| Summary: | This paper advances the literature on evidence-based management (EBMgt) by exploring how students understand it. We conduct a qualitative inductive study of undergraduate students who were introduced to EBMgt and applied evidence-based processes as part of an introductory management course. Our findings identify four qualitatively different student understandings of EBMgt: (1) EBMgt as an unrealistic way of doing management; (2) EBMgt as a way of doing management in particular situations; (3) EBMgt as a generally useful way of doing management; and (4) EBMgt as an ideal way of being a manager. We find that variations in student understanding are based upon perceptions of the utility of evidence-based processes, the stance taken toward scientific evidence as a form of knowledge, and the focus of reflection about the practice of EBMgt. By opening up insight into how undergraduate students understand and make sense of EBMgt as ways of doing and being, we contribute to the theoretical literature on EBMgt, to the practice of EBMgt teaching and learning, and offer new paths for future research. © 2018 George Washington University. All rights reserved.
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