Teaching of a specific subject Books

Book SynopsisDesigned as an all-in-one guide, this practical, easy to use text is essential to all courses offering instruction to students who are training to become language teachers in Canada and abroad. Awarded the 2017 TESL Canada Innovation Award for Teacher Professional Development Resource, this wonderfully concise textbook covers key topics including course design, lesson planning, and classroom management. It also identifies how to teach speaking, listening, reading, and writing, with special attention to language acquisition and intercultural communication. This essential resource is ideal for courses in teaching English as a second or foreign language and for certificates in TESL, TEFL, TESFL, or TESOL.Table of Contents Preface Part I – Teaching Language: An Overview Chapter 1: All about Teachers Chapter 2: Learning about Learners Chapter 3: Learning from Others: Approaches and Methods Chapter 4: Planning Courses Chapter 5: Planning Lessons and Activities Chapter 6: Class Management Chapter 7: Assessment Part II – Teaching Language Skills and Subskills Chapter 8: Teaching Speaking Chapter 9: Teaching Listening Comprehension Chapter 10: Teaching Reading Chapter 11: Teaching Writing Chapter 12: Understanding and Teaching Vocabulary Chapter 13: Understanding Grammar Chapter 14: Teaching Grammar Chapter 15: Understanding Speech Sounds Chapter 16: Teaching Sound Perception and Pronunciation Chapter 17: Linguistic Factors in Language Acquisition Chapter 18: Intercultural Communication Chapter 19: Frequently Asked Questions Appendix 3E: Sample Content-Based Lesson Appendix 3F: Sample Lexical Approach Activities Appendix 7A: Commonly Used (International) Proficiency Tests Appendix 8A: Common Discourse Markers Appendix 8B: Sample Simulation and Role-Play Scenarios Appendix 9A: Sample Listening Activities Appendix 10A: Sample Reading Lesson Appendix 11A: Sample Writing Lesson Appendix 12A: Sample Vocabulary Lesson Appendix 13A: Verb Tenses in English Appendix 14A: Sample Grammar Lesson (Tense) Appendix 14B: Sample Grammar Lesson (Conditionals) Appendix 15A: IPA Vowel Chart for North American English Appendix 16A: Sound Families for Common North American Vowel Sounds Appendix 16B: Sound Families for Tricky Consonant Sounds Glossary of Key Terms Index

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Book SynopsisCreativity and Discovery in the University Writing Class presents ideas for teaching writing at university level which recognize the need in the current world to be continually innovating in response to rapidly changing student populations and conditions, including advances in media and writing technologies. The volume emphasizes the creativity of all forms of writing and the important role of discovery in teaching, learning, and the acquisition of knowledge of all kinds.The volume brings together distinguished scholars in writing pedagogy from different educational and cultural contexts who took part in a Summer Institute on Creativity and Discovery in the Teaching of Writing at City University of Hong Kong in June 2013. Designed for teachers of writing based on lectures and workshops given at the summer institute, this collection offers both theoretical insights and practical suggestions for classroom activities that teachers of writing will be able to go to for materials and guidance.

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Book SynopsisSurviving The Induction Years of Language Teaching is unique to the language teaching profession because it outlines the detailed experiences of one ESL teacher during his first year and then during his third year to see what challenges he encountered during these important novice years. It is important for teacher educators, teachers and administrators to understand what novice teachers experience so that they can better be supported to become teachers for many more years to come. The results of this analysis will lead to the development of a comprehensive framework for the professional development of novice teachers through reflective practice that is grounded in the classroom realities of real teaching contexts so that they can develop beyond their novice years and become expert ESL teachers. In addition, the suggestions presented in this book can be operationalized as standards for future ESL/EFL teacher education and development programs worldwide.Table of Contents1: Setting The Scene 2: The Induction Years 3: Reflecting On Philosophy In The First Year 4: Reflecting On Principles In The First Year 5: Reflecting On Theory In The First Year 6: Reflecting On Practice In The First Year 7: Reflecting Beyond Practice In The First Year 8: Analyzing the First Year 9: Reflecting On Philosophy In The Third Year 10: Reflecting On Principles In The Third Year 11: Reflecting On Theory In The Third Year 12: Reflecting On Practice In The Third Year 13: Reflecting Beyond Practice In Third Year 14: Analyzing the Third Year 15: Professional Development Through Reflective Practice

