Teaching of a specific subject Books

Book SynopsisCan you learn to be an entrepreneur in a week? The book focuses on short entrepreneurship education initiatives and includes eleven courses from European research-based universities. The book provides insights on best practice and lessons learned from experience for potential and current organizers of such initiatives. Entrepreneurship initiatives are a common response to top-down decisions to include entrepreneurship in all disciplines and study programs. There is often also a regional or societal goal for these activities. Different types of programme are analysed, from those aiming to instil an entrepreneurial mindset, those preparing the individual for an entrepreneurial career to those based on collaborations between universities. The authors make comparisons of the audiences, goals, organization and pedagogical approaches in each case to answer whether entrepreneurship can be taught in one week. By reading this book university managers, course designers and those delivering entrepreneurship initiatives will be able to make a more informed decision regarding if and how they should be organized. Contributors include: L. Aaboen, V.L. Ausrød, O. Belousova, A. Blesa, C. Cantù, S. Costa, S. Delanoë-Gueguen, A. Groen, J. Guldager, J. Heinonen, U. Hytti, P.P. Iglesias-Sánchez, A. Jacobsson, A. La Rocca, H. Landström, E.M. Laviolette, C.J. Maldonado, L. Martínez, G.-B. Neergard, A. Ouendag, M. Ripollés, C.A.F. Rosenstand, E. Simmons, R. Sørheim, P. Stenholm, C. TollestrupTrade Review'Would it be possible to become entrepreneurial in one week? The editors and contributors of this book, all greatly experienced in designing and delivering entrepreneurship courses believe so. To convince the readers, they present and describe pedagogical activities such as week-long courses, camps and summer schools in a wide diversity of settings and contexts, showing the mechanisms by which students develop entrepreneurial ideas and initiatives. A more than needed book for those interested in learning from best practices in entrepreneurship education.' --Alain Fayolle, EMLYON Business School, France'Entrepreneurship education, like higher education, requires disruption and new approaches to content delivery and learning. This book represents a way to help students learn in quick chunks rather than over an archaic period of time we know as a semester. This book is an important step in a right direction.' --Heidi M. Neck, Babson College, USTable of ContentsContents: 1 How do you become entrepreneurial in one week? 1 Lise Aaboen, Hans Landström and Roger Sørheim PART I SKILLS, COMPETENCIES AND AWARENESS AMONG STUDENTS 2 WOFIE: Workshop For Innovation and Entrepreneurship 15 Christian Tollestrup and Claus Andreas Foss Rosenstand 3 Innovation camp for nursing students: igniting an entrepreneurial spirit in three days 29 Gunn-Berit Neergård and Antonella La Rocca 4 SEMIS (seedlings): sowing the entrepreneurial competences of first-year master’s students 47 Servane Delanoë-Gueguen and Eric Michael Laviolette 5 Entrepreneurship and society: providing learners with a social lens on entrepreneurship 65 Emilee Simmons PART II START-UPS AND ENTREPRENEURS FROM THE UNIVERSITY 6 SommarMatchen™: a student jump-start into the entrepreneurial life 84 Arne Jacobsson 7 Entrepreneurship for research professionals: triggering transformative learning? 100 Ulla Hytti, Jarna Heinonen and Pekka Stenholm 8 VentureLab Weekend: developing entrepreneurial skills from idea to action 119 Sílvia Costa, Olga Belousova, Aniek Ouendag and Aard Groen 9 Training entrepreneurial competences involving key stakeholders 140 Patricia P. Iglesias-Sánchez, Carmina Jambrino Maldonado and Carlos de las Heras-Pedrosa PART III ENTREPRENEURIAL CITIZENS 10 Pursuing Entrepreneurship: a blended approach to teaching entrepreneurship in two weeks 159 Vegar Lein Ausrød and Jeppe Guldager 11 5UCV-E2: fitting your business proposal in seven sessions 175 María Ripollés, Andreu Blesa and Laura Martínez 12 ComoNExT iStart Academy: exploring the development of managerial skills 193 Chiara Cantù Index 211

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Book SynopsisClassroom as Organization (CAO) is a powerful teaching methodology, particularly well-suited for teaching business topics, that can enliven students' learning experience while giving them the opportunity to practice and develop workplace-related skills. This book provides a comprehensive background to the CAO teaching methodology, including its origins, evolution, and various applications. From this basis, the considerations of how to teach and design a CAO are explored. The book distills lessons learned from the literature and the authors' practice into a comprehensive design that can be easily implemented by educators new to this methodology. Detailed templates from the authors' own practice enable educators to turn their classroom into an organization, empower the students to run that organization, and watch the learning experience come alive. If you are not familiar with CAO, this book provides a comprehensive resource. If you are familiar with CAO, but have been afraid to try it, this book provides the support to take the next step in your practice of experiential teaching and learning. This book was written for experiential educators as well as business or organizational behavior and management professors looking for a creative way to engage students while creating a deep and meaningful learning experience.Trade Review'This retiree cheers as Thomas, Chappell, and Bright carry the CAO professional instrument significantly forward. This attractive idea can become daunting and dangerous. Their book lays out a complete history, gives superb instructions for implementation, discusses CAOphilosophy, and clearly marks risks - never forgetting CAO's teaching power and fun.' --Roger Putzel, St. Michael's College, USTable of ContentsContents: Introduction 1. Conceptual and Theoretical Frame 2. Considerations for Use 3. How to Prepare and Implement a CAO Class 4. Annotated Bibliography Index

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Book SynopsisClassroom as Organization (CAO) is a powerful teaching methodology, particularly well-suited for teaching business topics, that can enliven students' learning experience while giving them the opportunity to practice and develop workplace-related skills. This book provides a comprehensive background to the CAO teaching methodology, including its origins, evolution, and various applications. From this basis, the considerations of how to teach and design a CAO are explored. The book distills lessons learned from the literature and the authors' practice into a comprehensive design that can be easily implemented by educators new to this methodology. Detailed templates from the authors' own practice enable educators to turn their classroom into an organization, empower the students to run that organization, and watch the learning experience come alive. If you are not familiar with CAO, this book provides a comprehensive resource. If you are familiar with CAO, but have been afraid to try it, this book provides the support to take the next step in your practice of experiential teaching and learning. This book was written for experiential educators as well as business or organizational behavior and management professors looking for a creative way to engage students while creating a deep and meaningful learning experience.Trade Review'This retiree cheers as Thomas, Chappell, and Bright carry the CAO professional instrument significantly forward. This attractive idea can become daunting and dangerous. Their book lays out a complete history, gives superb instructions for implementation, discusses CAOphilosophy, and clearly marks risks - never forgetting CAO's teaching power and fun.' --Roger Putzel, St. Michael's College, USTable of ContentsContents: Introduction 1. Conceptual and Theoretical Frame 2. Considerations for Use 3. How to Prepare and Implement a CAO Class 4. Annotated Bibliography Index

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Book SynopsisDavid Colander has been writing about economic methodology for over 30 years. His pragmatic approach sees applied policy methodology as rooted in what economists actually do, not in what methodologists say they should do. It sees applied policy methodology as constantly evolving as analytic and computational technology changes, evolving far too fast to be subject to any rigid scientific methodology.That problem is that economists generally think of applied policy analysis as applied science. Colander argues that using a scientific methodology to guide applied policy undermines good policy analysis. Instead, he contends that economists should use a much looser engineering methodology that blends science, heuristics, inescapable moral judgments, and creativity into what he calls the art and craft of economics. Here, Huei-chun Su has selected seventeen of Colander's articles that spell out and capture his arguments at various levels - some formal academic articles dealing with cutting edge methodology, and some more popular articles making the case for his approach. An original introduction and annotated bibliography serve as excellent resources for further exploring his arguments. Clear, well-structured, and written in plain English with little jargon, the book is approachable and suitable for anyone interested in the current and future state of economics and the economics profession. This includes students at any level as well as methodologists, applied economists, historians and critics of modern economics.Trade Review'How Economics Should Be Done is an excellent book that discusses the methodological approaches of economics and economic policy.. . . The text demonstrates how a better understanding of the methodological framework used in economics and the economic profession can help the reader to have a better insight into the ways that real-world problems can be better approached and investigated.' --Economic IssuesTable of ContentsContents: Preface Introduction Part I Methodological Framework and Methodology For Economic Policy As Art 1. “Why Aren’t Economists as Important as Garbagemen?” 2. ‘Vision, Judgment, and Disagreement among Economists’ 3. ‘Retrospectives: The Lost Art of Economics’ 4. ‘The Systemic Failure of Economic Methodologists’ 5. ‘The Death of Neoclassical Economics’ Part II Methodology for Microeconomics 6. ‘Applied Policy, Welfare Economics, and Mill’s Half-truths’ 7. ‘A Failure to Communicate: The Fact-Value Divide and the Putnam-Dasgupta Debate’ 8. ‘Framing the Economic Policy Debate’ 9. ‘Complexity economics and workaday economic policy’ Part III Methodology For Macroeconomics 10. ‘The Macrofoundations of Micro’ 11. ‘Post Walrasian Macro Policy and the Economics of Muddling Through’ 12. ‘How Economists Got It Wrong: A Nuanced Account’ 13. ‘Economists, Incentives, Judgment, and the European CVAR Approach to Macroeconometrics’ 14. ‘Beyond DSGE Models: Toward an Empirically Based Macroeconomics’ Part IV Pragmatic Methods For Doing Economics As A Profession 15. ‘Written Testimony of David Colander, Submitted to the Congress of the United States, House Science and Technology Committee, July 20th, 2010’ 16. ‘Moving Beyond the Rhetoric of Pluralism: Suggestions for an “Inside-the-Mainstream” Heterodoxy’ 17. ‘Creating Humble Economists: A Code of Ethics for Economists’ Annotated Bibliography of Colander’s Methodological Work List of Book Reviews

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Book SynopsisWith an increasing global demand for entrepreneurship education, and the need to prepare students for the challenges of an ever-changing world of work, Colin Jones tackles the difficult question: just where do these educators come from to meet this demand? How to Become an Entrepreneurship Educator is the first book to tackle how we create expert entrepreneurship educators at all levels of education. Using activity theory as a lens, the book unites the developmental trajectories of 20 eminent contemporary experts at different levels of enterprise and entrepreneurship education. Jones identifies these journeys in order to share the collective lessons learned. By highlighting a range of global insights, readers are enabled to reflect on their own strategies, creating order in the domain of enterprise and entrepreneurship education - an order that holds the power to propel the domain of enterprise and entrepreneurship education onwards to new heights. Such highly reflective accounts of how to teach entrepreneurship will be an invaluable guide to educators from numerous backgrounds to contemplate new strategies for teaching enterprise and entrepreneurship in the context of their own choosing.Trade Review'I remember my first lectures in entrepreneurship, the questions I had and the theoretical/pedagogical issues I needed to deal with. At that time there were only a few textbooks in the field, so I would have appreciated reading How to Become an Entrepreneurship Educator. As the author states in the preface, an important aim of this edited book is to ''help other educators understand the journeys other colleagues have undertaken to become entrepreneurship educators''. Reading 20 journeys of entrepreneurship educators from different countries and educational contexts is a great learning journey for the reader. This kind of reading gives inspiration, interesting ideas and raises self-efficacy, optimism, hope and resilience - four key components of our educational psychological capital.' --Alain Fayolle, EMLYON Business School, FranceTable of ContentsContents: Preface x PART I THE EARLY YEARS 1 Deep Learning and EE: engage the world, change the world 2 Max Drummy 2 EE-STEM in primary-middle years 11 James Davis 3 Space to question 19 Catherine Brentnall 4 EE teachers: agents of agency 27 Shani Hartley 5 The early years 35 Colin Jones PART II THE PRE-GRADUATE YEARS 6 The art of making it possible 39 Paz Fernández de Vera 7 Developing enterprising habits 46 Lesley Cottrell 8 Creating giants 54 Maria Sourgiadaki 9 If I could … before I do 61 Colin Jones 10 Insights of an accidental enterprise educator 69 Penny Matthews 11 The pre-graduate years 77 Colin Jones PART III THE GRADUATE YEARS 12 Sheep assisted: the importance of being open to diversion 81 Elinor Vettraino 13 From instructor to educator 90 Norris Krueger 14 Designing change: seeing beyond the obvious and influencing others 97 Andy Penaluna 15 Slow, lazy and stupid 104 Elena Oikkonen 16 Getting curious about creativity: the why and the how? 109 Kathryn Penaluna 17 The graduate years 117 Colin Jones PART IV THE POST-GRADUATE YEARS 18 If you’re riding a dead horse, dismount! 121 Zen Parry 19 Authentic grit: the elusive (but essential) entrepreneurial trait 129 Alex Maritz 20 Specialist in enterprise and employability in UK HE 137 Amy Gerrard 21 Team entrepreneurial learning: building sustainable businesses 145 Ainurul Rosli and Jane Chang 22 Student-centred action learning 153 John Dobson 23 The post-graduate years 161 Colin Jones References 169 Index 176

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Book SynopsisTeaching Benefit-Cost Analysis is a unique look at the insights of internationally recognized teachers, researchers and practitioners addressing a difficult and controversial subject. Each chapter presents a self-contained module that includes guidance to additional resources, and many contain class exercises to provide detail and inspiration that extends beyond the scope of standard textbooks.The social evaluation of public investments by governments, international organizations and non-profits is an expanding field that encompasses both new and established areas of social policy. This book expands on the methods and issues central to the study of benefit-cost analysis, with specific topics including risk, societal distribution of impacts, limited versus national effects, the statistical value of a life and more. This book?s focus on classroom engagement makes it a valuable resource for teachers of benefit-cost analysis. Its attention to foundational and advanced concepts will be of interest to undergraduate or Master?s-level students of public policy, economics and related areas, as well as professional economists who apply benefit-cost analysis in their work.Trade Review'As the feasibility of using benefit-cost analysis (BCA) as a practical tool of policy analysis has increased, so too has the need for materials to aid those of us who are called upon to teach BCA. Teaching Benefit-Cost Analysis: Tools of the Trade, edited by Scott Farrow, is a distinctive and welcome addition to the collection of such materials.' --On Balance ReviewTable of ContentsContents: Preface: Teaching Benefit-Cost Analysis PART I The Big Picture 1. Decision Rules William K. Bellinger 2. Triangles and All That Arnold C. Harberger 3. Defining the Baseline Charles Griffiths and Chris Dockins 4. The Concept of Standing in Benefit-Cost Analysis Richard O. Zerbe 5. Partial Equilibrium versus General Equilibrium Evaluations or Small versus Large Projects Per-Olov Johansson and Bengt Kriström 6. Benefit-cost Analysis and US Regulatory Review: Finding a Market Failure Susan E. Dudley 7. The Essentials: A Short Course for Young Professionals Gelsomina Catalano and Massimo Florio PART II Challenging Concepts and Examples 8. Valuing Statistical Lives Lisa A. Robinson 9. The Arithmetic of Efficiency—Or the Value of Marginal Analysis John Mendeloff 10. Treatment of Employing and Disemploying Workers David Greenberg 11. Uncertainty and Risk Nicholas Treich 12. On defining and valuing the benefits of health policy interventions: How and why CEA in health morphed into CU(B)A and “back-door” BCA David Salkever 13. Harmful Addiction David Weimer 14. Supplementing Benefit-Cost Analysis: Models for Transport and Land Use Decisions Emile Quinet 15. Evaluating Knowledge Projects and R&D Infrastructures with an Example Massimo Florio and Chiara Pancotti 16. Cost Estimation in Education: the Ingredients Method Clive Belfield, A. Brooks Bowden and Henry M. Levin 17. Distributional Accounting in Benefit-Cost Analysis Kerry Krutilla 18. Case Studies in the Classroom: Lessons Learned Stuart Shapiro 19. Simulation: Incorporating Uncertainty Scott Farrow Index

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Book SynopsisThe definitive guide to creating and using experiential exercises in the classroom. For anyone interested in continuously improving their teaching practice, this book provides an overview of the theory and empirical evidence for active learning and the use of experiential exercises.Using a prescriptive model and checklist for creating, adapting or adopting experiential exercises in the classroom, the authors demonstrate evidence-based best practices for each step in the development and use of experiential exercises, including tips, worksheets and checklists to facilitate use of these practices. In addition, the book provides rich examples which illustrate how educators have used this model and practices in their own classrooms, and resources to help find experiential exercises, learn more about effectively using them, and connect with organizations, journals, and people dedicated to the use of experiential exercises in the classroom.Higher education educators seeking to improve their teaching practice, to increase effectiveness and to learn how to develop and use experiential exercises as well as doctoral students learning how to develop and use experiential exercises will find direction and inspiration in Experiential Exercises in the Classroom.Trade Review'This is the book I’ve been waiting for since the 1970s. Now, adroitly assembled in these authors’ commendably scholarly work, this book makes a timely case for moving experiential teaching to be the dynamic center of business education. Why? Radical changed circumstances for all manner of business and educational practice calls for superior learners.' -- David S. Fearon, Emeritus Professor of Management and Organizational Behavior, Central Connecticut State University, US'Experiential Exercises in the Classroom is a definitive resource for any educator devoted to enhancing their engaged teaching practices in business education. This book shares practical wisdom from the authors’ unique backgrounds that is simultaneously grounded in educational history and informed by cutting-edge theory. Beginning to use experiential exercises in a business classroom can be a daunting task, but Mary K. Foster, Vicki Fairbanks Taylor and Jennie L. Walker have provided critically important scaffolding, tips, and reflections that will shorten the learning curve.' -- Kathy Lund Dean, Gustavus Adolphus College, US, Co-Editor, Journal of Management Education and Founding Co-Editor, Management Teaching ReviewTable of ContentsContents: Preface 1. Conceptual/theoretical framework 2. Considerations for implementing experiential exercises in the classroom 3. How to prepare and implement Annotated bibliography Resources for experiential exercises References Index

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Book SynopsisThe definitive guide to creating and using experiential exercises in the classroom. For anyone interested in continuously improving their teaching practice, this book provides an overview of the theory and empirical evidence for active learning and the use of experiential exercises.Using a prescriptive model and checklist for creating, adapting or adopting experiential exercises in the classroom, the authors demonstrate evidence-based best practices for each step in the development and use of experiential exercises, including tips, worksheets and checklists to facilitate use of these practices. In addition, the book provides rich examples which illustrate how educators have used this model and practices in their own classrooms, and resources to help find experiential exercises, learn more about effectively using them, and connect with organizations, journals, and people dedicated to the use of experiential exercises in the classroom.Higher education educators seeking to improve their teaching practice, to increase effectiveness and to learn how to develop and use experiential exercises as well as doctoral students learning how to develop and use experiential exercises will find direction and inspiration in Experiential Exercises in the Classroom.Trade Review'This is the book I’ve been waiting for since the 1970s. Now, adroitly assembled in these authors’ commendably scholarly work, this book makes a timely case for moving experiential teaching to be the dynamic center of business education. Why? Radical changed circumstances for all manner of business and educational practice calls for superior learners.' -- David S. Fearon, Emeritus Professor of Management and Organizational Behavior, Central Connecticut State University, US'Experiential Exercises in the Classroom is a definitive resource for any educator devoted to enhancing their engaged teaching practices in business education. This book shares practical wisdom from the authors’ unique backgrounds that is simultaneously grounded in educational history and informed by cutting-edge theory. Beginning to use experiential exercises in a business classroom can be a daunting task, but Mary K. Foster, Vicki Fairbanks Taylor and Jennie L. Walker have provided critically important scaffolding, tips, and reflections that will shorten the learning curve.' -- Kathy Lund Dean, Gustavus Adolphus College, US, Co-Editor, Journal of Management Education and Founding Co-Editor, Management Teaching ReviewTable of ContentsContents: Preface 1. Conceptual/theoretical framework 2. Considerations for implementing experiential exercises in the classroom 3. How to prepare and implement Annotated bibliography Resources for experiential exercises References Index

