Public policy development and decision-making processes are notoriously complex due to the  many actors and factors involved. Despite growing understanding of research-policy-practice interfaces, the importance of information can be misunderstood or overlooked even though information is central to every decision. The persistent information deficit model – simply disseminating information to people – is known to be inadequate. As information and marine science researchers we study public policy and practice decision processes and have learned that many people find it difficult to select, assess, and use credible evidence in decisions. As educators, we believe we have a responsibility to equip students entering professional careers with the knowledge and skills to consider evidence critically, to understand the roles of various actors who could and should be included in decision processes, and how to arrive at solutions to societal problems effectively. Accordingly, for over a decade we have offered a graduate course, Information in Public Policy and Decision Making, in the Dalhousie University Master of Information program. Unique among the Canadian Information Studies programs, this course is designed to introduce students to the many facets of evidence-based (or evidence-informed) policy and decision-making with the expectation that as the next generation professionals they will understand when and how to facilitate policy development at organizational and local, national, and international levels. While broad in scope, particular attention is given to the importance of social science perspectives, which tend to be underemphasized in studies of science-policy interfaces.

In addition to Master of Information students, Master’s students in Digital Innovation, Engineering, Environmental Studies and Management, Health Administration, Law, Marine Management, and Interdisciplinary PhD students have regularly registered in this course. In the words of a 2025 student, this multidisciplinary mix provides “a rich and diverse learning environment” for  discovering that comprehensive public decision-making invariably entails multiple views about evidence contributed by many stakeholders. Beginning with an overview of governance structures, primarily in Westminster systems, the students consider literature from numerous fields to appreciate the wide ranging theoretical and applied interests in the subject.

Evidence-informed decision making gained prominence in the 1990s and is the focus of a substantial body of literature. The topics include characteristics of research-policy (practice) interfaces, information pathways, what constitutes evidence, whose voice matters, enablers and challenges in communicating information, and methods of measuring and improving use of evidence in decision-making. While discussing these subjects, the instructors and students keep an eye on relevant news reports, which means the course themes are seen unfolding in “real time.” To complement these discussions, local, national, and international experts are invited to engage with the students. The opportunity for students to hear from environmental, information, and public policy researchers, government department managers, senior staff of not-for-profit and non-governmental organizations, experienced journalists, and politicians (municipal, provincial, and national) enriches the students’ understanding of the roles information fill as it is deployed and encounters factors affecting decision processes. Whether these processes occur at local community planning levels or in national and international policy development, evidence is always considered within overriding cultural, economic, political, and social circumstances. Thus, the students often mention that grounding their learning in the real-world experiences of the invited speakers helps them to “put a face to a theory.”

Since the format and channels through which information is communicated can significantly influence whether (which) evidence is used in policy decisions, the students build their communication capabilities through a variety of assignments. They analyze policy documents to determine whether, how, and where evidence was used, they prepare briefing notes commonly used in many decision-making settings, write letters for public-facing media outlets, turn seminars into blog posts, and write substantive papers to consolidate their learning. Careful thinking about audiences and appropriate methods to convey information for application in decision processes is required in each assignment.

Current students state they quickly apply the “practical frameworks and critical thinking skills” about public consultations and engagement of stakeholders in policy- and decision-making. They note their greater understanding about information produced for decision-making processes and public policy development. They emphasize their increased appreciation of how evidence is selected, trusted, interpreted, and applied (or not) in decisions. Former students state that the course has been “very, very useful” in their career (2013 graduate). Since selecting different sources of relevant information is highlighted, graduates report the course has helped them to “strategize how do this effectively,” through understanding which sources could be used in “different scenarios to reduce the number of steps required to make a change,” and “when to make long arguments …[or] brief arguments, identifying the core required” to reach effective decisions.

It may seem obvious that information does matter in decisions. However, equally important is understanding how information is created, who created it, how it is packaged, framed, and disseminated, what enables and/or impedes its distribution, whether the information is perceived as credible, salient, and legitimate, whether recipients have the capacity to understand the information, whether recipients trust information and its source, and whether the timing and context are right for incorporating the information into decisions. Because none of these questions is trivial, they have prompted a growing volume of research. Even though much about research-policy-practice-interfaces is not fully understood, it is important to furnish emerging professionals with existing knowledge and skills to enable them to be effective in their careers. The issues facing communities, countries, and the world today require well-informed decision makers. This course provides a unique contribution to the educational landscape.