaknesses) - Understandings of evidence across different disciplines - Sources of evidence [strengths and weaknesses] - The discourse of evidence {e.g. search for proof versus creeping enlightenment) - The place of values and ideology in approaches to evidence - Paradigms of knowledge building [trial and error processes, contribution versus impact, improving versus proving,] - Evidence and the realpolitik of public administration Part 2 - Evidence in practice (what it means to be evidence-informed) Duration 4 weeks - How does successful use of evidence improve outcomes for citizens? - The role of administrative routine data (databases) in supporting evidence - The 'purveyors' of evidence and influence in different policy spheres - The role and place of evaluation - Identifying programme impact: Randomised Control Trials, other experimental and Quasi-experimental methods - Identifying programme 'contribution' to better outcomes, realist approaches to evaluation - Engineering concept of evidence informed design - The emergence of implementation science - Dealing with real world evidence inadequacy and making informed judgments Part 3 - Evidence informed practice (dealing with real world problems) Duration 4 weeks Participants will be divided into smaller teams and will follow a case study through the four weeks. Route 1 participants will be presented with real 'brownfield' problems and will tasked with (a) the challenge of conceptualising realistic improvement, (b) designing a programme outline, (c) an implementation strategy and (d) evaluation framework. Route 2 participants will follow the same process while working on issues in their own setting. The sessions will be punctuated with short inputs by external expert speakers who have been involved in evidence informed change. Importantly these inputs will be honest accounts of the craft of bringing about change, leadership qualities, incremental gains and pitfalls.

On successful completion of this module, students will be able to: - Demonstrate understanding of key theoretical debates and concepts relating to the nature and uses of evidence in social policy - Use appropriate concepts and theoretical frameworks to critically interpret social problems and consider potential solutions - Make informed judgements about the practical application of evidence in day to day public administration and other settings - Articulate the qualities and competencies required to be 'evidence informed' in the task of public administration - Explain how they could employ an evidence-informed approach in their own organisation, or in the work setting more generally.

On successful completion of this module, students will be able to: 1 Display an understanding of the real-life challenges of incorporating evidence into policy, programme and practice arenas 2 Acknowledge the impact of evidence informed planning on stakeholders in the implementation process 3 Make better judgments in interpreting evidence, dealing with experts and commissioning services

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Lectures will provide theoretical inputs and a range of resources and materials, including case studies, to stimulate group discussion and encourage critical reflection and debate. Participants will be encouraged to draw from their own experience and that of others. Support for self-study will be provided through access to the learning facilities in the School's library and computer labs. Systematic use will be made of journals and websites for up to date discussions of issues. A comprehensive course reader will be provided ensuring access to an extensive range of training materials and resources.