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Book SynopsisEver-evolving technological innovation creates both opportunities and challenges for educators aiming to achieve meaningful and effective learning in the classroom and equip students with a well-honed set of technology skills as they enter the professional world. The Handbook of Teaching with Technology in Management, Leadership and Business is written by experienced instructors using technology in novel and impactful ways in their undergraduate and graduate courses, as well as researchers reporting and reflecting on studies and literature that can guide them on the how and why of teaching with technology. Combining insights from research and practice, this comprehensive Handbook provides a state-of-the-art reflection on the role and effectiveness of technology in management, leadership, and business education. It offers a variety of resources and guidelines for the application of technology across different educational contexts and courses, and explores how specific digital tools, software, and applications have been used in the classroom to promote student engagement, assessment, collaboration, learning, and leadership. The broad range of chapters will support educators, administrators, instructional designers, researchers, chief information officers, and teaching technology developers seeking to expand their knowledge on the use of teaching and learning technologies in higher-education level management, leadership, and business programs.Trade Review'This is a book for our times. On-line courses have demonstrated how technology democratizes and globalizes learning by allowing it to take place anywhere, anytime. However, using technology well, still challenges educators. The authors in this comprehensive Handbook, guide the reader from course design, to application, to evaluation. This book provides leadership, management, and business educators with a toolbox for using technology to deliver and enhance their courses.' --Joanne B. Ciulla, Rutgers University, USTable of ContentsContents: Foreword by John J. Sosik Introduction to the Handbook of Teaching with Technology in Management, Leadership and Business PART I FOUNDATIONS: CONCEPTS, CONTEXT, AND DESIGN 1. A Context for Teaching with Technology in Management, Leadership, and Business Stuart Allen, Kim Gower, and Danielle K. Allen 2. Using the TPACK Framework to Develop an Integrated Strategy for Teaching Management, Leadership, and Business with Technology Leslie Dinauer 3. Technology, Culture, Leadership, and Education: Five Orthodoxies A. J. Grant and Robert Joseph Skovira 4. Distance Learning – Considerations and Innovations for Business Schools Maureen Snow Andrade 5. Creating Inclusive Online Learning for Business Students with Disabilities Miriam Edwards 6. Best Practices in the Construction of Attentional Social Presence: Securing the Attention of Multicommunicating Audiences in the Business World Jeanine Warisse Turner and Sonja K. Foss 7. Outcomes First! Online Learning that Puts Technology in its Place Julie Benesh and Alisha DeWalt 8. An Administrative Perspective: Going Online with Limited Resources Michael J. Urick 9. Best Practices for New Online Management Education Instructors to Overcome Resistance to Online Teaching: New Insights Lorianne D. Mitchell 10. Business Education and Technology – An AACSB Perspective Nancy Bagranoff and Stephanie Bryant PART II APPLICATIONS OF TECHNOLOGY IN TEACHING AND LEARNING 11. The Role of Technology in Online Case Teaching Bill Schiano 12. Teaching with Transformational Technology: Building a Postheroic Ethos in Leadership Education James J. Jarc and Jonathan P. Jarc 13. Peer Coaching: A Holistic Experiential Learning Process in Online Leadership Classes Mai P. Trinh 14. A Move Towards Mastery: Leveraging Technology to Create Life Long Learners Jordan P. Mitchell and Kim Gower 15. Reciprocal Peer Tutoring: A Simple Strategy for Enhancing Classroom Learning and the Academic Social Environment Ronald E. Riggio and Rowan Y. Mulligan 16. Virtual Presentations: Techniques for Improved Learning Outcomes and Assessment of Student Learning in Management, Leadership, and Business Kyle B. Stone 17. Promoting Global Leadership Through Collaborative Online International Learning Natasha H. Chapman, Anne Spear, Grace Ngai, and Stephen Chan 18. Utilizing Interactive Technology for Implementing a Flipped Classroom for Teaching Design Leadership James L. Morrison 19. Leveraging Game Design and Participatory Culture to Foster Authentic Learning Andrew Feldstein 20. Strategies for Integration of Cognitive Apprenticeship into Distance Learning for Adult Learners Kelsey Long and Soo Jeoung “Crystal” Han 21. Approaches to Writing, Transforming, and Selecting Cases for Use in Online Teaching: A Practitioner Perspective Richard McCracken PART III APPLICATIONS OF SPECIFIC TECHNOLOGY TOOLS 22. The Robots are Coming, are you Ready? Terry A. Nelson, Kevin D. Lo, and Sumeet Jhamb 23. Increasing Student Engagement in Data-Driven Management Education: Front-Facing Lightboard Technology in the Flipped Classroom Heather Staples and Amy C. Lewis 24. Improving Classroom Discussion of Self-Assessments through Polling Terri A. Scandura 25. Learning by Listening: Using Podcasts to Enhance Leadership Education Martinella M. Dryburgh 26. Smartphone Apps for Use in Management Education Danielle C. Fowler and Lisa T. Stickney 27. Insights on the Use of Free and Open Educational Resources in Business and Management Education Anthony A. Piña and Kenneth A. Moran 28. Using Twitter as a Technology Tool to Teach Leadership Courtney “Pearson” Pearson and Kathy L. Guthrie 29. Use of Social Media in Indian MBA Classes: Facebook Groups in a Course on Organizational Behaviour Srinivasan Tatachari 30. Fostering Soft-Skills Development Through Learning Experience Platforms (LXPs) Andrés Dávila Valdiviezo and Maria Crawford 31. Teaching with Games and Gamification: Best Practices and Future Research Needs Kristina N. Bauer, Caribay Garcia-Marquez, and Daniel A. Gandara 32. Teaching Global Citizen-Leadership by Design: Expanding Learning Opportunities Through Web-based Digital Curation Tools Ginny Jones Boss PART IV EVALUATING AND RESEARCHING THE ROLE OF TECHNOLOGY IN TEACHING AND LEARNING 33. Why the Jury Is Still Out on Business Simulation Games Meg L. Joseph 34. Exploring the Drivers and Barriers for E-learning System Impact in the Higher Education Sector Norman Lee Dong Chiong and Na Fu 35. From the Chalkboard to the Motherboard: A Quasi-experimental Comparison of Online and On-ground Organizational Behavior Classes Lorianne D. Mitchell, Jennifer D. Parlamis, G. Elaine Boone, and C. Allen Gorman 36. The Impact of Practice on Feedback-Providing Skills in an Online Peer Review Activity Roman Rietsche, Matthias Söllner, and Jan Marco Leimeister 37. Choices, Choices, Choices: Online and Face-to-Face Options for Management Students Katrina Radford, Heather Stewart, and Harsha Sarvaiya 38. Adopting Assessment for Learning (AfL) in Higher Education: Implications for Technology Deployment Mairead Brady, Martin R. Fellenz, and Ann Devitt Index

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Book SynopsisThis ground-breaking book presents interdisciplinary educators with classroom tools and strategies to integrate environmental justice into their courses. Providing accessible, flexible, and evidence-based pedagogical approaches designed by a multidisciplinary team of scholars, it centers equity and justice in student learning and course design. It further presents a model for community-based faculty development that can communicate those pedagogical approaches across disciplines.Key Features: Reflection on how to teach inclusively across disciplines, with a focus on community-based faculty development. Presentation of a blend of insights from diverse disciplines, including art, astronomy, ecology, economics, history, political science, and online education. A focus on how to stimulate student engagement to improve students’ empirical and conceptual understanding of environmental politics. Detailed instructions for both introductory and more advanced active learning assignments and classroom activities, including guidance on how to manage common challenges and adapt activities to specific learning environments, particularly online formats Providing detailed instructions and reflections on teaching effectively and inclusively, Teaching Environmental Justice will be an invaluable resource for faculty and graduate students teaching modules in environmental justice in courses across disciplines. It will also be essential reading for researchers of teaching and learning seeking insight into cutting-edge classroom practices that center equity and justice in student learning.Trade Review‘What an absolutely phenomenal resource! Jinnah, Dubreuil, Greene and Foster have pulled together an incredible and diverse collection of experiments, projects, practices, and reflections on teaching environmental justice. There is so much here to motivate, engage, and inspire students – and to address the injustices they face. I can’t wait to get it into the classroom.’ -- David Schlosberg, University of Sydney, Australia‘In this unique and eclectic collection, an esteemed team of scholars charts the pedagogical domain of environmental justice. Drawing on experience from multiple branches of the physical and social sciences, they give teachers theoretical and practical tools for engaging students in understanding and realizing a more just and sustainable world.’ -- Paul G. Harris, Education University of Hong Kong‘It is high time for this brilliant and innovative book that teaches us how to teach environmental justice creatively, collaboratively and across disciplines. Environmental justice is one of the most urgent matters of our times – and teaching is the most important and powerful tool we have to achieve it. The authors and collaborators provide us with an inspiring and invaluable repertoire of tools, projects, experiences and reflections to meet this challenge in the classroom and beyond.’ -- Fariborz Zelli, Lund University, SwedenTable of ContentsContents: Foreword: Education for Transformation at the nexus of justice and the environment xvi Julian Agyeman Introduction to Teaching Environmental Justice: Co-creating a faculty development model 1 Sikina Jinnah, Jessie Dubreuil, Jody Greene and Samara S. Foster PART I PROJECTS FOR TEACHING ENVIRONMENTAL POLITICS AND JUSTICE 1 Protest music: using music to challenge (environmental) hegemony 15 Kemi Fuentes-George 2 Epochs of domination and liberation: expanding students’ understanding of human–environment relationships in the service of environmental justice 34 David Pellow 3 Rethinking sustainable development practice: From intervention to reparation 44 Manisha Anantharaman and Jennifer Lee Tucker 4 Climate justice: Fostering student public engagement 67 Prakash Kashwan 5 Teaching perspective in an unequal world: Negotiating climate change within the UN system 81 Kate O’Neill and Sebastián Rubiano-Galvis 6 Should solar geoengineering be used to address climate change? An ethics bowl-inspired approach 103 Sikina Jinnah and Juan Moreno-Cruz 7 Power in natural resource governance projects: Power hierarchies in the negotiation of an international petroleum contract 121 Alero Akporiaye and D. G. Webster 8 Relationships, respect, and reciprocity: Approaches to learning and teaching about Indigenous cultural burning and landscape stewardship 145 Beth Rose Middleton Manning 9 Harnessing humor for tough talks: Humanitarian experiences addressing exclusion and climate risks 157 Pablo Suarez 10 Using contemplative practice to sustain equitable environmental engagement 172 Elizabeth Allison 11 The Global Environmental Justice Observatory: Fostering students’ knowledge production, professionalization and belonging 190 Ravi Rajan and Flora Lu PART II REFLECTIONS FROM THE OUTSIDE OF THE SILO 12 Colonization of fire: Why biophysical sciences must teach environmental justice 206 Crystal Kolden 13 How relational learning can disrupt the scientific cultural status quo: Lessons from astronomy 214 Kathryne J. Daniel and Enrico Ramirez-Ruiz 14 Using socially engaged art to teach environmental and social justice 220 Chessa Adsit-Morris 15 Teaching feminist economics to challenge the hidden assumptions in economics 228 Juan Moreno-Cruz 16 Community-engaged research in the natural sciences: Centering listening in the classroom 233 Kristy Kroeker 17 Teaching students how to get comfortable with the uncomfortable feeling of not knowing 240 Robin Dunkin 18 How online teaching and learning can support the public mission of research universities 248 Michael Tassio 19 Embodying social and environmental justice learning through somatic and mindfulness practices 256 Sapana Doshi and Tracey Osborne Index 268

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Book SynopsisThis timely Handbook investigates the many perspectives from which to reconsider teaching and learning within business schools, during a time in which higher education is facing challenges to the way teaching might be delivered in the future.Bringing together a diverse range of expert contributors, this Handbook fills gaps in current knowledge and research, whilst expanding and exploring new fields. Topics covered include the use and value of learning technologies, leadership education and continuous professional development of research-based teachers. Crucially, the Handbook considers how faculty at all levels of seniority will be forced to challenge their own modus operandi in designing and delivering teaching. This is especially important during and in the aftermath of the COVID-19 pandemic, where blended learning should be carefully assessed before it is adopted as part of any course design.Offering both practical suggestions and cutting-edge research into the field, this Handbook will be a key resource for academics, practitioners and students in business and management education who wish to consolidate their teaching and learning and further understand the broader issues surrounding it.Trade Review'The modernization of student learning experiences has never been more pressing than post-COVID. This thought-provoking book provides a plethora of perspectives on how to achieve better and more modern learning, through teams, through technology, through cases and through the continuous professional development of educators. This volume is a useful handbook both for educational practitioners and for researchers in educational research and development. Highly recommended!' -- Peter Møllgaard, Maastricht University School of Business and Economics, the Netherlands'Business education has experienced significant transformation in the 21st century, and more recently through the pressures on business schools to adapt to blended learning practices during the COVID-19 pandemic. This compilation of papers provides an excellent resource to help navigate and understand the important dimensions of successful modern business education. It includes contributions from some leading scholars and across a range of important topics, including learning environments, technologies, CPD and research-led teaching.' -- Stuart J. Barnes, King's College London, UK'This book provides valuable direction to business schools during these transformational times. The chapters explore how business schools can improve the educational process, implement learning technologies, and effect pedagogical and social change.' -- C. Anthony Di Benedetto, Temple University, Philadelphia, US'As we grapple with intensifying calls for change, this indispensable compendium poses critical questions whilst simultaneously offering valuable insights into the transformation journey that lies ahead for business school leadership and faculty.' -- Nicola Kleyn, Erasmus University, the Netherlands'This is a much-needed compendium, bringing together contributions addressing a wide variety of aspects of business school teaching. It is a timely, original and interesting volume, written by educators and scholars based across the world. A must-read not only for those who are new to teaching but for everyone who wishes to keep abreast of pedagogic developments in business schools.' -- Martyna Sliwa, University of Essex, UK and Co-Editor of Management Learning'The book Handbook of Teaching and Learning at Business Schools: A Practice-Based Approach is a timeous and much needed book targeted at teaching faculty, administrators, and management of business schools across the globe. The book covers key issues business schools, irrespective of their geographic location, grapple with in ensuring an optimal learning experience for students. The book provides transformational perspectives of learning and gives insight into contemporary learning environments. The section on the use and value of learning technologies cannot come at a more opportune time. The book also deals with aspects related to the teaching and assessing in the business school classroom, leadership education and professional development of teaching faculty. It concludes with a section addressing the translation of research into teaching, work integrated teaching and how to harness the synergies between research, teaching, and engagement. This is a must read as it provides deep insight into so many of the pertinent issues relevant to business school teaching and learning.' -- – Daniel J. Petzer, Henley Business School Africa, South Africa'No other group of graduates has more access to resources than those with a business-oriented degree. How can Universities prepare them for both the opportunities as well as the duties connected with such access? The authors of Handbook of Teaching and Learning at Business Schools: A Practice-Based Approach have the pertinent answers for business educators of the current and next generation.' -- Gregor Halff, Copenhagen Business School, Denmark'Recent events have forced us to re-think how we undertake teaching and learning in business schools. This collection of essays on management education arrives at the perfect time to help us organize and enhance our thoughts about the changes underway, providing an overdue research perspective.' -- Robert D. Austin, Ivey Business School, London, Canada'A timely and refreshing text!! Targeted at those who are eagerly seeking new ways of teaching and engaging students in challenging contexts. This book emphasises co-production of education, the importance of involving key stakeholders in the learning experience while ensuring leadership and professionalism remain core. This is a “must-read” for Business School faculty.' -- Julian Gould-Williams, Cardiff University, UKTable of ContentsContents: Introduction to the Handbook of Teaching and Learning at Business Schools PART I TRANSFORMATION PERSPECTIVES 1 Community-engaged learning in business schools to effect social change: a capabilities perspective 2 Carolin Kreber, Leslie Wardley, Catherine Leviten-Reid and Stephanie MacPherson 2 Using co-design processes to support strategic pedagogical change in business education 20 Stephanie Wilson, Elaine Huber and Peter Bryant 3 Benefits and challenges of Assurance of Learning: making the intangible tangible 36 Lilia Mantai PART II LEARNING ENVIRONMENTS 4 The promise of the business studio: teaching for design and entrepreneurship at business schools 52 Kasper Merling Arendt and Bo T. Christensen 5 A framework for motivating business students through teaching, learning and curriculum design 68 David Kember 6 The challenge of reflexive pedagogy in executive education: a personal case study 82 Marian Iszatt-White 7 Team-based learning in the business school classroom: adaptation versus fidelity 95 Barbara Larson and Michael Sweet PART III THE USE AND VALUE OF LEARNING TECHNOLOGIES 8 Transformations towards blended learning: key issues to address 115 Annemette Kjærgaard, Thyra Uth Thomsen and Sylvia von Wallpach 9 The influence of technology on business schools’ curricula: a triple crown perspective 123 Loïc Plé and Bernadett Koles 10 Gamification in education: the case of gamified learning in teams 138 Rushana Khusainova, Yasin Sahhar and Ad de Jong PART IV IN THE BUSINESS SCHOOL CLASSROOM 11 Lecturing 160 Linda Greve 12 The case for cases: using historical and live cases to enhance student learning 178 René W.J. Moolenaar and Michael B. Beverland 13 Using live business projects to develop graduate employability skills 195 Eleri Rosier 14 Addressing the challenges of assessment and feedback in business schools: developing assessment practices which support learning 207 Nicola Reimann, Kay Sambell, Ian Sadler and Carolin Kreber 15 Business studios of practice 226 Stefan Meisiek PART V LEADERSHIP EDUCATION 16 Building a new identity for business schools: learning how to act with authenticity through the critical teaching of leadership 238 Alyson Nicholds 17 New avenues for leadership education and development: shaping leader identity through meaning-making from experiences 249 Sonja Zaar, Piet Van den Bossche and Wim Gijselaers 18 Equipping students with the attributes needed by business leaders in an era of social and technological change 264 David Kember PART VI CONTINUOUS PROFESSIONAL DEVELOPMENT OF RESEARCH-BASED TEACHERS 19 How to motivate professors to teach 277 Uwe Wilkesmann and Sabine Lauer 20 Teaching and learning with our colleagues: the Associate Professor Development Programme at Copenhagen Business School 291 Alan Irwin Index

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Book SynopsisTeaching Marketing prompts the reader to reflect on why marketing is taught, how it is taught and what should be included in curricula in tertiary-level programmes. The international contributors have a wide range of expertise in marketing education and provide their own perspectives on these questions while considering a variety of different points of view so encouraging the reader to develop their own opinion.Topics range from all-encompassing issues such as the importance of grounding marketing education on a sound ethical foundation, to focused explorations of how to teach subjects that marketing students typically find tricky, such as research methods, business-to-business marketing, and marketing science. The use of new classroom techniques such as business simulation games is also covered, as well as how to teach marketing theory and critical marketing.With sound advice from experienced marketing educators at both curriculum and classroom level, this book will be essential for those looking for assistance with curriculum development and programme planning in marketing.Trade Review‘Teaching Marketing is a valuable contribution to both curriculum development and the enhancement of teaching in marketing. The book is pertinent to the teaching of both advanced students and non-specialist groups. The chapters on the successful teaching of research methods and the use of simulations I find to be most insightful and helpful. Contributions from many highly respected and experienced marketing scholars make this something that all novice teachers of marketing should read, and which experienced teachers should review to refine their art. A valuable and timely contribution to marketing education.’ -- John Nicholson, University of Huddersfield, UK‘Whether you are new to teaching marketing or have more experience than you want to admit, Teaching Marketing has something for you. The authors bring you back to the historical development of some marketing sub-disciplines, including more recent developments such as social marketing and the triple bottom line, and ground marketing concepts in their academic context. New instructors can find inspiration and contemporary techniques that are more palatable to today’s students. A go-to reference manual to keep yourself motivated and your students engaged!’ -- Martine Spence, University of Ottawa, CanadaTable of ContentsContents: 1 Introduction to Teaching Marketing 1 Ross Brennan and Lynn Vos 2 Ethics and responsibility from the outset 21 Anita Peleg 3 Teaching marketing theory and critical thinking 55 Caroline Tynan and Teresa Heath 4 The marketing curriculum 75 Michael Harker and Andrew Paddison 5 Integrating learning with marketing simulations 102 Lynn Vos 6 Teaching consumer behaviour 131 Andrew Corcoran 7 Teaching marketing history 158 Ben Wooliscroft 8 Teaching business-to-business marketing 181 Ross Brennan 9 Why do students dislike research methods modules and what to do about it? 201 Barbara Czarnecka and Maria Rita Massaro 10 Teaching social marketing 223 Ariadne Beatrice Kapetanaki and Fiona Spotswood 11 Teaching international marketing 255 Jonathan Wilson 12 Teaching marketing science 285 Dag Bennett Index

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Book SynopsisThis unique book focuses specifically on teaching and learning in environmental law, exploring innovative techniques, tools and technologies employed across the globe to teach this ever more important subject. Chapters identify particular challenges that environmental law poses for pedagogy, offering a mix of theory and practical guidance to legal scholars who are seeking to take up, or improve, their teaching of this subject.Providing an examination of teaching formats and methodologies that are both innovative and particularly adapted to the teaching of environmental law, contributions explore topics such as digital learning, joint teaching, flipped classrooms and scenario-based approaches, as well as discussing teacher-based, reflective, student-centred and research-based methods. The book also considers specific contexts for teaching environmental law such as specialized postgraduate programs, supervision methods for research students, teaching within non-law programs, and teaching online. Environmental law scholars at all levels of university instruction will find this book an invaluable opportunity to learn about new methods and approaches to teaching in this area. Its insights into legal teaching methodologies more broadly will also be of interest to legal academics in other areas of the law.Trade Review'Teaching and Learning in Environmental Law is a landmark contribution to environmental law scholarship as the first book to be devoted entirely to different teaching methodologies for environmental law. The editors and authors are leading names and recognized professors of environmental law. This book will quickly become an essential resource for environmental law scholars in all parts of the world and from all legal systems engaged in the teaching of environmental law.' -- Nilüfer Oral, Centre for International Law, National University of Singapore, Singapore and Member of the UN International Law Commission'This book represents a real breakthrough. It is the first to explore in depth how to overcome the daunting challenges of teaching environmental law. The field's rapid growth during the last half century has made it more important than ever, but also more difficult, to understand how law seeks to combat environmental problems. The book examines a rich variety of approaches to teaching environmental law through the experienced eyes of a multinational group of outstanding teachers and scholars. It offers fresh insights that will be of great value no matter how long one has been teaching in this field.' -- Robert Percival, University of Maryland Francis King Carey School of Law, US'Teaching and Learning in Environmental Law is a highly recommended book for all teachers of environmental law around the world. This edited collection contains carefully curated articles showing a wide range of teaching methodologies that could be applied in differing contexts. Considering the many challenges that frequently arise in teaching environmental law, this book reveals fresh perspectives and inspiring accounts which were gained from experience by the different contributors in the book. The book provides a compilation of narratives and lessons from tried-and-tested learning approaches that takes one inside and beyond the four walls of the classroom.For most teachers, competence in teaching is often honed by experience. This book, therefore, allows one to embark on a journey of self-reflection as one sifts through the information shared by each contributor. In the end, one emerges hopeful, inspired and ready to take on the challenges of teaching environmental law in a complex, fast-changing world. Indeed, many teachers of environmental law will greatly benefit from the treasure trove of teaching materials found in this book.Environmental law has become a widely recognized discipline in legal education today. It is, thus, vital for teachers of environmental law to teach and learn how to be effective teachers in environmental law. The Teaching and Learning in Environmental Law book can be an essential part of the teaching arsenal of every teacher of environmental law.' -- Rose-Liza Eisma-Osorio, University of Cebu School of Law, Philippines'In all modern societies, the protection of the environment lies mainly in the hands of public authorities, which grant permits, plan and realise infrastructure projects, fight - or do not fight - pollution, and deal with resource issues. This means that a great number of those who study environmental law will later occupy posts in transport, energy, local administrations or in economy. It is vital that they understand ecological concerns, environmental impairment and the need to integrate environmental issues into their day-to-day decisions.This book offers a wealth of new ideas for how to teach environmental law in a way that reaches the mind and at the same time the heart of students. The examples stem mainly from Anglo-Saxon countries, but offer enough flexible ways of teaching that they are of use to environmental teachers all over the world. And the examples are not limited to environmental law teaching and learning: indeed, as the protection of our planet is of general vital interest, any teacher may usefully adapt his teaching methods to examples that are given in the book, whether he teaches at a high school, a primary school, a university or in vocational courses. The whole book centers around the question of how to bring the message of the necessity to conserve this planet into the minds and hearts of the students.A very welcome and necessary book, which deserves - and needs! - many readers and is indispensable for any teacher of environmental policy, law, economy, or science.' -- Ludwig Krämer, Derecho y Medio Ambiente S.L., Spain

