You have roughly 40 contact hours in a typical course. If all you do in them is lecture, you might as well just hand out your notes and let the students find something more productive to do with all that time. The only way a skill is developed—skiing, cooking, writing, critical thinking, or solving thermodynamics problems—is practice: trying something, seeing how well or poorly it works, reflec...

This chapter reviews the theoretical and empirical literature on learning by doing. Many of the distinctive theoretical implications of learning by doing have been derived under the assumption that the cost-quantity relationships observed in numerous empirical studies are largely the result of passive learning, and some further require that passive learning is unbounded. The empirical literatur...

Playful approaches include many benefits for higher education. Here, they denote elements of playful learning that invite students to engage with various challenges related imagination, innovation, and co-creation. As stated in earlier research, follows the constructivism approach seeking be active participants their process, tries offer them surmountable learn while being intrinsically motivat...

We provide a framework for analyzing corporate social responsibility (CSR). Our model of CSR in this paper has two important ingredients – CSR is at least in part a profit motivated decision; and different CSR activities are aimed at different audiences. We examine the implications of our framework using a ‘visible’ CSR index that captures consumeroriented CSR. We find that CSR is more prevalen...