This paper examines the role of incentives in encouraging faculty engagement with policymakers to promote evidence-informed decision-making (EIDM). Through interviews with 52 faculty from a School of Public Health, the study explored financial and non-financial incentives. Findings revealed diverse perspectives on incentives, with some faculty emphasizing intrinsic rewards and others highlighting the need for recognition and support. The study identifies various types of incentives (monetary support, professional recognition, academic promotion, capacity enhancement) but also cautions against potential negative consequences, such as disadvantaging less-equipped faculty or overlooking existing efforts. The paper concludes with recommendations for a tempered approach to incentives, considering faculty aspirations, institutional culture, and funder conditions, while advocating for a broader shift towards engagement-ready institutions.

Nasreen S. Jessani, Akshara Valmeekanathan, Carly M. Babcock, Brenton Ling