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Book SynopsisThis innovative book explores how the design of financial education programmes could benefit from the findings of behavioural economics and finance and cognitive sciences. It covers the social, cultural and technological determinants of financial education, the role of the banking system in promoting financial literacy, and how governments and regulatory authorities are dealing with financial education and risk literacy programmes in schools.Featuring contributions from authors with diverse methodological and ideological backgrounds, Financial Education and Risk Literacy offers a rich and multifaceted debate. Chapters explore theory and empirical evidence, utilising investigations of programmes deployed and the outcomes of experiments. This book also complements the emerging literature by studying how individuals perceive and process information when making financial decisions.Economics students and scholars, in particular those studying behavioural economics, will appreciate the forward-looking agenda of this book. Its insights into how policymakers can benefit from a behavioural approach will also help regulators in the financial education sector.Trade Review’In today’s environment, financial education and risk literacy continue to be essential elements for individuals and organizations worldwide. This book provides keen insights from leading authorities worldwide on how best to improve financial education and risk literacy. Perhaps the traditional 3Rs (Reading, wRiting, and aRithmetic) should be extended to include a fourth R, being Risk, which would apply in the context of financial literacy and financial education. Enjoy the book - it is well worth the money!’ -- - Jay Liebowitz, Harrisburg University of Science and Technology, USTable of ContentsContents: Foreword by Salvatore Rossi x Introduction 1 Riccardo Viale and Umberto Filotto PART I FINANCIAL LITERACY AND FINANCIAL EDUCATION: RECOMMENDATIONS, EVIDENCE AND POLICY IMPLICATIONS 1 Broadening the scope of financial literacy to incorporate self-control, budgeting and heuristics 5 Hersh Shefrin 2 How financial decisions are affected by financial literacy levels, behavioral aspects and individual propensities: an empirical analysis of Italian young adults 29 Gian Paolo Stella, Umberto Filotto and Enrico Maria Cervellati 3 From financial education to economic education for citizenship 48 Anna Emilia Berti 4 Financial education in times of digitalization and FinTech (r)evolution 60 Rossella Locatelli and Alessandra Tanda 5 Financial and demographic education effectiveness in academic and vocational high schools: a randomised experiment 75 Luca Maria Pesando, Francesco C. Billari, Carlo Favero and Francesco Saita 6 Business education: do values make a difference? 96 Malte Petersen, Monika Keller, Jürgen Weibler and Wasilios Hariskos 7 Learning to wait, be altruistic, and fair: a primary school training in economic education 112 Antonella Marchetti, Teresa Rinaldi, Elisabetta Lombardi, Davide Massaro and Annalisa Valle 8 Financial education in action for socially fragile groups 123 Giovanna Paladino 9 Enhancing financial knowledge and risk literacy through edutainment: CONSOB’s experience 135 Nadia Linciano PART II RISK LITERACY AND FINANCIAL DECISION-MAKING 10 Boosting and nudging: two paths toward better financial decisions 150 Ralph Hertwig and Till Grüne-Yanoff 11 Cultural Finance: how is financial information received? 181 Barbara Alemanni and Shabnam Mousavi 12 Using experiments to inform consumer protection policy in financial services 197 Shane Timmons and Peter D. Lunn 13 Risk seeking or risk averse? Phenomenology and perception 220 Caterina Lucarelli, Mario Maggi and Pierpaolo Uberti 14 Old age and the decline in investment performance 236 Michael S. Finke and Sandra J. Huston 15 The need for entrepreneurs’ risk literacy: evidence from Italian SMEs and a call to arms 250 Enrico Maria Cervellati 16 The effect of ex-post information in choice under ambiguity 262 Francesco D. Zaffuto, Mateus Joffily and Giorgio Coricelli 17 Financial education among Italian SMEs 272 Fabrizio Guelpa 18 Finance, technology and financial education 279 Cristina Giorgiantonio and Zeno Rotondi Index 291

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Book SynopsisCharged with developing learning, teaching and assessment practices that go beyond delivering discipline-specific subject knowledge, the demands on entrepreneurial educators have increased in recent decades. This guide will help educators develop more entrepreneurial graduates by demonstrating how they can equip learners with key competencies such as team working, creativity, problem solving, and opportunity recognition. This engaging How to Guide shares the journeys of educators working within different contexts to help the reader design an imaginative entrepreneurship program. Providing critical perspectives and observations that are both forward- looking and practice-led, each chapter offers a wide range of insights into the unique practices of some of the world’s leading educators in entrepreneurship, education and creativity. With a focus on the development of students and their ventures, educators at any level or discipline within higher education are invited to reflect upon and advance their own practices. Illustrating a vast range of contemporary practices in the field of entrepreneurial education, this compelling book will be an essential tool for any educator whose teaching incorporates entrepreneurship, enterprise, and creativity.Trade Review‘Is the tide finally turning for entrepreneurship education? Toward embracing the best of what we know about human learning? If so, Kat, Col and Andy are our Archimedes lever! I, for one, am deeply grateful. Creativity and design should go hand in glove with entrepreneurship but the dots didn’t really get connected… until they showed up and showed out. I read anything they do... and can you tell just how envious I am of this volume?’ -- Norris Krueger, QREC, Kyushu University, Japan‘If you bring together some of the leading thinkers in entrepreneurship education this is the book you get. An outstanding set of chapters examining graduate entrepreneurs, underlying ideation processes, and the venturing journey. This is more than just a book; it is a statement about the future of entrepreneurship education.’ -- Luke Pittaway, Ohio University, USTable of ContentsContents: Preface ix PART I THE GRADUATES 1 Influential teaching philosophies 2 Colin Jones 2 Entrepreneurship education: the journey to a beginner’s mind 5 Rebecca White 3 Prudent “entrepreneurial” graduates that take intelligent action 15 Gustav Hägg 4 Developing slow graduates 25 Colin Jones 5 Enough is enough: put your students first 35 Doan Winkel PART II THE PRE IDEAS 6 Creativity at the heart 44 Andy Penaluna 7 Creativity on a skateboard 47 Alistair Fee 8 Creative fitness 57 Dave Jarman 9 Creativity as expansive learning 66 Daniele Morselli 10 Creating a climate for creativity in the entrepreneurial classroom 74 Stefania Romano and Charlotte Carey 11 Learning with a pencil, not a pen 83 Andy Penaluna 12 Entrepreneurial opportunities by design: unlocking creative potential 92 Margaret Tynan PART III THE VENTURES 13 Where the brave venture 102 Kath Penaluna 14 Guiding your entrepreneurial journey 107 Alex Maritz 15 Learning from learners and leading from the back 114 Kath Penaluna 16 Developing the harmonious venture 123 David Kirby 17 Defending open culture in facilitation, research and entrepreneurship 131 Fátima São Simão 18 What can we learn from the arts for creative entrepreneurship? 138 Silja Suntola References 147 Index 155

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Book SynopsisPreparing for High Impact Change: Experiential Learning and Practice provides an overview of change processes for teaching, facilitating, and coping with change. Tested high-impact exercises in the book will prepare change leaders at all organizational levels to deal with the myriad of challenges inherent in the process of organizational change. Effective organizational change involves a combination of understanding, learning and unlearning, and practiced behaviour as part of the underlying conceptualization, formulation, and implementation processes. The book presents a series of exercises that promote self-learning and developing readiness for change, from preparing people for change, understanding and managing resistance, and coping with change-related obstacles to seeking buy-in for the change. Emphasis throughout the book is placed on developing change-related competencies. This book is a resource for understanding aspects of change, from theory to practice, for consultants, educators, students and practitioners such as corporate training and development personnel.Trade Review'The field of organization development and change has been needing a book like this one for a long time, that is, having at your fingertips a practical array of hands-on exercises and interventions that clearly facilitate the hard work of changing organizations. Grounded in the fundamentals of organization change and development concepts and their applications, this book is indispensable for those responsible for organization change and development.' --W. Warner Burke, Columbia University, USTable of ContentsContents: Introduction 1. Preparing for High Impact Change: The Critical Role of Experiential Learning and Practice Anthony F. Buono, Susan M. Adams, and Gavin M. Schwarz Part I Experiential Learning as a Pedagogical Tool: Getting Started 2. The Competencies of Successful Scholar-Practitioners Ramkrishnan (Ram) V. Tenkasi, George W. Hay, and Eric J. Sanders 3. Using Icebreaker Exercises: Futility and Possibility–Assessing Reactions to Organizational Change Anthony F. Buono 4. Teaching Theory Experientially Robert J. Marshak Part II Self-Learning and Beyond through Change Exercises 5. Increasing Manager’s Self-awareness through Story-telling and Mask Making Philip H. Mirvis 6. Exploring Reactions to Change: A Card Game Simulation Susan M. Adams 7. From Both Sides to All Sides: Creating Common Ground Where There’s Been None Before Matt Minahan 8. Eliciting Group Affect and Emotive Tone: The Mads, Glads and Sads Exercise Michael R. Manning and Melissa Norcross Part III Communicating Change 9. Symbols: Creating Meaning from the Change Message Richard Dunford 10. The Ball Game: Teaching Organizational Change and Communication Cynthia A. Martinez Part IV The Human Side of Change: Strategy, Culture, and Change Recipients 11. Applying Lewin’s Force Field Theory to Facilitate SWOT Analysis: An Effective and Efficient Approach Mary M. Nash, Michael R. Manning, and E. John Heiser 12. Diminishing Resources: Building Strategy for Change Ann E. Feyerherm 13. Exploring the Dynamics of Organizational Culture and Change: Developing Skills and Strategies to Navigate Change in a Complex World David W. Jamieson, Jackie M. Milbrandt, and Nicole M. Zwieg Daly 14. Building Exhange Relations And Brokerage Positions within Groups Keith Hunter 15. UGH! Generational Conflict amidst a Change Effort Therese F. Yaeger Part V The Experiential Exercise End Game: End Point Engagement 16. Debriefing Change Exercises: End-point Engagement Gary Wagenheim 17. Facilitating Focused Debriefing: Connecting Experience with Theory and Reflection—The Three-Part Journal Anthony F. Buono 18. Afterword: The Change Game—Moving from Toolkits to “That Was Great!” Susan M. Adams, Gavin M. Schwarz, and Anthony F. Buono Index

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Book SynopsisSetting out a step-by-step guide to the implementation of a theoretically robust team work-centric approach to education, Group and Team Work explains valuable team work theory and its practical dynamics. It details specific approaches educators can take to effectively play different roles, such as that of facilitator, instructor and coach, thus depicting a varied and detailed picture of team work in higher education.Offering a concise overview of team learning pedagogies, this accessible book provides globally relevant teaching strategies alongside invaluable supplementary resources. Chapters discuss factors that may impact the way that team work can and should be structured in modern business schools. Ultimately, they insist that educators must reconsider current team work practices in order to achieve better results.This essential book will provide lecturers of business, management and entrepreneurship with crucial teaching strategies that will aid in class engagement. It will also be useful for PhD students working in higher education institutions.Trade Review‘This comprehensive and scholarly monograph serves as an indispensable resource for educators, instructional designers, researchers, and students in business education. By synthesizing theoretical frameworks with practical insights, examples and a wealth of additional resources, it empowers readers to navigate the complexities of group and team work.’ -- Sabine Hoidn, University of St. Gallen, SwitzerlandTable of ContentsContents: 1 Teamwork in business education: history, key concepts, and challenges 2 Courses including teamwork: considerations for use 3 How to prepare and implement teamwork in business courses 4 Annotated bibliography and additional resources Index

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Book SynopsisSetting out a step-by-step guide to the implementation of a theoretically robust team work-centric approach to education, Group and Team Work explains valuable team work theory and its practical dynamics. It details specific approaches educators can take to effectively play different roles, such as that of facilitator, instructor and coach, thus depicting a varied and detailed picture of team work in higher education.Offering a concise overview of team learning pedagogies, this accessible book provides globally relevant teaching strategies alongside invaluable supplementary resources. Chapters discuss factors that may impact the way that team work can and should be structured in modern business schools. Ultimately, they insist that educators must reconsider current team work practices in order to achieve better results.This essential book will provide lecturers of business, management and entrepreneurship with crucial teaching strategies that will aid in class engagement. It will also be useful for PhD students working in higher education institutions.Trade Review‘This comprehensive and scholarly monograph serves as an indispensable resource for educators, instructional designers, researchers, and students in business education. By synthesizing theoretical frameworks with practical insights, examples and a wealth of additional resources, it empowers readers to navigate the complexities of group and team work.’ -- Sabine Hoidn, University of St. Gallen, SwitzerlandTable of ContentsContents: 1 Teamwork in business education: history, key concepts, and challenges 2 Courses including teamwork: considerations for use 3 How to prepare and implement teamwork in business courses 4 Annotated bibliography and additional resources Index

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Book SynopsisGames, Simulations and Playful Learning in Business Education takes a fresh, insightful look at original and innovative ways of incorporating games, simulations and play to enhance the quality of higher education learning and assessment across business and law disciplines. Chapters cover wide-ranging business areas such as marketing, accounting and strategy and include practical advice, tips and thoughts on how to strengthen existing learning techniques to include a fun element.Contributors examine the core achievements that can be gained from playing games and simulations and how these can be adapted to learning within the business environment using a variety of techniques such as remote online learning, creating a digital game application and taking part in simulations that teach life skills for employability. The book also highlights the value and importance of skill learning through games alongside traditional methods to provide a more pleasurable learning experience.Examining all aspects of teaching and education, this book will be an invaluable resource for academics in business and law schools based in the UK and internationally.Trade Review‘This is a delightful book. Drawing on the contributors’ experiences and expertise, it addresses a wide range of topics relating to game-based learning in the modern business school. From the design and build of simulations through to the evaluation of experiential learning, every chapter offers real insight and a sense of what it is like for the educator to adopt these methods, warts and all! The practical advice and illustrations regarding the embedding of simulations and games in the curriculum is intensely valuable, not just to those experimenting with such techniques for the first time, but also for those who have been using such approaches for some time. The evaluations and reflections of the authors here provide a deep, personable and engaging insight into such techniques.’Table of ContentsContents: Preface by Caroline Elliott xi 1 Introduction on games, serious games, simulation and gamification 1 Panagiotis Petridis and Lauren Traczykowski 2 The use of games to teach corporate social responsibility and sustainability 14 Maria Kozlovskaya 3 Why so serious? The role of non-serious games in sparking educational curiosity: a reflection 23 David Yates 4 Creating a monster: developing a mobile digital game application for accounting courses 35 Matt Davies, David Yates, Martin Potts and Frances Rosairo 5 The use of in-class experiments to teach Behavioural Economics for Managers 57 Maria Kozlovskaya 6 A narrative-based game that can be used as an assessment tool in law teaching 67 Pieter Koornhof 7 Delivering games in a remote online teaching environment 78 Jon Guest and Matthew Olczak 8 How to develop assessments based around teaching simulations 88 Jason Evans and Clive Kerridge 9 Reflections on the value of simulations in developing employability skills in postgraduate business students 100 Jude Preston and Frances Rosairo 10 Business simulations to develop employability skills in Strategic Management students 113 Jason Evans and Clive Kerridge 11 Bringing accounting courses to life using simulation-based learning (SBL): the case of Accounting Bissim 126 Matt Davies, David Yates and Martin Potts 12 The value of simulations for mixed nationality/culture student cohorts 141 Clive Kerridge and Jason Evans 13 Ethical decision making in transnational business networks: making a case for the role-play teaching method 153 Bahar Ali Kazmi 14 The positive impact of simulations and games in the applied teaching and assessment on a Company Law module 163 Chris Umfreville 15 B(l)ending the truth: using fictional characters and worlds in law teaching 175 Kris Lines and Pieter Koornhof 16 Pursuing play in crisis management education 185 Lauren Traczykowski 17 Playful learning in accounting education 195 Ozlem Arikan 18 ‘Models’ of ethical behaviour 205 Lauren Traczykowski 19 ‘Quality lecturing is like a walk in the park’: making learning more tactile and fun through location-based strategies 216 Kris Lines 20 Jeux sans frontières? A critical angle on the use of games/ simulations and ‘play’ in higher education 226 David Yates and Ivo De Loo Index

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Book SynopsisShowcasing advanced research from over 30 expert sociologists, this dynamic Handbook explores a wide range of cutting-edge developments in scholarship on teaching and learning in sociology. It presents instructors with a comprehensive companion on how to achieve excellence in teaching, both in individual courses and across the undergraduate sociology curriculum.Divided into three distinct sections, the Handbook pinpoints critical aspects of teaching sociology: designing, teaching, and assessing core courses; advancing sociological literacy in topical courses; and engaging with high-impact practices across the curriculum. Chapters further solidify disciplinary understandings of the core elements of the sociology curriculum, as well as the essential concepts and skills that sociology students ought to learn.Offering extensive resources to help teachers think about and improve course and curricular design, their own teaching, and their students’ learning, this comprehensive Handbook is the definitive guide for achieving teaching excellence across sociology. Its timely and practical suggestions will prove invaluable to new instructors, seasoned faculty, and department chairs seeking to advance program quality.Trade Review‘Sergio Cabrera and Stephen Sweet’s Handbook of Teaching and Learning in Sociology offers a wealth of information about effective teaching from both established and rising voices in the discipline. While essential for those new to teaching sociology, anyone seeking to invigorate their courses will find an abundance of ideas here. An invaluable resource for SoTL scholars in sociology and related fields.’ -- Liz Grauerholz, University of Central Florida, US‘I taught a Ph.D. course called 'Teaching Sociology' for 20 years. My teaching would have been greatly enhanced by having access to the Handbook of Teaching and Learning in Sociology. This valuable resource provides a guide to both effective teaching in individual courses and creating impactful curriculum.’ -- Maxine Atkinson, North Carolina State University, USTable of ContentsContents: Preface xvii Introduction to the Handbook of Teaching and Learning in Sociology 1 Sergio A. Cabrera PART I THE CORE: THE STRUCTURE AND PURPOSE OF THE SOCIOLOGY MAJOR 1 The core: the Sociological Literacy Framework 11 Susan Ferguson and Stephen Sweet 2 Sociology within the liberal arts 26 Diane Pike 3 Developing an introductory course design that promotes sociological literacy 37 Kimberly B. Rogers 4 Designing and teaching the statistics core course 55 Batool Zaidi and Cameron T. Whitley 5 Designing core major courses: methods 72 Stephanie Medley-Rath 6 Social theory: what, who, how 85 Josh Seim 7 Teaching the undergraduate capstone course in sociology 96 Robert C. Hauhart 8 Curriculum mapping: pathways to improve program coherence 109 Stephen Sweet and Susan J. Ferguson PART II ELECTIVE COURSES AND THE ADVANCEMENT OF SOCIOLOGICAL LITERACY 9 Teaching the sociology of race and racial formations 128 Nikki Khanna 10 Integrating gender, sex, and sexuality throughout the curriculum 138 Alexa Trumpy 11 “Baby, you weren’t born that way”: Teaching sociological perspectives on identities 149 Travis Beaver 12 Painting in brighter colors: Creating holistic portraits in urban sociology courses 160 Deirdre Caputo-Levine and Vanessa Lynn 13 Teaching work and the economy: Essential topics 171 Patti Giuffre and Gretchen R. Webber 14 Practice what you teach: Medical sociology in action through pedagogy 191 Alexandra Nowakowski 15 Sociology of the body and embodiment 205 David J. Hutson 16 Crime and deviance within the sociology curriculum 220 Rena Zito 17 Teaching sociology of education: Recommendations for mini-units and full courses 232 Alanna Gillis 18 Environmental sociology and sociological animal studies 245 Cameron T. Whitley and Elizabeth Cherry 19 Using inclusive pedagogy to teach sociology of the family 259 Teresa Ciabattari PART III HIGH-IMPACT TEACHING PRACTICES IN THE SOCIOLOGY CURRICULUM 20 The science of learning and sociological instruction 271 Andrea Hunt 21 Disciplinary-specific critical thinking in sociology 282 Danielle Kane 22 Using group work across the sociology curriculum: Varieties, learning outcomes, challenges, and solutions 294 Renee A. Monson 23 Promoting sociological literacy through discussions 308 Jay Howard 24 Flipped learning: Approaches, successes, and challenges in sociology courses 319 Erin M. Whitesitt and Yvonne M. Luna 25 Community-based learning: Benefits of moving beyond the classroom 331 Joseph B. Johnston 26 Teaching first-year students: Enhancing academic success with compassionate sociological instruction 342 Sarah Epplen 27 Cornerstone courses and the sociology curriculum 356 Mellisa Holtzman and Sergio A. Cabrera 28 Developing career-readiness in the sociology major 367 Mary Scheuer Senter 29 Promoting undergraduate research 383 Jessica Crowe and Daniel Baltz 30 Teaching students to be better writers through the sociology major 398 Todd Migliaccio 31 Promoting public sociology in the sociology curriculum 410 Christopher J. Schneider 32 High-impact practices in community colleges 420 Katherine R. Rowell and Michelle A. Smith 33 Teaching to teach in sociology graduate programs 435 Julie Pelton Index