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Book SynopsisThe concept of reflective practice has proliferated over the last few decades in many professions such as medicine, law, business and education. Within the field of education reflective practice has become a very popular concept within teacher education and development programs and perhaps its main appeal according to Loughran (2000: 33) is that it 'rings true for most people as something useful' to practice. Indeed as McLaughlin (1999:9) has remarked, 'Who would want to champion the unreflective practitioner?' The general consensus is that teachers who are encouraged to engage in reflective practice can gain new insight of their practice. There have been similar developments in the field of teaching English to speakers of other languages (TESOL) where the allure of reflective practice seems to have also been embraced as an important educational paradigm that should be supported in teacher education and development programs. This book is the first in a new series consisting of several practical oriented books that introduce cutting-edge research and practical applications of that research related to reflective practice in language education. Written by the series editor, it acts an introduction to the series and outlines and discusses the concept of reflective practice in general, the various models and approaches to reflective practice and gives guidance on cultivating reflective practice.

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Book SynopsisRethinking the Second Language Listening Test argues that the key to more valid testing of second language listening lies in a better understanding of the nature of the skill and of the signal that listeners have to decode. Using this information as a point of departure, it takes a critical look at many of the myths and conventions behind listening tests and provides practical suggestions as to the ways in which they might be rethought. The book begins with an account of the various processes that contribute to listening in order to raise awareness of the difficulties faced by second language learners. The information feeds in to a new set of descriptors of listening behaviour across proficiency levels and informs much of the discussion in later chapters. The main body of the book critically examines the various components of a listening test, challenging some of the false assumptions behind them and proposing practical alternatives. The discussion covers: the recording-as-text, the recording-as-speech, conventions of test delivery, standard task formats and item design. Major themes are the critical role played by the recorded material and the degree to which tests impose demands that go beyond those of real-world listening. The following section focuses on two types of listener with different needs from the general candidate: those aiming to demonstrate academic or professional proficiency in English and young language learners, where level of cognitive development is an issue for test design. There is a brief reflection on the extent to which integrated listening tests reflect the reality of listening events. The book concludes with a report of a study into how feasible it is to identify the information load of a listening text, a factor potentially contributing to difficulty.Table of ContentsIntroduction A Cognitive Model for Testing Listening 1. What does expert listening consist of? 2. The second language listener 3. Cognitive profiling at different proficiency levels Recorded Content 4. Recording as text 5. Recording as speech Task Characteristics 6. Listening test conventions 7. Task formats 8. Items Listener Roles 9. Special cases 10. Listening plus other skills Postscript 11. Information load: an investigative study 12. Review and conclusions Appendices A. Sample processes B. Sample scripts and tasks

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Book SynopsisRethinking the Second Language Listening Test argues that the key to more valid testing of second language listening lies in a better understanding of the nature of the skill and of the signal that listeners have to decode. Using this information as a point of departure, it takes a critical look at many of the myths and conventions behind listening tests and provides practical suggestions as to the ways in which they might be rethought. The book begins with an account of the various processes that contribute to listening in order to raise awareness of the difficulties faced by second language learners. The information feeds in to a new set of descriptors of listening behaviour across proficiency levels and informs much of the discussion in later chapters. The main body of the book critically examines the various components of a listening test, challenging some of the false assumptions behind them and proposing practical alternatives. The discussion covers: the recording-as-text, the recording-as-speech, conventions of test delivery, standard task formats and item design. Major themes are the critical role played by the recorded material and the degree to which tests impose demands that go beyond those of real-world listening. The following section focuses on two types of listener with different needs from the general candidate: those aiming to demonstrate academic or professional proficiency in English and young language learners, where level of cognitive development is an issue for test design. There is a brief reflection on the extent to which integrated listening tests reflect the reality of listening events. The book concludes with a report of a study into how feasible it is to identify the information load of a listening text, a factor potentially contributing to difficulty.Table of ContentsIntroduction A Cognitive Model for Testing Listening 1. What does expert listening consist of? 2. The second language listener 3. Cognitive profiling at different proficiency levels Recorded Content 4. Recording as text 5. Recording as speech Task Characteristics 6. Listening test conventions 7. Task formats 8. Items Listener Roles 9. Special cases 10. Listening plus other skills Postscript 11. Information load: an investigative study 12. Review and conclusions Appendices A. Sample processes B. Sample scripts and tasks