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Book SynopsisTourism as an activity is increasingly being criticised for its exploitative and extractive industrial approaches to business. Yet, it has the power to transform and to regenerate societies, cultures and the environment. The desire to explore the world around us is deeply embedded in many people’s psyche, but it comes at a cost to the environment and often to the residents of the visited communities. Much of tourism education has been closely linked to preparing students for future professional practice, but the challenges and opportunities linked to its consumption require that its future leaders must exhibit very different values and understandings to tackle ever more complex and wicked problems from which tourism cannot dissociate itself.This teaching guide brings together a compilation of values-based learning experiences that can be adapted to suit the needs and disposition of individual instructors. It aims not only to engage students in the subject matter but also deepen their understanding of its complexity and interconnectivity and help them become global citizens that lead lives of consequence.Academics and practitioners in higher education institutions around the world in many different disciplines will find the thought-provoking conversation starters and activities of help in encouraging students to take a multi- or post-disciplinary approach to explore tourism from a values perspective. Consultants and academics engaging community stakeholders in capacity building will value its practical, accessible information.Trade Review‘The crises threatening tourism’s future are causing reflective teachers to re-examine what they are teaching and why. This book synthesizes the knowledge and passion of 45 such educators from diverse origins and disciplines. It is truly a lighthouse in the storm. It sheds light by providing a strong philosophical framework for new approaches to developing tourism curricula focused on values and transformation. In addition to its strong axiological foundations, it contains a wealth of innovative activities and student engagement exercises to ensure its pedagogical relevance. Building on the work of Tourism Education Futures Initiative (TEFI), this book is an inspiration and a much-needed bridge to a new and transformed tourism world. I recommend it as required reading for all tourism educators!’ -- Pauline Sheldon, Professor Emerita, University of Hawaii, US‘Readers who regard education and learning as a transformative force will embrace this book. The editors and contributors are leading thinkers and educators, including early career and established academics. They have collaborated on chapters about a variety of topics, employing diverse pedagogical approaches to addressing the range of environmental, political and sociocultural issues that students will encounter as future leaders and members of society. Considering the need for inclusive, mindful approaches to reducing humanities’ environmental impacts, this collection is informed by principles that enable localised, values-based perspectives. Conversation starters and activities complement each chapter’s discussion and the end result provides thought-provoking inspiration for those who wish to refresh and revitalise their teaching of tourism studies.’ -- Anna Carr, University of Otago/ Te Whare Wananga o Otago, New Zealand‘This is a challenging book. It challenges us to think about what, why and how we teach. It does this by a deep inspection of axiology to understand the value(s) of tourism education. It challenges us to be creative in facilitating learning. It does this through its provocative questions and innovative student activities. And it challenges us to have a transformative effect on our students. It does this by engaging students with the pressing issues of tourism. The authors are to be commended for their practical scholarship, their collaborative approach to writing and for bringing clarity to complex issues. Highly recommended.’ -- John Tribe, York St. John University, UKTable of ContentsContents: Preface xxi Johan Edelheim, Marion Joppe and Joan Flaherty 1 Tourism didactics 1 Johan Edelheim; Marion Joppe; Joan Flaherty; Barkathunnisha Abu Bakar; Elin Bommenel; Richard Ek; Stuart Reid; Mette Simonsen Abildgaard; Karla A. Boluk; Joanne Paulette Gellatly; Jaume Guia; Emily Höckert; Tazim Jamal; Ece Kaya; Monika Lüthje; Miranda Peterson 2 Axiology, value and values 12 Johan Edelheim; Marion Joppe; Joan Flaherty; Emily Höckert; Karla A. Boluk; Jaume Guia; Miranda Peterson 3 Political values 21 Johan Edelheim; Marion Joppe; Joan Flaherty; Jaume Guia; Stefanie Benjamin; Maja Turnšek 4 Ecological values 31 Johan Edelheim; Marion Joppe; Joan Flaherty; Karla A. Boluk; Alexandra Coghlan; Tazim Jamal; Xavier Michel; Miranda Peterson; Bradley Rink; Sarah Ripper; Sudipta Kiran Sarkar; Chiaki Shimoyasuba; Maja Turnšek 5 Social values 40 Johan Edelheim; Marion Joppe; Joan Flaherty; Karla A. Boluk; Elin Bommenel; Helene Balslev Clausen; Richard Ek; Stephen Fairbrass; Maggie C. Miller; Nick Naumov, Brendan Paddison; Stuart Reid; Sudipta Kiran Sarkar; Chiaki Shimoyasuba 6 Cultural values 50 Johan Edelheim; Marion Joppe; Joan Flaherty; Emily Höckert; Monika Lüthje; Mette Simonsen Abildgaard; Linda Armano; Jonathon Day; Sisko Häikiö; Maria Huhmarniemi; Outi Kugapi; Nick Naumov; Carina Ren; Minna Väyrynen 7 Economic values 59 Johan Edelheim; Marion Joppe; Joan Flaherty; Deborah Edwards; Joanne Paulette Gellatly; Ece Kaya; Xavier Michel; Nick Naumov; Kathleen Rodenburg 8 Ethics 71 Marion Joppe; Johan Edelheim; Joan Flaherty; Xavier Michel; Kathleen Rodenburg 9 Stewardship 78 Marion Joppe; Johan Edelheim; Joan Flaherty; Karla A. Boluk; Alexandra Coghlan; Brynhild Granås; Tazim Jamal; Gunnar Thór Jóhannesson; Miranda Peterson; Outi Rantala; Bradley Rink; Sarah Ripper; Kaarina Tervo-Kankare 10 Mutuality 87 Marion Joppe; Johan Edelheim; Joan Flaherty; Mette Simonsen Abildgaard; Stefanie Benjamin; Blanca A. Camargo; Sisko Häikiö; Emily Höckert; Outi Kugapi; Tanja Lešnik Štuhec; Monika Lüthje; Carina Ren; Maja Turnšek; Minna Väyrynen 11 Knowledge 96 Marion Joppe; Johan Edelheim; Joan Flaherty; Barkathunnisha Abu Bakar; Karla A. Boluk; Elin Bommenel; Helene Balslev Clausen; Richard Ek; Brynhild Granås; Maria Huhmarniemi; Gunnar Thór Jóhannesson; Outi Kugapi; Maggie C. Miller; Giang Phi; Outi Rantala; Stuart Reid; Bradley Rink; Kaarina Tervo-Kankare 12 Professionalism 107 Marion Joppe; Johan Edelheim; Joan Flaherty; Elin Bommenel; Blanca A. Camargo; Helene Balslev Clausen; Émilie Crossley; Richard Ek; Outi Kugapi; Maggie C. Miller; Stuart Reid; Kathleen Rodenburg; Maja Turnšek 13 Activities 115 Activity 1: Meta-pedagogical meliorism 1 – didactics 115 Activity 2: Yes-and: how to create a brave space by incorporating improvisational theatre games 118 Activity 3: Tourism to promote political responsibility 122 Activity 4: Unintended consequences of policy implementation 124 Activity 5: Reflecting on sustainable behaviour 126 Activity 6: Climate action for a climate-friendly educational destination 129 Activity 7: Mobilising learners’ tourist memories towards a deeper, more authentic understanding and practice of tourism 133 Activity 8: Experiential learning in nature-based recreational settings 136 Activity 9: Iomante rituals – ecological and economic values meet cultural values 138 Activity 10: Meta-pedagogical meliorism 2 – social values 140 Activity 11: The value of the unintended in tourism education – Nepal 142 Activity 12: The Tourism Game 1 144 Activity 13: Film and tourism – constructing social realities 147 Activity 14: Values-based learning and storytelling 150 Activity 15: Experiential learning in gastronomy tourism 153 Activity 16: Access rights to the Commons 155 Activity 17: Enhancing culturally sensitive tourism in an online learning environment 157 Activity 18: Deep Cultural Interpretation Model – a tool to understand the tourists’ culture 159 Activity 19: Cultural awareness 163 Activity 20: Co-designing creative tourism activities for preserving and promoting local cultural traditions 165 Activity 21: Tourism and intangible heritage 167 Activity 22: The unfolding of SARS-CoV-2 169 Activity 23: Tourism resiliency post COVID-19 171 Activity 24: Authentic assessment – activating purposeful learning for a diverse student cohort 175 Activity 25: Tourism and World Heritage Sites 1 179 Activity 26: Tourism and World Heritage Sites 2 181 Activity 27: The dilemma of protecting workers in the face of entrepreneurship 182 Activity 28: The power of values to effect positive change 1 186 Activity 29: Industry ethics 187 Activity 30: Solving ethical dilemmas in the tourism industry 189 Activity 31: Introducing critical topics to transform our practice 192 Activity 32: Using systems thinking and the UN’s SDG framework as an opportunity for fostering critical dialogue 194 Activity 33: Calculating a carbon footprint 197 Activity 34: The limits to biocapacity 198 Activity 35: Stewardship – an in-field dialogue model 200 Activity 36: Promoting mutuality through service-learning – La Santa Catarina restaurant 202 Activity 37: Video project “Enjoy Lapland Safely” 206 Activity 38: Cooperation between students and the tourism industry to solve project challenges in sustainable rural destinations 209 Activity 39: Combating negative prejudice against young people 212 Activity 40: Tourism teaching and learning using spiritual pedagogy 216 Activity 41: Fostering critical thinking utilising Brookfield’s Critical Incident Questionnaire 218 Activity 42: Meta-pedagogical meliorism 3 – knowledge 220 Activity 43: Field trip findings presented through a photo essay 224 Activity 44: Design-based learning and design thinking for innovation education 226 Activity 45: Seeing tourism landscapes – teaching tourism at the confluence of theory and practice 228 Activity 46: The value of the unintended in tourism education – Mexican case 233 Activity 47: Professional practice review of learning 235 Activity 48: The power of values to effect positive change 2 238 Activity 49: Solving wicked world problems 240 Activity 50: Value-reflexive engagement and dialogue 241 Activity 51: Emotional labour and the future of automation 244 Activity 52: The TEFI Values Survey 247 Activity 53: The Tourism Game 2 253 References 268 index

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Book SynopsisAbundant with practical advice and ready-to-use teaching examples, this dynamic guide will help both new and experienced instructors of Principles of Microeconomics to reconsider and refine their courses. Mark Maier and Phil Ruder assemble the wisdom of 25 eminent scholars of economic education on how best to introduce students to the discipline and inspire a long-lasting passion for microeconomics.Beyond offering guidance to educators on how to improve students’ learning experience, the book proposes measures for addressing many of the vexing challenges that face the economics discipline today. Chapters provide suggestions on (1) how to capture students’ attention and ensure their continued engagement, (2) including course content that focuses on important public policy topics and pressing issues within modern society, (3) adopting evidence-based pedagogical strategies in the classroom and online, and (4) tackling issues of diversity, equity, and inclusion within the discipline. The ideas advanced in this illuminating guide highlight the possibility of continued improvement throughout one’s teaching career.The jargon-free advice in this insightful teaching guide will also be of interest to deans, teaching and learning center directors, and other administrators of undergraduate institutions.Trade Review‘Maier and Ruder compile a valuable collection that will have broad appeal to educators interested in rethinking their approach to the Principles of Microeconomics courses. It distinguishes itself from existing volumes in that it includes multiple paradigms, explores updating content, and brings issues of diversity and inclusion to the forefront. Chapters reviewing more traditional pedagogies (such as cooperative learning and experiments) are presented with a fresh perspective and complemented with chapters describing newer approaches (using social media).’ -- KimMarie McGoldrick, University of Richmond, US‘Maier and Ruder provide an essential guide to those who are interested in revising the syllabus for Introductory Microeconomics. It provides concrete suggestions for course focus, course content, and pedagogy. The component essays are well researched, well written, and challenge the reader to consider a variety of alternatives to “chalk and talk.”’ -- Michael K. Salemi, University of North Carolina at Chapel Hill, US‘Want to become a better teacher of economics? Mark Maier and Phil Ruder, along with an all-star set of contributors, reimagine introductory economics. Dive in, soak up all of the wisdom, and cleanse yourself from 20th century misconceptions of how and what to teach.’ -- Dirk Mateer, University of Texas at Austin, USTable of ContentsContents: 1 Improving the Principles of Microeconomics course 1 Phil Ruder and Mark Maier PART I TRADITIONAL AND ALTERNATIVE APPROACHES 2 The deep work of teaching essential Microeconomic Principles 8 Gail M. Hoyt 3 Considerations for the textbook selection process in Principles of Microeconomics 25 Erin A. Yetter 4 Asynchronicity, access, and content: teaching economics in a shifting landscape 44 Belinda Archibong, Olivia Bobrownicki, Rajiv Sethi, and Homa Zarghamee 5 The issues approach to teaching Principles of Microeconomics 59 Wendy A. Stock 6 Revising the traditional Microeconomics course: engaging students via problem-based, positive, paradigmatic pluralism 74 Geoffrey E. Schneider PART II UPDATING COURSE CONTENT 7 Where is the “behavioral” in Introductory Microeconomics? 88 Simon D. Halliday and Emily C. Marshall 8 Suggestions for incorporating sustainability into Principles of Microeconomics 108 Jack Reardon PART III INCLUSIVE TEACHING 9 Promoting inclusivity in Principles of Microeconomics 124 Jennifer Imazeki 10 Creating an anti-racist pedagogy in Principles of Microeconomics 136 Mary J. Lopez and Fernando Lozano 11 Feminist approaches in the Introductory Microeconomics course 152 Pratistha Joshi Rajkarnikar 12 Promoting gender diversity in Introductory Microeconomics 166 Martha Olney PART IV PEDAGOGY 13 Writing in the Introductory Microeconomics course 180 Nathan D. Grawe and George Cusack 14 Taking advantage of structured peer interaction: cooperative learning in the Principles of Microeconomics course 202 Scott P. Simkins, Mark Maier, and Phil Ruder 15 Teaching with experiments in the Introductory Microeconomics course 217 Tisha L.N. Emerson 16 Teaching the Introductory Microeconomics course with social media 230 Abdullah Al-Bahrani, Darshak Patel, and Brandon Sheridan 17 Teaching Introductory Microeconomics online 243 Steven Greenlaw 18 Using Excel to teach Principles of Microeconomics 257 Humberto Barreto Index

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Book SynopsisCourse Design and Assessment offers design strategies, educator-in-action perspectives, and real-world suggestions for engaged educators, creating inclusive and meaningful learning opportunities and developmental student growth. With a brief history situating engaged learning among educational models, the book shows the vital and practical connections between an educator’s overall learning philosophy and their pedagogical choices.The authors unpack the definitions and practices common to engaged learning, exploring the assumptions educators make about students, teaching, learning, and instructional contexts that underlie engaged educators’ pedagogical decisions. Ultimately a vehicle for inclusive learning and transparent design, the book outlines pre-course planning steps, suggestions for adjusting the course mid-stream, and a thorough discussion of assessment activities with planning and implementation steps.For beginning and advanced instructors worldwide, this book serves as a real-world workbook and resource for engaged course design and assessment practices.Trade Review‘I can’t think of a better time to be providing resources on course design and assessment, and these authors are well positioned to provide them! Thoughtful synthesis of the foundational material resulting in a useful model for student learning which is, after all, why we teach.’ -- Cindi Fukami, University of Denver, US‘Course Design and Assessment takes us from the philosophy through to the practice of engaged learning, helping to shape a pedagogy that is critical, creative and centred on learner outcomes. This is persuasive and practical text that is useful for those starting out, as well as experienced educators struggling with recent challenges in the education landscape. It is no surprise that three such distinguished educators have produced a book that we can all learn from.’ -- Paul Hibbert, University of St Andrews, UKTable of ContentsContents: 1. Conceptual/theoretical framework 2. Considerations for creating an engaged course design and assessing learning outcomes 3. How to prepare and implement Annotated bibliography Works cited Index

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Book SynopsisCourse Design and Assessment offers design strategies, educator-in-action perspectives, and real-world suggestions for engaged educators, creating inclusive and meaningful learning opportunities and developmental student growth. With a brief history situating engaged learning among educational models, the book shows the vital and practical connections between an educator’s overall learning philosophy and their pedagogical choices.The authors unpack the definitions and practices common to engaged learning, exploring the assumptions educators make about students, teaching, learning, and instructional contexts that underlie engaged educators’ pedagogical decisions. Ultimately a vehicle for inclusive learning and transparent design, the book outlines pre-course planning steps, suggestions for adjusting the course mid-stream, and a thorough discussion of assessment activities with planning and implementation steps.For beginning and advanced instructors worldwide, this book serves as a real-world workbook and resource for engaged course design and assessment practices.Trade Review‘I can’t think of a better time to be providing resources on course design and assessment, and these authors are well positioned to provide them! Thoughtful synthesis of the foundational material resulting in a useful model for student learning which is, after all, why we teach.’ -- Cindi Fukami, University of Denver, US‘Course Design and Assessment takes us from the philosophy through to the practice of engaged learning, helping to shape a pedagogy that is critical, creative and centred on learner outcomes. This is persuasive and practical text that is useful for those starting out, as well as experienced educators struggling with recent challenges in the education landscape. It is no surprise that three such distinguished educators have produced a book that we can all learn from.’ -- Paul Hibbert, University of St Andrews, UKTable of ContentsContents: 1. Conceptual/theoretical framework 2. Considerations for creating an engaged course design and assessing learning outcomes 3. How to prepare and implement Annotated bibliography Works cited Index

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Book SynopsisCompiling the experience and expertise of over 50 leading international scholars, this Handbook of Teaching Public Administration provides critical insights into the questions, issues, and challenges raised by teaching practitioners and aspiring professionals. Its global scope ensures a comprehensive overview of the diversity of current practice in teaching public administration. Featuring international examples of curriculum design and practice, the Handbook positions public administration against a backdrop shaped by global politics, history, philosophy, and social change. Applied case studies on teaching public administration and in-depth analyses of critical pedagogical concepts illuminate the diverse and multidisciplinary approaches to public administration across the globe, as well as emphasising the widely contested nature of its teaching. Contributions from field professionals explore questions of accreditation, curriculum design, assessment, innovation, and practice, ultimately serving to inform and inspire readers’ pedagogical decisions. Theoretical, empirical, and practice-focused, this incisive Handbook will be an essential resource for public administration students, educators, and practitioners at any stage in their study or career. It will also serve as an engaging reference text for public administration accreditation and approvals organisations.Trade Review‘In this insightful collection, more than fifty international scholars reflect on Public Administration traditions and their connections with PA teaching, explore relationships between research, theory, pedagogic scholarship, and practice, and offer a rich and diversified set of case studies. A must-read for PA researchers and practitioners worldwide!’ -- Alketa Peci, Fundação Getulio Vargas, Brazil‘This Handbook not only brings to the fore the importance of a Higher Education public administration curriculum from a multi-continental perspective, but it also highlights the necessity of a curriculum that incorporates both an academic and practitioner perspective that takes into consideration diverse pedagogical approaches to the teaching of public administration. These approaches are central to imparting, sharing and developing knowledge of public administration that prepares and enables current and future public servants who are fit for purpose in times of wicked and disruptive problems, and who display attributes of empathy, flexibility and responsiveness, much needed in this time of the pandemic and beyond.’ -- Michelle Esau, Faculty of Economic and Management Sciences, University of the Western Cape, South AfricaTable of ContentsContents: Foreword xx Mary E. Guy and Sofiane Sahraoui Preface xxv Karin A. Bottom, John Diamond, Pamela T. Dunning, and Ian C. Elliott Acknowledgements xxvi 1 Making the case for research informed practice and situated pedagogy 1 Karin A. Bottom, John Diamond, Pamela T. Dunning, and Ian C. Elliott PART I STATE OF THE DISCIPLINE 2 A global perspective on public administration? The dynamics shaping the field and what it means for teaching and learning 13 Janine O’Flynn 3 The fourfold nature of public administration as science, art, profession, and humanism: implications for teaching 26 Edoardo Ongaro 4 A historical and global perspective on teaching and learning public administration: how to govern and what to do when governing 35 Jos C.N. Raadschelders PART II NATION-BASED TRADITIONS 5 Public administration education in Central and Eastern Europe 45 György Gajduschek and György Hajnal 6 History of public administration education in the United States 57 Bruce D. McDonald III, William Hatcher, and Michaela E. Abbott 7 Teaching public administration in Europe 65 Eckhard Schröter and Christoph Reichard 8 British public administration: the status of the taught discipline 75 Karin A. Bottom, Ian C. Elliott, and Francisco Moller 9 Public affairs education in Latin America and the shape of the state: the cases of Brazil, Chile, and Colombia 86 Ricardo Corrêa Gomes, Pablo Sanabria-Pulido, Cristian Pliscoff, and Marco Antonio Carvalho Teixeira 10 Splintered voices: Australian/New Zealand traditions of teaching public administration 98 Amanda Smullen and Catherine S. Clutton 11 Public administration teaching and scholarships within Indonesian administrative system developments 109 Eko Prasojo and Desy Hariyati 12 Administrative education, training, and capacity building: the role of the Indian Institute of Public Administration 117 Aroon P. Manoharan and Nandhini Rangarajan 13 The teaching of public administration in Africa 127 Robert Mudida PART III PEDAGOGY AND LEARNING 14 Real-world ethical experiential practice-based action learning for the ‘new normal’ 139 Josephine Bleach 15 Planning for a midcareer MPA program: pedagogical and strategic considerations 148 Kevin P. Kearns and Lorna R. Kearns 16 Executive education and leadership development: round peg, square hole? 157 Catherine Mangan and Christopher Pietroni 17 Continuing professional learning 168 Peter K. Marks 18 The challenges of developing reflective practice in public administration: a teaching perspective 178 Monika Knassmüller 19 Inquiry-based learning and the crisis competences for addressing the climate emergency 188 John Connolly and Alice Moseley 20 Teaching with experiments 198 Claire A. Dunlop PART IV CONTESTED CONCEPTS 21 Accreditation in public administration education 210 Taco Brandsen 22 Democracy, governance, and participation: epistemic colonialism in public administration and management courses 218 Abena Dadze-Arthur 23 Preparing graduates to address big global issues: is accreditation helping or hindering? 227 Nadia Rubaii 24 Teaching research methods in public administration: on the way to normal science? 236 Sandra van Thiel 25 Using service learning in public administration programs: best practices and challenges 244 Mark T. Imperial and Christopher R. Prentice PART V TEACHING CASE STUDIES 26 Using pop culture to teach public ethics: the case of Parks and Recreation 254 Erin L. Borry 27 Teaching public administration with visual methods 263 Ian Robson 28 Collective learning from and with social movements 273 Eurig Scandrett 29 Show me the money: financial management curricular concerns in public administration education 282 Thad D. Calabrese and Daniel L. Smith 30 Teaching leadership in public administration: an integrative approach 290 Barbara C. Crosby 31 Let’s talk about race: considerations for course design in public administration 300 Dayo Eseonu 32 Applying queer theory to public administration: reimaging police officer recruitment 309 Roddrick A. Colvin and Seth J. Meyer 33 Gamification: using the escape room for teaching public administration 319 Janez Stare, Maja Klun, and Jernej Buzeti 34 Teaching dilemmas with street-level bureaucracy 327 Mike Rowe Index 334

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Book SynopsisPragmatic, progressive and global in its approach, this Handbook centres around the key question: how can we teach public policy? Presenting a wide variety of theoretical and methodological perspectives, it expertly examines current approaches to teaching public policy and critically reflects on potential future developments in the field.Bringing together contributions from over sixty leading public policy scholars, chapters examine the many different orientations to teaching and learning public policy, spanning traditional, current and emerging approaches. Employing a multi-jurisdictional approach, contributors discuss key theories surrounding the policy process, analyse diverse teaching strategies, and investigate the different publics engaged in learning about public policy. Through detailed case studies, the Handbook also explores the differences in international public policy programmes, and suggests possible explanations for the plurality in content.This forward-thinking Handbook will be an essential resource for educators in the field of public policy looking to enhance their teaching practices as well as those interested in the latest developments within the discipline. Offering a comprehensive overview of modern public policy pedagogy, it will also be of interest to academics and students.Trade Review‘By the time we start teaching, most of us have already settled on one or two schools of policy research as our preferred framework. This marvelous collection opens the mind to the full range of approaches and provides a wealth of practical teaching exercises and resources.’ -- Deborah Stone, Brandeis University, US‘This Handbook provides a comprehensive and accessible resource for public policy faculty and instructors. Its detailed pedagogical guidance, from top policy scholars around the globe, fills an important gap in the field. It will enrich how we engage with diverse audiences in our classrooms and how we train future leaders to devise, implement, and adapt public policies. Whether you’re a brand-new instructor or have decades of teaching experience, it has something to teach us all.’ -- Tanya Heikkila, University of Colorado Denver, US‘This Handbook provides a timely, comprehensive, and inspiring guide and reflection for teaching public policy. It is an indispensable toolbox for any scholar working in the field.’ -- Christoph Knill, Ludwig-Maximilians-University of Munich, Germany‘This volume is a tremendous resource for university and executive educators in public policy. It has the good and great of the field worldwide reflecting on their experiences of making concepts, research and theories of public policy analysis come alive in curriculum designs and classroom encounters. I found it inspiring and enriching to read personal stories by excellent colleagues that inform us about how they have learned to construct their courses and find ways of engaging public policy students.’ -- Paul 't Hart, Utrecht University, the Netherlands‘The Handbook offers a comprehensive collection of essays on the subject of public policy. While ostensibly on “teaching”, the broad range of topics – approaches, theories, methods, audiences, and regions – covered in the book would be of interest to anyone involved in studying public policy.’ -- M Ramesh, National University of SingaporeTable of ContentsContents: 1 Introduction to the Handbook of Teaching Public Policy 1 Emily St.Denny and Philippe Zittoun PART I APPROACHES TO TEACHING PUBLIC POLICY 2 Teaching public policy through the history of discipline, theories, and concepts 17 B. Guy Peters and Philippe Zittoun 3 Teaching public policy with cases 35 R. Kent Weaver 4 Teaching public policy by interactive pedagogy 48 Bruno Dente and Giancarlo Vecchi 5 Teaching public policy to mid-career MPA students: recalibrating the online balance 64 Evert Lindquist PART II TEACHING PUBLIC POLICY THEORIES 6 Theories of the policy process: Ways to think about them and strategies for teaching with them 76 Christopher M. Weible and David P. Carter 7 Pedagogical approaches in teaching the multiple streams framework 92 Nikolaos Zahariadis, Evangelia Petridou and Annemieke van den Dool 8 Teaching an historical institutionalist approach to public policy 106 Grace Skogstad 9 Teaching punctuated equilibrium theory 120 JoBeth S. Shafran 10 Teaching pragmatist and constructivist approaches to the policy process 140 Patrick Hassenteufel and Philippe Zittoun 11 Street-level bureaucracy: teaching policy (theory) in practice 155 Vincent Dubois and Gabriela Lotta PART III TEACHING METHODS AND METHODOLOGY FOR POLICY RESEARCH 12 Teaching quantitative methods to students of public policy 168 Matthew C. Nowlin and Wesley Wehde 13 Teaching qualitative methods in times of global pandemics and beyond 181 Anna Durnová, Eva Hejzlarová, and Magdalena Mouralová 14 Teaching comparative public policy methods 201 Isabelle Engeli and Christine Rothmayr Allison 15 Teaching Qualitative Comparative Analysis 217 Markus B. Siewert 16 Teaching process tracing methods in public policy 232 Derek Beach 17 Teaching qualitative interviewing for policy process studies 247 Sébastien Chailleux and Philippe Zittoun PART IV TEACHING ANALYTICAL TOOLS FOR PUBLIC POLICY 18 ‘Learning how to learn’: Teaching policy analysis from the perspective of the ‘new policy sciences’ 263 Emily St.Denny and Paul Cairney 19 Teaching policy design: themes, topics and techniques 278 Caner Bakir, Azad Singh Bali, Michael Howlett, Jenny M. Lewis and Scott Schmidt 20 Teaching discourse and dramaturgy 293 Maarten A. Hajer 21 Teaching ‘evidence-based’ policy: reflections from practice 307 Katherine Smith 22 Teaching introductory policy evaluation: a philosophical and pedagogical dialogue across paradigms 324 Jill Anne Chouinard and James McDavid PART V TEACHING PUBLIC POLICY BY AUDIENCE 23 Teaching public policy to undergraduate and graduate students 342 Raúl Pacheco-Vega 24 Teaching public policy in doctoral programs 361 Claudio M. Radaelli 25 Challenges of teaching public policy to practitioners: a case for andragogy 377 Jean-François Savard and Isabelle Caron 26 Teaching public policy to the public 391 Jale Tosun PART VI TEACHING PUBLIC POLICY BY CONTINENT: CURRICULUM, TRAINING AND RESEARCH 27 Teaching public policy in Africa: comparing Cameroon and Kenya 406 R. Mireille Manga Edimo and Joseph Okeyo Obosi 28 Teaching public policy in Asia: is a unique identity emerging? 421 Sreeja Nair, Ola G. El-Taliawi, and Zeger van der Wal 29 Teaching public policy in Europe 433 Nils C. Bandelow, Johanna Hornung, and Ilana Schröder 30 Teaching public policy in Latin America 453 Osmany Porto de Oliveira, Cecilia Osorio Gonnet, Raúl Pacheco-Vega, and Norma Muñoz del Campo 31 Teaching public policy in North America: adapting to uncertain times 475 Rachel Laforest and Steven Rathgeb Smith 32 Internationalising public policy teaching 491 Marleen Brans Index

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Book SynopsisTeaching the Essentials of Law and Economics covers the core areas of law and economics, also known as the economic analysis of law, in non-technical terms with guiding notes throughout the text. Replete with cases and illustrations, it may be used both as a lecture guide for instructors, and as a basic text for students. The author provides an up-to-date and succinct account of the application of economic analysis to legal doctrines, institutions and legal reform. Classic cases taken from Anglo-American common law, with some consideration of civil law, along with more recent material, are used to illustrate the analysis. The book has a non-technical, built-in system designed to guide teaching as well as private study of the material. Professors and instructors teaching this growing field of inquiry as well as legal scholars interested in the influence of economics on American law, economists analyzing the incentive structure of legal systems and doctrines, public-policy students considering legal reform and judges and legal personnel seeking a succinct treatment of economics of law will be indebted to the author for this guide to Teaching Essentials of Law and Economics.Trade Review'Professor Antony Dnes has written a few books in Law and Economics to general audiences in the last decades. But this is not just another book introducing law and economics to lawyers, economists, social scientists and policy makers. This is a different book in teaching the essentials of law and economics. Why different? The reason is that it provides for a unique combination of the standard introduction to law and economics, as typically taught in advanced degrees in universities across the world, with a novel approach to focusing on fundamental concepts and practical examples. Furthermore, each chapter concludes with a thorough state-of-the-art literature review offering different perspectives. The book can be explored alongside more traditional study materials, thus benefitting students and instructors. It can be used by legal practitioners as a quick access to specific topics or notions in law and economics. It can be read by the general public looking for a simple, yet rigorous, explanation for economic insights to legal policy.' --Nuno Garoupa, George Mason University, USTable of ContentsContents Preface 1. What is “Law and Economics?” 2. Property rights. 3. Conflicts over property rights 4. Contracts, information and trade 5. Breach of contract 6. Essential economics of tort law 7. Crime and punishment Index

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Book SynopsisThis book explores how entrepreneurship can be taught through case studies, arguing that entrepreneurship education needs specific cases and case methods to teach students entrepreneurial skills and mindsets. Providing unique perspectives and examples on how case teaching can be applied in entrepreneurship education, the book draws together a wide range of real-life case studies. Informing and inspiring entrepreneurship educators, Part I employs theoretical perspectives and practical procedures related to case teaching in entrepreneurship education. Novel and innovative case methods for entrepreneurship education are explored as well as the theoretical foundations of case-based entrepreneurship education. Part II offers 15 Nordic case studies divided into three main groups relating to becoming an entrepreneur, early-phase venture creation, and acting entrepreneurially in established organisations. Supplemented by online teaching notes, this thought-provoking book will be a valuable resource for entrepreneurship educators at higher education institutions. Questions and activities included in the case studies will also be useful for students with an interest in entrepreneurship.Trade Review‘Entrepreneurship education is a rapidly growing research and teaching field. This volume offers a comprehensive and critical discussion of how to design and utilize the case method for increased entrepreneurial learning from a Nordic perspective. Containing both concepts and practices in case teaching as well as actual cases, the volume provides an outstanding collection of works that expands our understanding of case-based entrepreneurship education.’ -- Diamanto Politis, Lund University, Sweden‘While the case method is a long-standing approach to entrepreneurship education, this volume, for the first time, brings together a strong foundation of entrepreneurship education theory and perspectives, a deep analysis of approaches to the case method, and a contextual lens which focuses on the Nordic perspective. This is a perfect reference for those interested in learning practical techniques for teaching cases as well as for those desiring to develop deeper theoretical knowledge of the case methodology in entrepreneurship.’ -- Candida G. Brush, Babson College, US, Nord University, Norway and Dublin City University, Ireland‘This all-star team of entrepreneurship educators from across Scandinavia has assembled a comprehensive, engaging discussion of the many components of case education. The distinctly Nordic focus is apparent in the unique individual entrepreneur, company, and context case studies as well as in overarching conversations about best practices in teaching and learning, and is a must read for any entrepreneurship educator, whether preparing to teach for the first time, or an experienced educator looking for new tools and repertoires.’ -- Siri Terjesen, Florida Atlantic University, US and Norwegian School of Economics, NorwayTable of ContentsContents: PART I INTRODUCTION 1 Case-based entrepreneurship education in and for the Nordic region 2 Lise Aaboen, Dag Håkon Haneberg, Siri Jakobsen, Thomas Lauvås, and Karin Wigger PART II REFRAMING THE CASE METHOD FOR TEACHING ENTREPRENEURSHIP FRAMING THE CASE METHOD FOR ENTREPRENEURSHIP EDUCATION 2 Understanding cases as narratives in entrepreneurship education: a conceptual framework 20 Michael Breum Ramsgaard and Robert D. Austin 3 How to conduct live cases in entrepreneurship education 31 Meredith Woodwark and Karin Schnarr 4 Bringing environmental sustainability and the circular economy into entrepreneurship education with stakeholders: four case methods from hackathons to role-model cases 40 Leena Aarikka-Stenroos, Anil Engez, Linnea Harala, Kaisa Henttonen, Hanna Lehtimäki, and Sara Malve-Ahlroth APPLYING THE CASE METHOD IN ENTREPRENEURSHIP EDUCATION 5 Experiences from live casework with Nordic micro-enterprises: contextualizing learning designs in entrepreneurship education 54 Mette Lindahl Thomassen and Michael Breum Ramsgaard 6 Using self as case in teach-the-teacher courses in entrepreneurship to reflect on experiences as student and teacher 67 Mats Westerberg 7 Teaching together in entrepreneurship education: live case method 76 Sanna Ilonen and Ulla Hytti 8 The moral perils when positioning student entrepreneurs in real-life contexts: balancing the nature–nurture of educative live case experience 87 Gustav Hägg METHODS FOR CASE TEACHING IN ENTREPRENEURSHIP EDUCATION 9 Student case development based on entrepreneurial experiences: a guide for entrepreneurship educators 98 Even Haug Larsen and Karoline Kaspersen 10 Student challenges in entrepreneurship education: planning for uncertainty 110 Sølvi Solvoll and Dag Håkon Haneberg 11 Teaching as guiding: live business cases 121 Bjørn Willy Åmo 12 From Utopia to sustainable entrepreneurship: a novel case methodology 130 Karin Wigger, Ingebjørg Vestrum, Fufen Jin, and Sølvi Solvoll PART III TEACHING CASES FROM THE NORDICS THE JOURNEY OF BECOMING AND BEING AN ENTREPRENEUR 13 Arts student applying effectual principles and various value perspectives 141 Vegar Lein Ausrød and Helle Meibom Færgemann 14 Fishing for sustainability: a case about recreational fishing, tourism, and sustainable entrepreneurship 150 Ulrika Persson-Fischier, Göran Lindström, Magnus Larsson, and Patrik Rönnbäck 15 From university research to student-driven spin-off: the case of Biodata 163 Katja Lahikainen, Markku Ikävalko, Noora Heino, and Terhi Virkki-Hatakka 16 ‘Cultivating and fighting at the same time’: an immigrant’s innovative entrepreneurial journey in the agricultural scene in Norway 172 Norma Wong and Marte C. W. Solheim 17 ZU4R bicycle-wear: from pain to world leadership 184 Bjørn Willy Åmo EARLY-PHASE CENTURE CREATION 18 DataBoard ApS: start-ups and downs 194 Thomas J. Howard, Carina Lomberg, Rasmus Bushøj, and Jesper Hart-Hansen 19 Fabricomp AB: developing a collaboration strategy for a newly started university spin-off company in Sweden 203 Jens Laage-Hellman and Frida Lind 20 Sustainable entrepreneurship: firm growth and the balance between saving the planet, people, and profits 217 Martin Senderovitz, Simon Jebsen, and Hannah Suder 21 Entrepreneurship on a deadline: the role of time constraints in student ventures 228 Jørgen Veisdal 22 HydroSafe: Emma’s investment issues 237 Torgeir Aadland and Roger Sørheim ACTING ENTREPRENEURIALLY IN ESTABLISHED ORGANIZATIONS 23 ‘I cannot give up now!’: the story of a Norwegian public sector entrepreneur’s endeavours to revolutionize communication between two healthcare organizations 245 Petter Gullmark and Ingebjørg Vestrum 24 Running the firm and the island: social, economic, and environmental sustainability at Kvarøy Fish Farm 258 Thomas Lauvås, Siri Jakobsen, Karin Wigger, and Morten Dahle Selfors 25 Steering the global value chain of an SME under uncertainty: the case of GlobeNet 270 Taina Eriksson and Niina Nummela 26 Mobilizing resources for developing a community enterprise in a rural community: the case of a jazz music festival 275 Ingebjørg Vestrum 27 Going sustainable in a traditional industry?: seizing opportunities in the furniture industry 288 Thomas Lauvås and Siri Jakobsen Index

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Book SynopsisThere is a dire need for a comprehensive pedagogical resource both on diverse approaches to teaching sports economics and the use of sports to teach broader principles of economic concepts. This book does exactly that. The contributions from leading scholars and teachers in both fields will help all instructors looking to raise their teaching game.The pedagogy in this book covers a wide array of active and engaged teaching techniques to demonstrate interesting ways to engage students and to get them excited about sports economics and economic concepts in general. Chapters cover topics such as legal case studies that impact North American leagues, discrimination and gender bias in sports economics and best practices for supervising undergraduate student research. The innovative approaches and methods presented are applicable to both small and large class sizes. Practical advice for designing field trip-, guest speaker-, and case-study-based classes, and techniques for using data-driven exercises, film and straightforward classroom experiments are included.This book will appeal to two primary audiences: undergraduate economics instructors and sports economics/management instructors. The teaching methods may be easily adapted to most economic classes, and the breadth of material provides instructors with assistance in creating course syllabi, outlining teaching plans, generating student interest, and increasing the efficacy of their pedagogy.Table of ContentsContents: Introduction to Teaching Sports Economics and Using Sports to Teach Economics xi Victor A. Matheson and Aju J. Fenn PART I USING SPORTS TO TEACH ECONOMICS 1 Integrating sports into economics teaching 2 John J. Siegfried and Allen R. Sanderson 2 Using sports-related empirical research to teach critical reading skills in intermediate microeconomics 34 Peter von Allmen 3 Using ESPN 30 for 30 to teach economics – revisited 49 Abdullah Al-Bahrani and Darshak Patel 4 Uncovering bias: using sports to teach about the economics of discrimination 65 Jill S. Harris 5 Supervising sports economics research 79 Brad R. Humphreys and Jane E. Ruseski PART II TEACHING SPORTS ECONOMICS 6 Using guest speakers and day trips to teach sports economics 94 Aju J. Fenn 7 Sports and the law: using court cases to teach sports economics 103 Victor A. Matheson 8 Making sports economics inclusive: why you aren’t teaching sports economics well if women are not part of your story 128 David Berri 9 Incorporating media into the sports economics curriculum 165 Jadrian Wooten PART III CLASSROOM ACTIVITIES FOR SPORTS ECONOMICS – MOVING AWAY FROM CHALK AND TALK 10 The jigsaw reading 181 Victor A. Matheson 11 Starting point bias and final offer arbitration: a classroom experiment 188 Victor A. Matheson 12 Randomness and the hot hand fallacy 195 Joshua Congdon-Hohman and Victor A. Matheson 13 This class is a Kahoot! Using Kahoot! to test student knowledge in class 200 Jadrian Wooten 14 Arbitration in the classroom: a classroom experiment to model MLB’s salary arbitration 208 Amber Brown 15 Measuring productivity in Major League Baseball 226 Stacey Brook 16 Teaching marginal revenue product using Moneyball 235 Dustin White and Jadrian Wooten 17 Economical sports economics classroom activities 241 Rodney Fort Index

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Book SynopsisThis comprehensive Handbook illustrates the wide range of approaches to teaching and learning social research methods in the classroom, online, in the field and in informal contexts. Bringing together contributors from varied disciplines and nations, it represents a landmark in the development of pedagogical culture for social research methods.Spanning qualitative, quantitative and mixed methods research, this Handbook covers all aspects of teaching and learning, from introductory research methods courses to post-doctoral learning. Offering practical guidance, research evidence and reflective insights, it addresses some of the biggest challenges facing teachers and learners. It further advances ongoing debates, such as facilitating experiential learning online, supporting the development of reflexivity, embedding quantitative methods learning in university programmes and challenging orthodoxies with feminist, anti-racist, and decolonising pedagogies.This Handbook will be an invaluable resource for teachers of research methods across the social sciences, and for research methods training organisations looking to improve their courses. Researchers and students of pedagogy in higher education will also find it an enlightening read.Trade Review‘The Handbook of Teaching and Learning Social Research Methods is a path-breaking contribution toward closing the pedagogical culture gap in social research methods education. This gap will widen over time as the teaching and learning of methods shift from the classroom to various online digital environments that include learning and teaching emergent methods and new technologies. The Handbook Editor, Melanie Nind, strongly advocates “putting pedagogic models to work in research methods education.” She follows through with this goal brilliantly by curating a stellar array of Handbook chapters that together provide a vibrant pedagogical culture for research methods education. Handbook contributors are expert researchers and methods teachers that share their pedagogical strategies for addressing this gap. Many chapters cover different pedagogical approaches to teaching and learning online, offline, and in the field. The Handbook primarily focuses on a range of qualitative methods and analysis, with some chapters focusing on quantitative and mixed methods research. Handbook contributors provide teaching strategies and resources to address the diversity of students’ learning needs. The Handbook introduces a range of emergent teaching strategies and devices for engaging students in the learning process through applying storytelling, experiential, inclusive, and de-colonizing teaching approaches. Melanie Nind reminds the reader that teaching research methods “. . . should not be the low point of the week for teachers and learners.” Melanie Nind's Handbook builds a vibrant pedagogical culture that provides a "way forward" toward closing the pedagogical gap in teaching and learning social research.’ -- Sharlene Hesse-Biber, Boston College, US‘This premiere collection of insightful chapters by some of the world’s most notable research educators provides readers unique, behind-the-scenes pedagogical practices for both in-person and online instruction of qualitative, quantitative, and mixed methods courses. Through engaging narratives, personal stories, and curriculum outlines, this valuable resource addresses how to both teach and learn the craft and art of human inquiry in education and the social sciences.’ -- Johnny Saldaña, Arizona State University, USTable of ContentsContents: 1 Introduction to the handbook: putting pedagogic models to work in research methods education 1 Melanie Nind PART I TEACHING AND LEARNING SOCIAL RESEARCH METHODS IN THE CLASSROOM 2 Research literacy and the relationship between research and teaching: the case of research about teaching about research 15 Martyn Hammersley 3 Feminist pedagogies: careful(l) ethics in teaching qualitative research methods 27 Kelly W. Guyotte, Stephanie Anne Shelton and Maureen A. Flint 4 Facilitating learners’ reflexive thinking in qualitative research courses 39 Amy Orange 5 Pedagogies for collaborative qualitative research 51 Thalia Mulvihill and Raji Swaminathan 6 Enhancing the teaching of qualitative methods: teaching the ‘breadth and depth method’ for analysis of ‘big qual’ 67 Sarah Lewthwaite, Lynn Jamieson, Emma Davidson, Rosalind Edwards, Melanie Nind and Susie Weller 7 Teaching mixed methods research to address diverse learners’ needs: pedagogical strategies and adaptations 86 Nataliya V. Ivankova and Vicki L. Plano Clark 8 Teaching mixed methods using an open-space learning approach 107 Rebecca Johnson and Marie Murphy 9 Active learning, constructive alignment, and research methods: toward a programme level approach 120 Tom Clark and Liam Foster 10 Post-philosophies inspire the teaching/learning of qualitative inquiry 135 Candace R. Kuby 11 Shaping researcher learning through scribbles: embodied pedagogical practices in classroom inquiry 151 David Higgins and Ali Rostron 12 Teaching and learning social research methods in social work: challenges and benefits of experiential and applied learning contexts 167 Sandra Lopes and Sandra Saúde 13 Teaching the art of qualitative research interviewing: a developmental approach 184 Kathryn Roulston and Brigette A. Herron 14 What are we teaching for? Humility and responsibility in social science research 200 Jennifer R. Wolgemuth, Yi-Hsin Chen, Liliana Rodríguez-Campos, John Ferron, Eunsook Kim, Robert F. Dedrick and David Lamb PART II TEACHING AND LEARNING SOCIAL RESEARCH METHODS ONLINE 15 Using intentionality to frame how we teach research methods online 216 Cheryl Hunter, Tamara Hoffer and Joshua Hunter 16 Experiential pedagogies in the online space 228 Nicole Brown, Helen Butcher, Belen Febres-Codero and Chuying (Trista) Wu 17 Back to the basics: teaching research online in the time of the Covid-19 pandemic 242 Maja Miskovic and Jamie Kowalczyk 18 ‘No choice’ but remote learning: non-traditional students making sense of social research methods 257 Rossana Perez-del-Aguila, Heather Allison and Naveed Kazmi 19 The use of online materials to support the development of quantitative skills 274 Steve Cook and Duncan Watson 20 Teaching and learning research methods and statistics in eLearning environments pre-, during, and post-pandemic 287 Adam J. Rock, Kylie Rice, Natasha M. Loi, Einar B. Thorsteinsson and Methuen I. Morgan 21 “Mixing” traditional and non-traditional online technologies to build community in an online mixed methods research methods course 301 Jori N. Hall and Sara Campbell 22 Integrating the online teaching of qualitative analysis methods and technologies: challenges, solutions and opportunities 318 Christina Silver, Sarah L. Bulloch, Michelle Salmona and Nicholas W. Woolf 23 Teaching research methods online: informal or semi-formal professional development 334 Janet Salmons, Andy Nobes, Nicola Pallitt and Tony Carr PART III TEACHING AND LEARNING SOCIAL RESEARCH METHODS IN THE FIELD AND OTHER CONTEXTS 24 An analysis of doctoral supervision as pedagogic practice in social science and the role of social research methods in supervision 353 Rosemary Deem and Sally Barnes 25 Pedagogical approaches in inclusive research 368 Edurne García Iriarte, Maria Pallisera, Judit Fullana, Brian Donohoe, Kathleen McMeel and Marc Crespo 26 Research methods learning in temporary online communities during Covid-19 383 Andy Coverdale, Melanie Nind and Robert Meckin 27 Understanding research methods textbooks: pedagogy, production and practice 397 Patrick Brindle and Sarah Lewthwaite 28 Rethinking safeguarding: an opportunity to establish a decolonial teaching framework for social research practice 413 Leona Vaughn 29 Managing distance when teaching, learning, and doing oral history: a case study from Vietnam 428 Siobhan Warrington, Laura Beckwith, Hue Nguyen, Graham Smith, Lan Nguyen, Thuy Mai Thi Minh, Chamithri Greru, Tanh Nguyen, Oliver Hensengerth, Pam Woolner and Matt Baillie Smith Index

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Book SynopsisCultural economics deals with many aspects of the creative economy including the art market, heritage, live performing arts and cultural industries. Teaching Cultural Economics introduces the range and scope of these subjects through short chapters by experienced teachers who are expert in the topic of their chapters. The guide starts out with chapters on the experience of teaching cultural economics by leading exponents in the field. Chapters then follow grouped by general topic: financing cultural production, artists' labour markets, consumer behaviour in the cultural sector, digitisation and copyright and case studies of creative industries. The breadth of material provided within these pages is invaluable to teachers who wish to offer courses in cultural economics and are seeking guidance for developing a new course, as well as for teachers who are already teaching cultural economics and are seeking inspiration for new case studies. The material can also be used by teachers of other courses who wish to teach cultural economics as part of their curriculum. Contributors include: V. Ateca-Amestoy, H. Bakhshi, A. Baldin, F. Benhamou, T. Bille, E. Bjørnsen, R. Buijze, S. Cameron, L. Champarnaud, D.C. Chisholm, M.J. del Barrio-Tellado, L. Delomeaux, J. Denis, P. Di Caro, L. Di Gaetano, J. Farchy, K. Goto, C. Handke, S.J.C. Hemels, L.C. Herrero- Prieto, P. Kaszynska, E. Lazzaro, I. Mazza, J. McKenzie, A. Mignosa, T. Navarrete, T. Orme, G. Pignataro, I. Rizzo, B. Seaman, R. TowseTrade Review‘This is a rich and extremely useful guide on why to teach cultural economics, how it should be taught and what to teach.’ -- Jen Snowball, Journal of Cultural Economics'This book, composed by three leading scholars in the field, includes 38 articles that are most useful for courses in the Economics of Culture. They cover a broad range of topics, among them various relationships to digitization. I highly recommend it.' --Bruno S. Frey, University of Basel, SwitzerlandTable of ContentsContents: 1 Introduction 1 Trine Bille, Anna Mignosa and Ruth Towse 2 Teaching cultural economics 3 Ruth Towse 3 Cultural economics – in research and teaching 10 Trine Bille 4 Why a(nother) book on cultural economics? 20 Anna Mignosa 5 My approach to teaching cultural economics: Why, how, what? 25 Franҫoise Benhamou 6 Teaching cultural economics: The perspective of a decade 27 Bruce A. Seaman PART I ECONOMICS OF PUBLIC SUPPORT FOR ARTS AND CULTURAL ORGANIZATIONS 7 Economic arguments for public support of arts and culture 42 Trine Bille 8 Cultural value and economic value in arts and culture 51 Patrycja Kaszynska 9 Performance assessment in cultural institutions 58 Luis César Herrero-Prieto and María José del Barrio-Tellado 10 Economic impact studies 69 Trine Bille PART II FINANCING CULTURAL PRODUCTION 11 Tax incentives for the cultural sector 79 Sigrid Hemels 12 Tax incentives for international giving to the cultural sector 86 Renate Buijze 13 Philanthropy 91 Luigi Di Gaetano and Isidoro Mazza 14 The economics of crowdfunding 99 Franҫoise Benhamou PART III ARTISTS’ LABOUR MARKETS 15 Artists’ earnings and labour markets 106 Trine Bille 16 Contracts for creators and performers in the creative industries 115 Ruth Towse 17 Busking as a source of income 122 Samuel Cameron 18 Creators’ and performers’ earnings from copyright 129 Ruth Towse 19 Superstars 140 Luc Champarnaud PART IV CONSUMER BEHAVIOUR IN THE CULTURAL SECTOR 20 Demand for cultural goods: Key concepts and a hypothetical case study 149 Bruce A. Seaman 21 Consumer theory, market segmentation and audience research on cultural goods 157 Victoria Ateca-Amestoy 22 Consumer behaviour in the performing arts 166 Andrea Baldin 23 Digital consumption of cultural goods and services 175 Jordi McKenzie 24 Strategies for and experiences of audience development 182 Egil Bjørnsen 25 Big Data: The new avenue for measuring cultural consumption? 189 Lydia Deloumeaux PART V DIGITIZATION AND COPYRIGHT 26 Artificial intelligence and cultural creation 198 Joëlle Farchy and Juliette Denis 27 Digitization in museums 204 Trilce Navarrete 28 Paying for digital music 214 Christian Handke 29 The economics of e-books 220 Françoise Benhamou 30 BBC3 goes digital 225 Ruth Towse PART VI TOPICS IN ECONOMICS OF CULTURAL AND CREATIVE INDUSTRIES 31 Measuring the creative economy 230 Hasan Bakhshi 32 Art at the crossroads between creativity, innovation, digital technology and business, a case study 238 Elisabetta Lazzaro 33 Art galleries as market makers 244 Paolo Di Caro and Isidoro Mazza 34 Film economics 253 Tylor Orme and Darlene C. Chisholm 35 Cinema economics 258 Tylor Orme and Darlene C. Chisholm 36 Intangible cultural heritage 262 Kazuko Goto and Anna Mignosa 37 The economics of craft 268 Kazuko Goto and Anna Mignosa 38 Conservation of historical buildings: The rehabilitation of the Benedettini Monastery in Catania 275 Giacomo Pignataro and Ilde Rizzo Index 282

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Book SynopsisThis timely book examines advances in teaching and learning at undergraduate level from the disciplines of geography education, neuroscience and learning science. Connecting these disciplines, the chapters integrate research on how students learn and explain how to teach students to think geographically and develop a deeper understanding of their world.Questioning what it means to think geographically, the editors identify ten elements that characterize thinking geographically including the weaving of various perspectives, making connections, creating meaning through spatial thinking, relational thinking and multi-scalar thinking. The book offers a collection of turnkey exercises designed by geography educators for use in human geography courses. These insightful exercises are designed to assist with promoting geographic thinking and learning, The editors provide a matrix that serves as an outstanding resource.Teaching Human Geographymakes a unique and significant contribution to geography education as an excellent resource for instructors looking to improve their practice and facilitate learning. Addressing how geography teaching can be transformed, it will also improve undergraduates' ability to think geographically by integrating research in learning science and geography education.Trade Review‘This extremely readable book shows geography to be the world subject. More than this, it argues that “students who learn to think geographically … discover a new way of seeing the world”. In the context of Anthropocene, the educational potential of geography is therefore vast – but is not guaranteed. This book expertly melds theoretical perspectives about ‘learning’ with some brilliant examples of structured teaching and thus makes a fine contribution to the development of geography education in practice.’ -- David Lambert, UCL Institute of Education, UK‘There has arguably never been a more urgent need for young people to learn how to think geographically at a high level of proficiency. This book demonstrates the significance of geography’s powerful knowledge for understanding human systems with many practical applications to support high quality geography instruction.’ -- Michael Solem, Texas State University, USTable of ContentsContents: Foreword by Donald Zeigler xv PART I THEORIES AND PRACTICE IN THINKING GEOGRAPHICALLY 1 Introduction to theories and practice in thinking geographically 2 Erin Hogan Fouberg and Janet Stuhrenberg Smith 2 Thinking geographically 11 Janet Stuhrenberg Smith 3 Learning geographic concepts 39 Erin Hogan Fouberg 4 Learning, visualizing, and thinking through maps 58 Janet Stuhrenberg Smith 5 Personalizing geographic knowledge through fieldwork 86 Erin Hogan Fouberg 6 Plasticity and change: lifelong geographic learning 100 Erin Hogan Fouberg PART II EXERCISES IN GEOGRAPHIC THINKING 7 Introduction to exercises to promote geographic thinking and learning 112 Janet Stuhrenberg Smith and Erin Hogan Fouberg 8 Engaging group-based exercises 116 Larianne Collins, Erin Hogan Fouberg, Jody Smothers-Marcello, Jamie L. Strickland, Caitlin Finlayson, Sunita George, Amanda Rees, and Janet Stuhrenberg Smith 9 Powerful field-based and place-based exercises 178 Raymond Greene, Jacqueline L. Waite, William G. Moseley, Matthew R. Cook, and Alex Oberle 10 Integrative project-based exercises 209 Thomas R. Craig, Leslie McLees, and Ronald V. Kalafsky Index 229

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Book SynopsisProviding expert advice from established scholars in the field of political science, this engaging companion book to Teaching Undergraduate Political Methodology imparts informative guidance on teaching research methods across the graduate curriculum. Written in a concise yet comprehensive style, it illustrates practical and conceptual advice, alongside more detailed chapters focussing on the different aspects of teaching political methodology. Each chapter draws on practised teaching methods covering the what, how and when for teaching political methodology with an in-depth look at systematic research methods. The book is split into four distinct sections for graduate research methods education: the approach, the foundations of research design, quantitative analysis and qualitative analysis. Chapters offer evidence-based advice grounded in the science of teaching and learning (SoTL) literature from experienced, award-winning and highly recognized instructors of political methodology. Teaching Graduate Political Methodology will be required reading for faculty wanting to establish excellent methods for challenging subjects within the fields of political science, public administration and public policies. It will also serve as a useful resource for instructors wishing to gain greater student engagement with their courses by utilising different methods.Trade Review‘Graduate political methodology teaching requires taking students from consumers to producers of knowledge and these chapters offer excellent, short, practical, and helpful advice to support this mission. Whether it is writing a syllabus, suggestions for course content, or larger department conversations around building a graduate curriculum this book covers it.’ -- Lonna Atkeson, Florida State University, US‘Brown, Nordyke, and Thies have assembled a truly superb collection of experts teaching their craft. The very broad array of topics covered and the quality of contributions makes this book a must-use in the classroom.’ -- Douglas Gibler, University of Alabama, USTable of ContentsContents: Introduction to Teaching Graduate Political Methodology 1 Mitchell Brown, Shane Nordyke, and Cameron G. Thies PART I APPROACHING RESEARCH METHODS IN THE GRADUATE POLITICAL SCIENCE CURRICULUM 1 Transitioning from consumers of knowledge to producers of knowledge: teaching scope and methods to doctoral students 8 James C. Garand 2 Teaching an introductory graduate methods course 17 John Ishiyama 3 Place-based versus online instruction 26 Daniel Hawes 4 Selecting texts 34 Jon Parker 5 Teaching introductory applied statistics with R 43 Timothy M. Peterson PART II FOUNDATIONS OF RESEARCH DESIGN 6 Do as I say, not as I do: the need to incorporate ethics in political science research methods curricula 52 Christi Siver and Colin Hannigan 7 Abstract Blitzing and beyond: teaching political methodology 62 Victor Asal 8 Research design and establishing causality 70 Stacey Pollard and Adrian Wolfberg 9 How to think conceptually without really trying: notes on the teaching of concept analysis 79 Zachary Elkins 10 Teaching field experiments 90 Christopher W. Larimer 11 Teaching graduate students about sampling 99 Theodore Arapis 12 Teaching bias and error in research designs 108 Andrew Niesiobedzki 13 Learning by doing: re-positioning surveys from an abstract to a practical tool 118 Adriano Udani and David C. Kimball PART III QUANTITATIVE METHODS INSTRUCTION 14 Data basics for graduate students 125 Soren Jordan 15 Teaching ordinary least squares regression 134 Michelle L. Dion 16 Extending regression to binary (and more!) outcomes 169 Soren Jordan 17 Teaching time series analysis 182 Clayton Webb 18 Nonparametric data 189 Carie Steele and Stephen Meserve 19 Replication 198 Cameron G. Thies 20 How to teach social network analysis to social science students 205 Olga Chyzh 21 Building a foundation for data science researchers in political science 212 Robert Bond 22 Data visualization 218 Alexis Henshaw and Kirssa Cline Ryckman PART IV QUALITATIVE DATA COLLECTION AND ANALYSIS 23 Helping graduate students understand case study methods: rigor, process tracing, and practice exercises 227 Andrew P. Cortell 24 Field and observational research 235 Stacey Leigh Hunt 25 Teaching content analysis to graduate students 242 Steven Lloyd Wilson and Yoshiko M. Herrera 26 Teaching students better interviewing skills 250 Mitchell Brown 27 Discourse analysis 257 Bryant Harden and Laura Sjoberg 28 Teaching ethnography 265 Laura Sjoberg and Lili Chen PART V SPECIALIZED INSTRUCTION 29 Teaching applied research 276 Kathleen Hale 30 Teaching program evaluation 288 Ed Gerrish 31 Teaching modern methodology for quantitative policy analysis 299 Alexander Alexeev 32 Intelligence studies 308 Adam Jungdahl 33 Teaching how to conduct an environmental behavioral study 318 Binita Mahato Conclusion to Teaching Graduate Political Methodology 330 Mitchell Brown, Shane Nordyke, and Cameron G. Thies Index

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Book SynopsisThis insightful book guides instructors on how to introduce students to the interdisciplinary work of Peace and Conflict Studies (PACS). Mindful that many students come to PACS with a desire to create positive social change, Susan F. Hirsch and Agnieszka Paczyńska highlight engaged learning as a key method for PACS pedagogy and emphasise the need to teach theory with an inclusive and decolonialist approach. The book offers both new and experienced instructors of undergraduate and postgraduate students concrete advice regarding structuring assignments, designing classroom-based engaged learning activities and highlighting reflective practice and ethics. Key Features: Focuses on delivering an engaged, inclusive and decolonialist PACS programme. Provides practical advice on how to design introductory and elective PACS courses for undergraduate and postgraduate students. Includes detailed instructions for developing and implementing in-class experiential learning exercises alongside tools for effectively assessing student learning. Building instructors’ capacity to teach effectively and inclusively with the aim of practical post-course application, Teaching Peace and Conflict Studies will be an invaluable resource across peace and conflict studies, anthropology, sociology, history, political science, international relations, women’s studies, African American studies and global studies. It will also be essential reading for graduate students looking to move into teaching positions, as well as faculty, staff and students in graduate education schools.Trade Review‘Making peace on the ground is challenging enough, however teaching how to make peace in the classroom is also challenging and requires different and certain mastery. Teaching Peace and Conflict Studies is a highly needed resource for everyone who plans to engage in peace education and conflict resolution not only at the university level but its lessons and recommendations on how to be an effective instructor/teacher are applicable to many other educational settings. The authors managed to tackle the core dilemmas that face instructors who always struggle to convey the complexity of peacemaking due to shifting context, ethical considerations, power dynamics, etc. The book offers guidelines and insightful frameworks on how to be an effective and ethical instructor of peace.’ -- Mohammed Abu-Nimer, American University, DC, US‘This volume provides a unique overview of key challenges and opportunities in teaching PACS at university level. It offers concrete examples of pedagogic approaches combined with honest appraisals of their respective virtues and limitations. This is all done within a clear value-base which should lie at the heart of PACS.’ -- Omar Grech, University of Malta‘This is a much-needed book for a growing and vibrant field. It is a magnificent example of reflective practice and draws on extensive classroom experience. The book is alert to the challenges of teaching sensitive topics, applied teaching, and of the need to address issues of diversity and inclusion. It is highly recommended.’ -- Roger Mac Ginty, Durham University, UKTable of ContentsContents: 1 Our approach to PACS teaching and learning 2 Designing introductory PACS courses 3 Designing advanced and elective PACS courses 4 Classroom-based engaged learning 5 Field-based experiential learning 6 PACS curriculum in context 7 Challenges in PACS pedagogy References Index

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Book SynopsisProviding expert advice from established scholars in the field of political science, this engaging book imparts informative guidance on teaching research methods across the undergraduate curriculum. Written in a concise yet comprehensive style, it illustrates practical and conceptual advice, alongside more detailed chapters focussing on the different aspects of teaching political methodology.Each chapter draws on practised teaching methods covering the what, how and when for teaching political methodology with an in-depth look at systematic research methods. The book is split into four distinct sections for undergraduate research methods education: the approach, the foundations of research design, quantitative analysis and qualitative data. All the advice is evidence-based and grounded in the science of teaching and learning (SoTL) literature from experienced, award-winning and highly recognized instructors of political methodology.Teaching Undergraduate Political Methodology will be required reading for faculty wanting to establish excellent methods for challenging subjects within the fields of political science, public administration and public policies. It will also serve as a useful resource for instructors wishing to gain greater student engagement with their courses by utilising different methods.Trade Review‘These chapters on political science research methods are absolutely wonderful! They can help to develop a methods curriculum, a methods course syllabus, or a methods assignment. The book is filled with practical advice, examples, and helpful tools from seasoned faculty who cover a wide range of research related topics!’ -- Lonna Atkeson, Florida State University, USTable of ContentsContents: Introduction to Teaching Undergraduate Political Methodology 1 Mitchell Brown, Shane Nordyke, and Cameron Thies PART I APPROACHING RESEARCH METHODS IN THE POLITICAL SCIENCE CURRICULUM 1 What should be taught and when 8 Charles C. Turner 2 The case for an applied approach to teaching research methods 16 Laura C. Bucci 3 Students as consumers and producers: the research methods course and information literacy 22 B. Gregory Marfleet 4 Teaching political methodology to undergraduate students 35 John Ishiyama 5 Teaching political methodology 47 Mandie Weinandt 6 What do we teach with? An examination of texts 55 Christopher N. Lawrence 7 Teaching writing about political science research 63 Kaye Usry and Joel T. Shelton PART II FOUNDATIONS OF RESEARCH DESIGN 8 Questions, queries and problems 79 Joe Weinberg 9 Hypotheses and research expectations 87 H. Whitt Kilburn 10 Teaching experimental and quasi-experimental designs 96 Federico Vegetti 11 The history and art of sampling 104 Theodore Arapis 12 Causality reasoning: what it is and how to teach it 113 Tom Ellington 13 It’s actually not in the syllabus: incorporating ethics in research methods courses 119 Christi Siver PART III QUANTITATIVE ANALYSIS FOR UNDERGRADUATE RESEARCH METHODS EDUCATION 14 How to teach descriptive statistics 128 Joice Chang 15 Bivariate regression: a good beginning makes a good ending 137 Babak RezaeeDaryakenari 16 Basics of multivariate analysis 146 Emily Clough 17 Practical extensions of regression 153 Soren Jordan 18 Teaching big data 164 Jennifer Bachner 19 Student-led survey projects 174 Ian G. Anson 20 Data visualization 181 Alexis Henshaw PART IV QUALITATIVE DATA FOR UNDERGRADUATE RESEARCH METHODS EDUCATION 21 The case study approach 189 Weining Ai 22 Interviewing 197 Janet Elise Johnson, Candice D. Ortbals, and Lori Poloni-Staudinger 23 Content analysis as an effective teaching tool for critical thinking 205 Tijen Demirel-Pegg 24 Field and observational research 213 Stacey Leigh Hunt 25 Teaching qualitative-interpretive research methods 220 Daniel T. Kirsch Conclusion: taking the next steps 227 Mitchell Brown, Shane Nordyke and Cameron Thies Index

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Book SynopsisCan you learn to be an entrepreneur in a week? The book focuses on short entrepreneurship education initiatives and includes eleven courses from European research-based universities. The book provides insights on best practice and lessons learned from experience for potential and current organizers of such initiatives. Entrepreneurship initiatives are a common response to top-down decisions to include entrepreneurship in all disciplines and study programs. There is often also a regional or societal goal for these activities. Different types of programme are analysed, from those aiming to instil an entrepreneurial mindset, those preparing the individual for an entrepreneurial career to those based on collaborations between universities. The authors make comparisons of the audiences, goals, organization and pedagogical approaches in each case to answer whether entrepreneurship can be taught in one week. By reading this book university managers, course designers and those delivering entrepreneurship initiatives will be able to make a more informed decision regarding if and how they should be organized. Contributors include: L. Aaboen, V.L. Ausrød, O. Belousova, A. Blesa, C. Cantù, S. Costa, S. Delanoë-Gueguen, A. Groen, J. Guldager, J. Heinonen, U. Hytti, P.P. Iglesias-Sánchez, A. Jacobsson, A. La Rocca, H. Landström, E.M. Laviolette, C.J. Maldonado, L. Martínez, G.-B. Neergard, A. Ouendag, M. Ripollés, C.A.F. Rosenstand, E. Simmons, R. Sørheim, P. Stenholm, C. TollestrupTrade Review'Would it be possible to become entrepreneurial in one week? The editors and contributors of this book, all greatly experienced in designing and delivering entrepreneurship courses believe so. To convince the readers, they present and describe pedagogical activities such as week-long courses, camps and summer schools in a wide diversity of settings and contexts, showing the mechanisms by which students develop entrepreneurial ideas and initiatives. A more than needed book for those interested in learning from best practices in entrepreneurship education.' --Alain Fayolle, EMLYON Business School, France'Entrepreneurship education, like higher education, requires disruption and new approaches to content delivery and learning. This book represents a way to help students learn in quick chunks rather than over an archaic period of time we know as a semester. This book is an important step in a right direction.' --Heidi M. Neck, Babson College, USTable of ContentsContents: 1 How do you become entrepreneurial in one week? 1 Lise Aaboen, Hans Landström and Roger Sørheim PART I SKILLS, COMPETENCIES AND AWARENESS AMONG STUDENTS 2 WOFIE: Workshop For Innovation and Entrepreneurship 15 Christian Tollestrup and Claus Andreas Foss Rosenstand 3 Innovation camp for nursing students: igniting an entrepreneurial spirit in three days 29 Gunn-Berit Neergård and Antonella La Rocca 4 SEMIS (seedlings): sowing the entrepreneurial competences of first-year master’s students 47 Servane Delanoë-Gueguen and Eric Michael Laviolette 5 Entrepreneurship and society: providing learners with a social lens on entrepreneurship 65 Emilee Simmons PART II START-UPS AND ENTREPRENEURS FROM THE UNIVERSITY 6 SommarMatchen™: a student jump-start into the entrepreneurial life 84 Arne Jacobsson 7 Entrepreneurship for research professionals: triggering transformative learning? 100 Ulla Hytti, Jarna Heinonen and Pekka Stenholm 8 VentureLab Weekend: developing entrepreneurial skills from idea to action 119 Sílvia Costa, Olga Belousova, Aniek Ouendag and Aard Groen 9 Training entrepreneurial competences involving key stakeholders 140 Patricia P. Iglesias-Sánchez, Carmina Jambrino Maldonado and Carlos de las Heras-Pedrosa PART III ENTREPRENEURIAL CITIZENS 10 Pursuing Entrepreneurship: a blended approach to teaching entrepreneurship in two weeks 159 Vegar Lein Ausrød and Jeppe Guldager 11 5UCV-E2: fitting your business proposal in seven sessions 175 María Ripollés, Andreu Blesa and Laura Martínez 12 ComoNExT iStart Academy: exploring the development of managerial skills 193 Chiara Cantù Index 211

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Book SynopsisThis exemplary Handbook provides readers with a novel synthesis of international research, evidence-based practice and personal reflections to offer an overview of the current state of knowledge in the field of teaching geography in higher education. Chapters cover the three key transitions - into, through, and out of higher education - to present a thorough analysis of the topic. With key contributions from top scholars, the Handbook investigates student transitions, exploring how students require different pedagogical approaches as they progress through university or college. A wide range of learning contexts relevant to the breadth of spaces and places in which geography teaching takes place is used to provide examples of how teaching and learning in geography can be enhanced. It identifies key principles including working in partnership and acknowledging the whole student, calling for the adoption of courageous pedagogy. With a useful resources section included in each chapter, this Handbook is a vital reference source for those teaching geography in higher education settings. Written in an accessible style, it will also be of use to early career geographers and those who are new to teaching, including postgraduate students. Contributors: C. Arrowsmith, K. Barton, S. Brail, J. Bullard, G. Butt, W. Cartwright, L. Clarke, D. Conradson, M. DeMers, S. Dyer, J. Esson, M. Finn, E.H. Fouberg, D. France, I.C. Fuller, A.L. Griffin, M. Haigh, R.L. Healey, J. Hill, R. Hodgkins, P. Hopkins, M. Horswell, A. Hovorka, A. Hughes, N.T. Huynh, J. Kerski, P. Klein, P.E. Kneale, A. Last, J. Lee, A. Maddrell, N. McDuff, G. Miller, L. Mol, N. Moore-Cherry, C. Mott, A. Parton, E. Pawson, M. Poskitt, K. Ramdas, C. Ribchester, B. Rink, Z.P. Robinson, J. Salo, D.M. Schultz, I.D.H. Shepherd, M. Solem, R. Spronken-Smith, S. Tate, T. Vowles, H. Walkington, R.I. Waller, K. Whalen, E. Wigley, P. Wolf, N. WorthTrade Review'This book is a much-needed comprehensive overview of recent research and practices on teaching geography in higher education. Written by leading researchers, it provides not only insights but also practical applications for lecturing, assessment and innovation in geography pedagogy.' --Jongwon Lee, Ewha Womans University, South Korea'Written by an acclaimed team of international scholars, this Handbook is invaluable for both early career and established geography faculty in higher education internationally, as well as for individuals, course teams and departments. It provides practical and research-based advice on a wide range of disciplinary and wider higher education issues.' --Alan Jenkins, Oxford Brookes, UK and co-founding editor of the Journal of Geography in Higher EducationTable of ContentsContents: 1. Introduction to the Handbook for Teaching and Learning in Geography 1 Helen Walkington, Jennifer Hill and Sarah Dyer PART I PEDAGOGIES TO SUPPORT TRANSITION INTO HIGHER EDUCATION 2. Student perspectives on the importance of both academic and social transitions to and through their undergraduate geography degree 16 Simon Tate and Peter Hopkins 3. Bridging the divide between school and university geography – ‘mind the gap!’ 31 Graham Butt 4. Embodied teaching and learning through a large lecture: strategies for place-based pedagogies 46 Matt Finn and Carrie Mott 5. Measuring learning for the masses: assessment strategies for large classes 59 Bradley Rink 6. Finding your way in liminal space: threshold concepts and curriculum design in geography 71 Erin H. Fouberg 7. Fieldwork as transition pedagogy for non-specialist students in geography: promoting collaborative learning amidst uncertainty 87 Kamalini Ramdas 8. Supportive learning environments and the transition to university 99 David Conradson 9. Teaching in a multi- or interdisciplinary context 110 Amy L. Griffin 10. Co-pedagogy: teaching together for successful student learning 123 Sarah Dyer 11. Pedagogies for developing undergraduate ethical thinking within geography 139 Ruth L. Healey and Chris Ribchester 12. Information literacy: benefits, challenges and practical strategies 151 Richard I. Waller, Gill Miller and David M. Schultz PART II PEDAGOGIES TO FACILITATE MORE AUTONOMOUS LEARNING 13. Inclusive teaching and learning practices in geography 168 Annie Hughes and Nona McDuff 14. Developing and integrating a student-researcher pedagogy within the geography curriculum 183 Helen Walkington 15. Who owns the curriculum? Co-production of an evolving research-informed module 198 Richard Hodgkins and Joanna Bullard 16. Conveying geographic concepts through issues-based inquiry 211 Phil Klein, Karen Barton, Jessica Salo, Jieun Lee and Timothy Vowles 17. Learning and teaching about race and racism in geography 227 James Esson and Angela Last 18. Teaching challenging material: emotional geographies and geographies of death 241 Avril Maddrell and Edward Wigley 19. Geography as responsibility: sustainability through teaching and learning within geography 256 Zoe P. Robinson 20. Enhancing internationalisation in the geography undergraduate curriculum 269 Ash Parton and Martin Haigh 21. Heutagogy, personal learning environments, and multi-path entry into GIS education 284 Michael DeMers 22. Field-based pedagogies for developing learners’ independence 299 Ian C. Fuller and Derek France PART III CAPSTONE AND BRIDGING PEDAGOGIES FOR THE FINAL YEAR 23. Pedagogical partnerships, identity building and self-authorship in geography higher education 314 Niamh Moore-Cherry 24. Taking ownership: active learning and student engagement 329 Eric Pawson and Mark Poskitt 25. Examining the potential of experiential learning as pedagogy for senior undergraduate students 342 Shauna Brail and Kate Whalen 26. Fieldwork in the undergraduate geography curriculum: developing graduate skills 357 Lisa Mol, Michael Horswell and Lucy Clarke 27. Authentic assessment and feedback to develop lifelong learning 371 Jennifer Hill and Nancy Worth 28. Capstones in geography 386 Alice Hovorka and Peter Wolf 29. Learning for work 399 Ifan D.H. Shepherd 30. Embedding employability skills in the curriculum and extending into postgraduate programs 414 Colin Arrowsmith and William Cartwright 31. Graduate attributes in geography higher education 430 Rachel Spronken-Smith 32. Teaching geography students about careers 443 Michael Solem, Niem Tu Huynh and Joseph Kerski 33. Exploring pedagogic tensions in final year programme design 458 Pauline E. Kneale 34. Teaching, learning and assessing in geography: a foundation for the future 474 Jennifer Hill, Helen Walkington and Sarah Dyer Index 487

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Book SynopsisTeaching Strategic Management: A Hands-on Guide to Teaching Success provides a wide scope of knowledge and teaching resources on methods and practices for teaching strategic management theories and concepts for a multitude of settings (classroom, online and hybrid), course levels (bachelors, masters, MBA, executive) and student groups. The book brings together experienced faculty who are experts in the topic to discuss and summarize pertinent theories, concepts and approaches and provide concrete examples of strategic management education courses. All chapters offer various resources for instructors such as assignments, exercises, case studies, reading lists, etc. to apply in either physical or virtual classrooms. The breadth of material provided within this guide is invaluable to faculty and instructors of strategic management whether they are experienced and seeking inspiration for new methods or needing guidance for developing a new course. Instructors, faculty, and program directors of strategic management courses at undergraduate, graduate and executive levels can use Teaching Strategic Management: A Hands-on Guide to Teaching Success as an enlightening and instructive guide for teaching and for creating course syllabi and teaching plans. Contributors include: S. Baumann, J. Bourke, B. Boyd, G. Graybeal, S.-O. Horst, R. Jarventie-Thesleff, D.R. King, P. Maijanen, S. Reisinger, N.T. Sheehan, A.E. Sizemore, R. Smith, U. Stratmann, P. Tan, C.M. TenBrink, J. Tienari, K. Turnquest, D. Tyers, R.P. WrightTrade Review'Teaching Strategic Management is not just another traditional textbook on strategic management, but a comprehensive guide on how to successfully teach a fascinating and complex subject. Sabine Baumann has succeeded in inspiring many excellent and, above all, experienced strategic management educators to contribute. From the first to the last page, the reader benefits from the fact that the different perspectives of strategic management are highlighted in an extremely competent way and with a concrete reference to the teaching situation. Absolutely worth reading - not only for teachers.' --Michael Nippa, Free University of Bozen - Bolzano, Italy'Baumann has compiled a wonderful collection of works on the topic of teaching strategic management. Resulting from a series of academic seminars and frontline experiences, the book authors present a set of prescriptions for dealing with the exciting challenges strategy teachers continually face. Indeed, this book provides the reader with an examination of a multitude of pedagogical options for a variety of teaching settings. The book offers practical advice on a multitude of substantive issues, such as how to teach sustainability and ethics, as well as an invitation to consider interesting experiential and online methods. Altogether, this a comprehensive guide for anyone wanting to add variety and spice to his or her teaching.' --Charles B. Shrader, Iowa State University, US'This brilliant new book is an essential hands-on guide for anyone teaching strategic management today. Sabine Baumann has compiled a terrific series of mind-expanding articles, from some of the leading global thinkers on strategic management, and has woven them into an interesting and informative teaching guide. If you teach strategic management, I highly recommend listening to what they have to say.' --Alan N. Hoffman, Bentley University, US, Co-Author, Strategic Management and Business Policy, 15th edition: Globalization, Innovation and SustainabilityTable of ContentsContents: Introduction: Learning from Teaching Failures, Achieving Teaching Successes Sabine Baumann Part One: Teaching Strategic Management History and newly evolving Fields Chapter 1: Teaching the History of Strategic Management Päivi Maijanen Chapter 2: Teaching Strategy as an Ethical Practice Sven-Ove Horst Chapter 3: Teaching Sustainability in Strategic Management Britta Boyd Part Two: Methods for Teaching Strategic Management Chapter 4: Service Learning in Strategic Management – Opportunities, Challenges, and Examples Candace M. TenBrink and Krysti Turnquest Chapter 5: Experiential Approach to Strategy Formulation Richard R. Smith and Patrick Tan Chapter 6: Writing and Using your own Case Study for Strategy Teaching Uwe Stratmann Chapter 7: Interactive Exercises, Peer Coaching, and Videos in Strategic Management Education Sabine Reisinger Chapter 8: Tailored Methods of Strategizing in Undergraduate Education: From SWOT to the 6Ps of Business Strategy Norman T. Sheehan Chapter 9: Teaching Strategy by Not Teaching Strategy Robert P. Wright Part Three: Teaching Strategic Management for particular Groups of Learners and Teaching Settings Chapter 10: Strategic Management in Online and Hybrid Courses David R. King and Aiden E. Sizemore Chapter 11: Teaching Strategic Management for Media Students Geoffrey Graybeal Chapter 12: Teaching Strategy Work to Business Students Rita Järventie-Thesleff and Janne Tienari Chapter 13: Teaching Strategic Management for Executives Dianne Tyers and John Bourke Index

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Book SynopsisThis peer-reviewed edited volume provides strategies and practices for teaching nonprofit management theories and concepts in the context of the undergraduate, graduate, and online classroom environments. Each chapter discusses and summarizes pertinent theories and concepts with concrete examples of nonprofit management education courses. Concept discussions then follow up with exercises or simulations and various resources for instructors to apply in either physical or virtual classrooms. The majority of the chapters are connected to one or more core nonprofit curriculum areas as identified by the Nonprofit Academic Centers Council (NACC) curriculum guidelines. Instructors, faculty, and program directors of nonprofit management and philanthropy courses at undergraduate and graduate levels can use Teaching Nonprofit Management as a guide for teaching and for creating course syllabi. The book can also serve as a supplemental textbook, as it covers the core curricular areas identified by the NACC. Contributors include: S. Arsneault, J. Beneson, K.C. Bezboruah, T.K. Bryan, H.L. Carpenter, E.A. Castillo, L.P. Corbett, E.J. Dale, D.J. Hamann, J.A. Jones, L.-Y. Liu, D.P. Mason, L. McDougle, S.C. Mendel, L. Miltenberger, H.A. O'Connor, A. Schatteman, G.G. Shaker, C.C. Strawser, C.E. Suarez, S.K. Vaughan, P.C. Weber, M. Wooddell, J.A. YoungTrade Review'I'm thrilled to see a book on teaching nonprofit management within the framework of the NACC curricular guidelines. As a participant in the development of the graduate-level guidelines several years ago, it is a great feeling to discover how the guidelines have influenced the field to the point of crafting a book on this framework. I especially appreciate the discussion questions, suggestions for assignments and recommendations for textbooks that complete the general discussion of the topics. I know, as time goes on, the book can be one that is updated often with information from a diverse group of faculty sharing their expertise.' --Wesley E. Lindahl, North Park University, US'A doctoral degree in and of itself does little to prepare one for the role of nonprofit educator. This book does. It grounds the course topics in nonprofit life, reviews key theoretical approaches, reviews important research, and discusses activities and projects for both face-to-face classes and online instruction that can be readily implemented. It helps foster quality courses and nonprofit academic programs. This is a book that every nonprofit educator will want on their shelf to validate their course content, trigger reflection on class projects and activities, and to guide them in developing critical thinking as an integral part of their course.' --Norman A. Dolch, University of North Texas, USTable of ContentsContents: Foreword xiii Introduction: nonprofit sector management and social entrepreneurship: a teacher’s toolbox xv Karabi C. Bezboruah and Heather L. Carpenter 1 Management of nonprofit organizations – an overview 1 Karabi C. Bezboruah and Heather L. Carpenter 2 Teaching the theory and history of the nonprofit sector 21 Peter C. Weber 3 Ethics and accountability in nonprofit management curriculum 39 Karabi C. Bezboruah 4 Nonprofit governance and leadership for social impact 56 Lyn P. Corbett and Colton C. Strawser 5 Teaching 21st-century leadership in nonprofit management programs 74 Elizabeth A. Castillo 6 Teaching the public policy context of nonprofit management 94 Shelly Arsneault and Shannon K. Vaughan 7 Nonprofit law: from tax advantages to employment law challenges 110 Darla J. Hamann 8 Teaching nonprofit finance in the nonprofit curriculum 128 Alicia Schatteman and Li-Yin Liu 9 Fundraising and resource development 146 Michelle Wooddell 10 Teaching philanthropy: developing critical and compassionate approaches to giving 165 Elizabeth J. Dale, Genevieve G. Shaker and Heather A. O’Connor 11 Social innovation, entrepreneurship and enterprise: what nonprofit students need to know 181 Stuart C. Mendel 12 Teaching nonprofit human resource management: HR is for nonprofit leaders 199 Lauren Miltenberger 13 Nonprofit marketing 216 Heather L. Carpenter 14 Social media and digital literacies for nonprofit educators and professionals 237 Jimmy A. Young 15 Teaching strategic planning and evaluation: tools and techniques 254 Tara Kolar Bryan and Jodi Benenson 16 The critical pedagogy of nonprofit management education: teaching for social justice 276 Dyana P. Mason, Jennifer A. Jones, Lindsey McDougle and Cecilia E. Suarez Index 294

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Book SynopsisWith an increasing global demand for entrepreneurship education, and the need to prepare students for the challenges of an ever-changing world of work, Colin Jones tackles the difficult question: just where do these educators come from to meet this demand? How to Become an Entrepreneurship Educator is the first book to tackle how we create expert entrepreneurship educators at all levels of education. Using activity theory as a lens, the book unites the developmental trajectories of 20 eminent contemporary experts at different levels of enterprise and entrepreneurship education. Jones identifies these journeys in order to share the collective lessons learned. By highlighting a range of global insights, readers are enabled to reflect on their own strategies, creating order in the domain of enterprise and entrepreneurship education - an order that holds the power to propel the domain of enterprise and entrepreneurship education onwards to new heights. Such highly reflective accounts of how to teach entrepreneurship will be an invaluable guide to educators from numerous backgrounds to contemplate new strategies for teaching enterprise and entrepreneurship in the context of their own choosing.Trade Review'I remember my first lectures in entrepreneurship, the questions I had and the theoretical/pedagogical issues I needed to deal with. At that time there were only a few textbooks in the field, so I would have appreciated reading How to Become an Entrepreneurship Educator. As the author states in the preface, an important aim of this edited book is to ''help other educators understand the journeys other colleagues have undertaken to become entrepreneurship educators''. Reading 20 journeys of entrepreneurship educators from different countries and educational contexts is a great learning journey for the reader. This kind of reading gives inspiration, interesting ideas and raises self-efficacy, optimism, hope and resilience - four key components of our educational psychological capital.' --Alain Fayolle, EMLYON Business School, FranceTable of ContentsContents: Preface x PART I THE EARLY YEARS 1 Deep Learning and EE: engage the world, change the world 2 Max Drummy 2 EE-STEM in primary-middle years 11 James Davis 3 Space to question 19 Catherine Brentnall 4 EE teachers: agents of agency 27 Shani Hartley 5 The early years 35 Colin Jones PART II THE PRE-GRADUATE YEARS 6 The art of making it possible 39 Paz Fernández de Vera 7 Developing enterprising habits 46 Lesley Cottrell 8 Creating giants 54 Maria Sourgiadaki 9 If I could … before I do 61 Colin Jones 10 Insights of an accidental enterprise educator 69 Penny Matthews 11 The pre-graduate years 77 Colin Jones PART III THE GRADUATE YEARS 12 Sheep assisted: the importance of being open to diversion 81 Elinor Vettraino 13 From instructor to educator 90 Norris Krueger 14 Designing change: seeing beyond the obvious and influencing others 97 Andy Penaluna 15 Slow, lazy and stupid 104 Elena Oikkonen 16 Getting curious about creativity: the why and the how? 109 Kathryn Penaluna 17 The graduate years 117 Colin Jones PART IV THE POST-GRADUATE YEARS 18 If you’re riding a dead horse, dismount! 121 Zen Parry 19 Authentic grit: the elusive (but essential) entrepreneurial trait 129 Alex Maritz 20 Specialist in enterprise and employability in UK HE 137 Amy Gerrard 21 Team entrepreneurial learning: building sustainable businesses 145 Ainurul Rosli and Jane Chang 22 Student-centred action learning 153 John Dobson 23 The post-graduate years 161 Colin Jones References 169 Index 176

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Book SynopsisIssues related to teaching and learning information systems (IS) concepts have received keen interest from IS academics since the discipline’s inception over 60 years ago. Bringing together cutting-edge research from over 30 international experts, Teaching Information Systems presents a timely assessment of critical issues associated with the IS curriculum, the learner, and the learning environment.Chapters take a contemporary look at the key issues related to the teaching of IS across the globe, addressing the challenges of virtual learning environments, the drawbacks of relying solely on textbooks, and current thinking on how to align the curriculum with industry needs. Drawing lessons from faculty reflection and empirical evidence, the book provides valuable insight to IS professors and administrators invested in delivering high-quality IS education, demonstrating how instructors can design and implement a relevant and practical curriculum to meet the needs of modern-day students.Exploring non-technical skills and non-traditional instructional materials, this erudite teaching guide will prove an essential resource for instructors in information systems, computer science, information science, and related disciplines. Its practical insights will also benefit researchers and consultants interested in applying IS research findings to practice.Trade Review‘This book is a great reference for information systems educators and administrators, providing strategies on how to teach IS for the fast-changing field. With wide coverage and international perspectives, it spans many different aspects of IS teaching, from curriculum design and ideas to understanding different characteristics of IS learners and learning environments.’ -- Dr. Hongjiang Xu, Butler University, USTable of ContentsContents: PART I INTRODUCTION 1 Teaching information systems: history and current issues 2 Mark I. Hwang PART II CURRICULUM AND INSTRUCTIONAL MATERIALS 2 Addressing students’ writing challenges with the case development genre through explicit instruction: lessons learned from a design-based research project 19 Maria Pia Gomez Laich, Divakaran Liginlal, Thomas Mitchell and Silvia Pessoa 3 Go beyond the technology: emphasizing soft skills in IT/ IS capstone classes 44 Jack Zheng, Zhigang Li and Lei Li 4 Cross-disciplinary curricula in Bachelor of Information Systems education: a case study in Indonesia 68 Tjibeng Jap and Sri Tiatri 5 Directing the eye: enhancing cybersecurity education through media 87 Jacob Young, Sahar Farshadkhah and Tyler Smith 6 The tyranny of the textbook: an 8-step program on how to stop using the textbook 115 David R. Firth, Theresa Floyd and Emily Plant PART III THE LEARNER CHARACTERISTICS 7 Exploring educational settings and projects for a balanced gender representation in undergraduate information technology education 136 Dorian Stoilescu and Andreea Molnar 8 Developing career-focused curriculum to improve high school perceptions of information systems careers 159 Rohan Genrich, Mark Toleman and Dave Roberts 9 Academic integrity in digital learning 193 Khanyisa Malufu, Siduduziwe Malufu and Christinah Dlamini PART IV THE LEARNING ENVIRONMENT 10 Virtual Learning Environments: early identification of students at risk 220 Kem Z.K. Zhang, Michael Dohan, ShiKui Wu and Wesley Floriano Willick 11 The synergy of the Information Systems curriculum between academic and industry perspectives: the case in Indonesia 243 Yohannes Kurniawan and Erwin Halim 12 Transitions in Information Systems education: confronting technological and societal change in the face of global realities and disparities 264 Abdisalam M. Issa-Salwe, Nasrullah K. Khilji and Stephen A. Roberts Index 299

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Book SynopsisDrawing on the knowledge of highly experienced academics, this authoritative Handbook explains how ethics can inform the teaching of economics. It includes state-of-the-art moral theory alongside traditional approaches to emphasise why ethics should be an important consideration for economic practitioners. The Handbook of Teaching Ethics to Economists keenly demonstrates how economic analysis can reflect implicit moral judgements. Chapters include guidance on course design and lesson content, providing insight into important topics such as ecological and grassroots economics. They offer pedagogical advice alongside philosophical analyses, setting out teaching guidance and significant case-study profiles on key theories, such as Kantian and Aristotelian ethics. Importantly, they reflect on the potential of economics to cause harm and use ethics to mitigate this possibility. This expansive Handbook will be essential for academics preparing to teach courses relating to ethics and economics. Due to its detailed explanations of the societal role of economics, students of economics and finance will additionally find this Handbook to be incredibly useful.Trade Review‘Economists see “two roads”: the road taken, and the opportunity cost of the road not taken. In positivist-utilitarian economics, that is, the classrooms of most colleges and universities worldwide, these same “roads,” both heuristic and real, articulate economic decision-making and outcomes without any reference to ethics or ethical conflict. Negru, Duckworth and Meyenburg offer a much-needed corrective, a Handbook of Teaching Ethics to Economists, which will help to correct this sorry state of affairs.’ -- Stephen T. Ziliak, Professor of Economics and Social Justice Studies, Roosevelt University, US‘This important book balances criticisms of mainstream economics and its unrealistic dichotomy of positive and normative economics with alternative ethics perspectives. It can be seen as a response to the global Rethinking Economics student movement with its demand for real-world economy teaching and pluralist perspectives in the classroom.’ -- Irene van Staveren, Erasmus University Rotterdam, the NetherlandsTable of ContentsContents: 1 Introduction to the Handbook of Teaching Ethics to Economists 1 Ioana Negru, Craig Duckworth and Imko Meyenburg 2 The fate of moral philosophy in the age of economic scientism 13 Peter J. Boettke 3 Teaching economic harm to economists, in three diagrams 34 George DeMartino 4 Is it ethical to teach economics without ecological economics in the context of a climate emergency? 48 Jamie Morgan 5 Accounting as applied ethics 68 Wilfred Dolfsma 6 Aristotle, Marx, and the ethical implications of the systemic critique of capitalism 78 Dennis Badeen 7 Is it ethical to teach pluralist economics curricula, particularly in the Global South? 90 Michelle Meixieira Groenewald 8 Articulating the social role of the economist: a synthesis of Alfred North Whitehead’s philosophy of education and John Maynard Keynes’s economics 113 Dennis Badeen 9 Teaching ethics in a decision-making module: a guide for lecturers 129 Malcolm Brady and Marta Rocchi 10 Ethics and grassroots economics: a quest for collective meaning 145 Ferda Dšnmez-Atbaşõ and Irene Sotiropoulou 11 Theoretical and ethical reductionism and the neglect of subjectivity in economics and economic education 163 Giancarlo Ianulardo and Aldo Stella 12 On the analytical relationship between ethics and economics: some implications for teaching ethics to economists 188 Félix-Fernando Muñoz and María-Isabel Encinar 13 Racism, the economy, and ethics: where does it all begin? 208 Paolo Ramazzotti 14 Keeping alive non-individualistic ethics in political economy: a review of concepts from Aquinas to Habermas 226 Stefano Solari 15 Teaching ethics to economics students in one lesson 244 Huei-chun Su and David Colander 16 The kidney market debate: a retrospective on Becker and Elías 259 Jonathan B. Wight 17 A Kantian perspective on teaching ethics to economists 278 Mark D. White 18 Teaching economics and ethics 293 John B. Davis Index

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Book SynopsisThis comprehensive guide provides readers with strategies for teaching Environmental Impact Assessment (EIA) in all its forms, whether through formal university programmes or in the form of short courses offered to professionals and practitioners. Featuring contributions from 39 university teachers and short course trainers, the centerpiece of the book is the suite of 37 recipes for teaching different aspects of EIA. This internationally relevant resource collectively embodies and applies the best practice principles for teaching EIA, developed through a two-year research project with input from a diverse group of international experts. It provides practical and innovative learning activities with complete instructions for successful delivery, and thus represents a truly comprehensive and up-to-date contribution to the field. This latest contribution to our Elgar Guides to Teaching series serves as both a basis for reflection upon curricula and teaching practices, and as a source of inspiration for learning activities that can be adopted and adapted for different contexts by EIA teachers and trainers. It will be a valuable resource to help both new and seasoned EIA educators expand their toolbox in order to teach EIA more effectively.Trade Review‘The authors set out to provide comprehensive coverage of theory of EIA teaching and a practical resource for teachers and trainers. I think they have achieved both. Definitely something for those involved in EIA teaching or training to have on their bookshelf.’ -- Samuel J Hayes, Impact Assessment and Project Appraisal'A comprehensive resource for EIA training that bridges the scholar-practitioner model. Morrison-Saunders and Pope establish sound principles for EIA teaching and present a rich collection of hands-on teaching and learning activities drawn from leading EIA educators and trainers from across the globe. This one-of-a-kind resource is an essential toolkit for those engaged in the teaching and learning of EIA - both inside and outside academia.' -- Bram Noble, University of Saskatchewan, Canada'This is a pioneering publication on teaching EIA. It provides a most valuable resource to help those teaching university students or training practitioners to expand their toolbox to contribute more effectively. In addition to the core expertise of the authors, it builds on a wealth of contributions from EIA teachers from around the world with a focus on international best practice. A particular strength is the compendium of 37 teaching recipes; these provide a wonderful cookbook of clearly structured short examples and instructions for teaching activities that can be adapted to fit different teaching contexts worldwide.' -- John Glasson, Oxford Brookes University, UK'More than a teaching manual, this book summarises what EIA teachers around the world have learned. Angus Morrison-Saunders and Jenny Pope structured guidance on What to teach, How to teach and Key learning outcomes around a set of teaching ''principles'' and seasoned them with a menu of recipes. People teaching EIA in 17 countries - from young lecturers to retired professors and including me- contributed their ''recipes'' and shared their experience on engaging with students, fostering critical thinking, and ultimately using impact assessment as a tool towards a more sustainable future.' -- Luis E. Sánchez, University of São Paulo, BrazilTable of ContentsContents: Preface PART I OVERVIEW AND CONTEXT 1. Introduction: setting the scene PART II ABOUT EIA TEACHING 2. Generic EIA process and curriculum 3. Developing EIA teaching principles 4. EIA teaching principles: content 5. EIA teaching principles: pedagogy 6. EIA teaching principles: skills PART III EIA TEACHING RECIPES 7. EIA process recipes 8. Principles-focused recipes 9. Teaching EIA online 10. Epilogue References Index

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Book SynopsisThis insightful book delivers a wealth of innovative ideas, models, examples, and advice for teaching experimental political science in the classroom and beyond, emphasising that teaching experimental research is necessary to prepare students to succeed as researchers, practitioners, active citizens and civic leaders. It illustrates how teaching experimental methods sparks students curiosity by allowing them to ask and answer questions about the world they live in.With a core focus on successfully engaging a diverse range of students at all levels, this book includes a variety of approaches from contributing authors who are leading scholars in their field. Chapters provide both new and experienced teachers with concrete guidance on how to: facilitate student-designed survey experiments, use workbooks and templates to overcome mathematical and writing anxiety; use mock Institutional Review Board (IRB) reviews to teach students about the ethics of experimental research; follow an apprenticeship model to teach students to carry out their own lab experiments; and train students to go out into the field. Proposed models of teaching are supported throughout by the latest empirical research on the science of learning.Teaching Experimental Political Science will be a key resource for faculty and staff working across a variety of educational contexts including political science, international relations, international politics, domestic politics, public administration and public policy.Trade Review‘The infectious enthusiasm with which the authors convey their teaching techniques and experiences draws the reader in, much as the hands-on pedagogy of experimental political science draws in students who might otherwise be reluctant to learn about research methods. Readers will find a wealth of innovative teaching ideas, but mainly they will be struck by the authors’ deep commitment to making political science research relevant and meaningful to students from all walks of life.’ -- Donald P. Green, Columbia University, US‘This essential volume demonstrates how to bring one of the most important developments in social science—the experimental revolution—to the classroom. While teaching and research are often thought to be at odds, this book demonstrates that they can—and should—go together. Instructors will benefit from the concrete examples and advice; their students will benefit from being taught state of the art research methods. We all will benefit from a more informed citizenry.’ -- David E. Campbell, University of Notre Dame, USTable of ContentsContents: Introduction: innovative approaches to teaching experimental methods in the political science classroom 1 Elizabeth A. Bennion 1 Experiments for all! Introducing freshmen to social science research using innovative experiments 16 Debra Leiter and Beth Miller Vonnahme 2 Included and set up to succeed: an evidence-based approach to teaching experiments in the diverse classroom 33 Elaine K. Denny and Reagan Bijou 3 Engaging students as researchers: the value of an inquiry-based one-semester survey experiment 52 Jeffrey L. Bernstein 4 Using class-designed survey experiments to teach data collection, analysis, and reporting protocols 66 Jennifer Bachner 5 Using templates to make survey experiments accessible to math-anxious students 85 Eric Loepp 6 Nurturing problem-solvers: using workbooks to teach experiments in international development 105 Lindsay R. Dolan 7 Incorporating experimental methods training into your political science courses: a practical, topic-informed approach 124 Angie Bos and Bas van Doorn 8 From concept to implementation: engaging student researchers in get-out-the-vote field experiments 137 Melissa R. Michelson and Mara Ostfeld 9 Train the trainer: a field experiment workshop for graduate students and faculty 155 Elizabeth I. Dorssom 10 Teaching lab experiments using an apprenticeship model 177 Rose McDermott 11 Using mock institutional review boards to teach the ethics of experimental research 194 Christopher B. Mann 12 When things go wrong in the lab: teaching new experimenters to anticipate and adapt to the unexpected 212 Jonathan Rogers 13 Creating an experimental lab on your campus 226 Kim Fridkin, Manuel Gutierrez, Trudy Horsting, and Alexandra M. Williams Index

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Book SynopsisBusiness Teaching Beyond Silos focuses on the application of business education to the teaching of other subject areas and how other subject areas inform business teaching. It outlines the benefits of using inter- and multi-disciplinarity to enhance business education and to influence and inform business practice within other disciplines. Drawing on case studies and the contributors’ own experiences, the book showcases what cross-, inter- and multi-disciplinary learning and teaching means, and how it impacts academia and the real world. Chapters explore interdisciplinarity in STEM, as well as the humanities and social science areas, examining key topics including business teaching philosophies, cultivating business skills and team coaching. Presenting examples of where interdisciplinary teaching has been both successful and challenging, the book will enable practitioners to understand and utilise the worked examples to adapt their own practice. This practical book will be a useful resource for higher education teachers and academics who are interested in the teaching benefits of educating students with interdisciplinary knowledge and skills.Trade Review‘Traditional academic silos have developed refined pedagogies to enable knowledge transfer from the classroom to the workplace. Yet, in these silos, we’ve lost connections that facilitate greater learning opportunities for our students. Traczykowski, Goddard, Knight, and Vettraino bridge STEM, business, and the arts and humanities pedagogies and remind us to put the learner at the heart of what we do.’ -- Anthony R. Wheeler, Widener University, USTable of ContentsContents: Foreword: reflecting a diverse community in the curriculum xxiii Helen E. Higson and Hannah Bartlett Introduction to Business Teaching Beyond Silos 1 Lauren Traczykowski, Alan D. Goddard, Gillian Knight and Elinor Vettraino PART I INTERDISCIPLINARITY IN STEM 1 People management for techies: the challenges of teaching leadership and people management to technically-focused apprentices 13 Jude Preston 2 Effectively leveraging business teaching philosophies across engineering 24 Iftakar Hassan Abdulla Haji and Uche Ogwude 3 Embedding business skills through the Bioscience placement year 37 Alan D. Goddard, Stuart D. Greenhill, Alice J. Rothnie, James Heritage, Lucy Holder and Joanne R. Gough 4 Shaping design entrepreneurs in higher education: the development of a UK integrated master’s degree programme – MSci Design, Enterprise and Innovation 49 Wei Liu, Simon Finley and Lyndon Buck 5 Exclusive online delivery to work-based learners: the good, the bad, and the promising 61 Alina Patelli PART I CASE STUDIES 6 Embedding sustainable development (SD) and interdisciplinary project based learning (PBL) in the EPS: an opportunity to break down silos in engineering 75 Goudarz Poursharif, Tamer Panagiotis Doss, Rebecca Broadbent and Gillian Knight 7 A case study: post-graduation, post-formation support through facilitated peer group learning 79 Rosy A. Jones and Greg J. Sandford PART II BRINGING BUSINESS TO INTERDISCIPLINARITY 8 Moving from the why to the what: the role of the arts in executive and consulting education 84 Elinor Vettraino, Warren Linds and Leah Vineberg 9 Making the case for theory in the accounting classroom: invoking the self when teaching accounting and accountability 99 David Yates 10 Teaching accounting with inspiration from moral philosophy (ethics) 109 Richard Kenyon 11 Cultivating business skill development in healthcare courses 121 Saira Hussain 12 Teaching the business of sport (beyond the disciplinary boundary) 132 Daniel Fitzpatrick and Johan Rewilak 13 Engagement and empathy in teaching economics to non-specialists 144 Dean Garratt, Matthew Olczak and Robert Riegler PART II CASE STUDIES 14 International business in a foreign language: developing linguistic and intercultural competencies 156 Céline Benoit and Aurélia Robert 15 Team coaching as an interdisciplinary learning medium 160 Aimee Postle and Jordan Shaw PART III BEYOND BUSINESS: INTERDISCIPLINARITY FROM THE HUMANITIES AND SOCIAL SCIENCES 16 Multidisciplinary foundation years as an entry to higher education 166 Darren Campbell 17 Multidisciplinary teaching of business and law: getting the focus right 176 Daniel Cash and Adam Shaw-Mellors 18 Islands in the (learning) stream: why multidisciplinary teams are more than just the sum of their parts 186 Paul Dale, Elizabeth Dolan, Basma Ikram, Wendy Leadbeater, Kris Lines and Claire Stocker PART III CASE STUDIES 19 Using interdisciplinary teaching within a Living Lab to embed the UN Sustainable Development Goals into higher education 199 Caroline Coles 20 Clinical legal education: utilising a law clinic in an interdisciplinary setting 204 Laura Hyde Afterword 208 Ruth Ayres Index

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Book SynopsisClimate change is one of the greatest challenges of our time. For the sake of human civilization and life on earth we must do all we can to keep global warming at the lowest possible level. Addressing climate change is everyone’s duty and that includes teachers of English. In order to support students and non-native English speakers, this important work provides an introduction to climate change via simple chapters addressing different and important dimensions of climate change and helps students acquire basic language skills which will allow them to study similar or more difficult texts. Each chapter offers an introduction on the topic discussed and its relation to climate change, outlines climate change or other related environmental science terms and 6-8 exercises on grammar, syntax and consolidation of terminology. Topics covered include climate change and tourism, gender, worker safety, mental and physical health, food production, deforestation, art, and much more. Offering an interdisciplinary introduction to climate change and its intersection with numerous industries and facets of life, The Academic Language of Climate Change, provides a necessary and welcome introduction for undergraduate and graduate students, and any non-native English speakers seeking to engage with climate change research.Table of ContentsChapter 1. Climate Change: Causes and Impacts; Walter Leal Filho and Evangelos Manolas Chapter 2. Climate Change and Agriculture; Chrysovalantou Antonopoulou Chapter 3. Climate Change and Tourism: Challenges and Prospects; Fotini Bantoudi and Maria Pentaftiki Chapter 4. Climate Change: Health and Safety of Workers; Panagiota Barbouti-Baloti, Angeliki Kouna, and Constantina Skanavis Chapter 5. Gender and Climate Change; Efthalia Gerou and Dimitrios Geros Chapter 6. Adapting to Climate Change: Adaptation Options and Forms; Hacer Gören Chapter 7. Climate Change and Human Mobility; Hacer Gören Chapter 8. Climate Education Experience at University of Latvia; Indra Karapetjana and Maris Klavins Chapter 9. Climate Change and Energy; Evangelia Karasmanaki Chapter 10. Solastalgia: Looking into the Implicit Impacts of Climate Change on Mental Health; Eirene Katsarou Chapter 11. Health and Climate Change; Margarita-Eleni Manola and George Tribonias Chapter 12. Climate Change and Food Production; Ioanna Mantzourani Chapter 13. Climate Change and Deforestation; Diamantis Myrtsidis Chapter 14. Climate Change and Art; Dimitra Pantiora, Ioannis Theodoulou, and Constantina Skanavis Chapter 15. Utilizing the Systems Thinking Approach to Assess the Impact of Climate Change on Organizations; Christian Virgil and Kit Fai Pun Chapter 16. Climate Change and the Agro-food system; Elena Raptou Chapter 17. Droughts and Climate Change; Manuel Salvador da Conceição Rebelo Chapter 18. Climate change and Employment; Paschalina Siskou Chapter 19. Climate Change and Tourism: Towards a Sustainable Future; Ioanna Vasileiadou Chapter 20. Climate Change, Land Use and Land Management in Africa: The case of The Gambia; Franziska Wolf Chapter 21. The impacts of climate change on the forest ecosystems of the Mediterranean; Aikaterini Zerva Chapter 22. Climate change and health: The case of infectious diseases; Evangelia Tsagaki-Rekleitou, Vasiliki Oikonomou, Archonto-Dimitra Boukouvala, Maria Tsatsou, Theodora Skreka, and Constantina Skanavis Chapter 23. Climate Change: Five Scenarios for the Future; Evangelos Manolas and Walter Leal Filho Key to Chapter Exercises

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Book SynopsisOffering a step-by-step guide on how to write an impactful decision-based teaching case for business education, this book aids in the creation of resources that will be essential for an academic curriculum. It demonstrates how the case and teaching note can be prepared and presented for a successful submission to publishers. How to Write Great Business Cases provides concise case writing guidance applicable to case writers from any business discipline. It covers the core elements of writing a decision-based case such as interviews and case testing. Ultimately, readers of this essential book will be taught how to write an engaging business case that will pique students’ interests. This accessible book will be perfect for novice case writers endeavouring to succeed in the case writing process, with particular focus applied to North American case writing opportunities. It will additionally be beneficial for experienced case researchers as well as academics of business and management wishing to enrich their practice and author further publications.How to Write Great Business Cases delivers just what its title promises—a practical guide to crafting cases that engage students and instructors’ manuals that show how to meet learning objectives in the classroom. Useful for both new and experienced writers, this book covers it all, from selecting a topic to getting your case published."-Anne T. Lawrence, PhD Chair, Case Research Foundation, US‘How to Write Great Business Cases is a comprehensive, yet easy to read guide that can be used as a quick reference, as well as an introduction to case writing. It will prove useful to those authors new to the scholarship of business cases, as well as previously published case authors.’– John D. Varlaro, Johnson & Wales University and Past President, the North American Case Research Association (NACRA), US‘Teaching cases are a frequently underappreciated, and often misunderstood, genre of academic literature. It is hard for newcomers to apprehend what goes into writing an effective case and Instructor Manual. This book provides a straight-to-the-point practical introduction to case writing that is priceless for new case writers. Well-published case writers will also find this work a useful resource for honing their craft. The authors have distilled decades of case writing learning and wisdom into a book worth owning, that includes a case writing step-by-step process from beginning to end, with many actionable ideas. Easy to read and digest, this book is a must-read for all those interested in a rigorous approach to the case method. It also provides valuable leads and pointers to connect with the buoyant growing global case writing community.’– Maria A. Ballesteros-Sola, California State University Channel Islands, US‘How to Write Great Business Cases is a fantastic resource for any case researcher, regardless of experience. This extremely thorough and comprehensive book provides readers everything they need to get their case writing projects off the ground and to improve their existing skills. I am especially impressed with the value provided through practical, usable tips for case writers. High level and big picture is prevalent throughout the book, but it is the details that really set it apart. I have, in the past, considered the idea of writing a book on how to write a case, and now, because this one exists, I don’t see the need.’– Eric Dolansky, Editor Case Research Journal, Brock University, Canada‘Through accessible writing, illustrative examples, and in-depth research, Schnarr and Woodwark offer case writers of all levels a timely, substantial, and up-to-date guide to making an even greater scholarly and practical impact through business cases. I applaud their work and encourage its widespread usage.’– Michael M. Goldman, University of San Francisco, USTrade Review‘How to Write Great Business Cases delivers just what its title promises—a practical guide to crafting cases that engage students and instructors’ manuals that show how to meet learning objectives in the classroom. Useful for both new and experienced writers, this book covers it all, from selecting a topic to getting your case published.’ -- Anne T. Lawrence, Case Research Foundation, US‘How to Write Great Business Cases is a comprehensive, yet easy to read guide that can be used as a quick reference, as well as an introduction to case writing. It will prove useful to those authors new to the scholarship of business cases, as well as previously published case authors.’ -- John D. Varlaro, Johnson & Wales University and Past President, the North American Case Research Association (NACRA), US‘Teaching cases are a frequently underappreciated, and often misunderstood, genre of academic literature. It is hard for newcomers to apprehend what goes into writing an effective case and Instructor Manual. This book provides a straight-to-the-point practical introduction to case writing that is priceless for new case writers. Well-published case writers will also find this work a useful resource for honing their craft. The authors have distilled decades of case writing learning and wisdom into a book worth owning, that includes a case writing step-by-step process from beginning to end, with many actionable ideas. Easy to read and digest, this book is a must-read for all those interested in a rigorous approach to the case method. It also provides valuable leads and pointers to connect with the buoyant growing global case writing community.’ -- Maria A. Ballesteros-Sola, California State University Channel Islands, US‘How to Write Great Business Cases is a fantastic resource for any case researcher, regardless of experience. This extremely thorough and comprehensive book provides readers everything they need to get their case writing projects off the ground and to improve their existing skills. I am especially impressed with the value provided through practical, usable tips for case writers. High level and big picture is prevalent throughout the book, but it is the details that really set it apart. I have, in the past, considered the idea of writing a book on how to write a case, and now, because this one exists, I don’t see the need.’ -- Eric Dolansky, Editor Case Research Journal, Brock University, Canada‘Through accessible writing, illustrative examples, and in-depth research, Schnarr and Woodwark offer case writers of all levels a timely, substantial, and up-to-date guide to making an even greater scholarly and practical impact through business cases. I applaud their work an -- d encourage its widespread usage.’– Michael M. Goldman, University of San Francisco, USTable of ContentsContents: Foreword 1. Why write a business case? 2. What makes a case interesting? 3. Determining the type of case to write 4. How to get started writing your case 5. How to research your primary data case 6. How to research your secondary data case 7. The case writing process 8. Writing the accompanying instructor’s manual or teaching note to your case 9. Testing your case 10. Special types of cases 11. How to get your case published 12. Last words on writing cases Appendix: Case resources References Index

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