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Book SynopsisWriting Better Essays, now in its second edition, is an authoritative but accessible guide to writing successful argumentative essays that combines classical approaches with practical advice tailored to contemporary students. Designed to be effective either in the classroom or for independent learning, the book will appeal students at all levels, ranging from advanced placement to post-graduate, its detailed explanations of key steps of the writing and editing process from conception through planning and execution ensuring that students will be able to create a coherent argumentative essay that features the classical circular and reiterative structure. The conversational style and tone of the book serves to give students much-needed confidence as they approach their writing, as does its extended explanation of the key skill of paragraphing and its commonsense advice on punctuation. Students should find that its extensive use of exercises, its well-chosen examples of good practice, and its emphasis on imitation makes it an ideal primary or secondary textbook for courses. Teachers of writing should appreciate the instructor’s guide at the beginning of the book as well as the consistent emphasis throughout on the need for students to commit themselves to practice and revision if they want to write effective argumentative essays.Table of ContentsSeries Editor’s Preface Martha C. Pennington Instructor’s Guide Introduction: Developing a Trusted Process of Writing and Revision Chapter 1 Preparing, Creating, and Structuring Your First Draft Chapter 2 Developing Your Paragraphs Chapter 3 Bridging by Connectives: The Art of Creating Transitions Chapter 4 Bridging by Forms of Repetition Chapter 5 Bridging through Reference Chapter 6 Practicing Imitation and Revising Your Paragraphs Chapter 7 Looking More Closely at Your Thesis Statements Chapter 8 Adding Introductions Chapter 9 Reviewing Your Final Essays Chapter 10 Submitting Your Final Essays Appendix A: Bibliography of Authoritative Sources on Essay Writing, Rhetoric, and Composition Appendix B: Stages in Our Writing Process for Argumentative Essays Appendix C: Sample Topics for Further Practice

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Book Synopsis'Of course, entrepreneurship can be taught, and this books shows how. Using scholarly research as the foundation, the authors have crafted a set of practices to foster entrepreneurial thinking that should be incorporated in all courses across the entire curriculum.'- Tina Seelig, Stanford University, US'Practice makes perfect and Babson professors Neck, Greene and Brush lead the way for global management education s thirst for excellence in entrepreneurship education. Teaching Entrepreneurship is an excellent read and detailed guide for creating a strong program that inspires innovation and entrepreneurial strategies for business academics and practitioners.'- John Fernandes, President and Chief Executive Officer, AACSB International'Teaching Entrepreneurship further validates how thoroughly Heidi, Patricia, and Candida understand the future of this incredibly vital field. The idea that aspiring entrepreneurs and their professors should be instructed in a method that increases their emotional intelligence and their business acumen is extraordinary. This is the book that the faculty at Paul Quinn College and I have been waiting for. That applause you hear in the background is our current and future students and the lives they will change through this version of entrepreneurship.'- Michael J. Sorrell, President, Paul Quinn College, USTeaching Entrepreneurship moves entrepreneurship education from the traditional process view to a practice-based approach and advocates teaching entrepreneurship using a portfolio of practices, which includes play, empathy, creation, experimentation, and reflection. Together these practices help students develop the competency to think and act entrepreneurially in order to create, find, and exploit opportunities of all kinds in a continuously changing and uncertain world.Divided into two parts, the book is written for those educators who want their students to develop a bias for action and who are willing to explore new approaches in their own classrooms. A set of 42 exercises with detailed teaching notes is also included to help educators effectively teach the practices in their curriculum.Entrepreneurship educators will find a great deal of useful knowledge in this volume, which provides relevant, targeted exercises for immediate application in the classroom.Contents: 1. Teaching Entrepreneurship as a Method that Requires Practice The Practices of Entrepreneurship Education: The Theory 2. The Practice of Play 3. The Practice of Empathy 4. The Practice of Creation 5. The Practice of Experimentation 6. The Practice of Reflection The Practices of Entrepreneurship Education: The Application 7. Exercises to Practice Play 8. Exercises to Practice Empathy 9. Exercises to Practice Creation 10. Exercises to Practice Experimentation 11. Exercises to Practice Reflection 12. A Final Note: The Practices Support Accreditation IndexTrade Review'Teaching entrepreneurship is really a challenge to educators around the world. Although much has been written about this topic, we are still searching for new methods and practical tools. This book is an important contribution to this issue, and I am sure that it will help educators to improve their classes and to engage their students.' --Tales Andreassi, FGV-EAESP, São Paulo, Brazil'The arguments presented in this book will undoubtedly contribute significantly to increasing the legitimacy of entrepreneurship education as a practice-based method. This is partly due to the renowned reputations of the three authors, but more so because the contents speak so clearly to various forms of experiential education common within our field of practice. The care taken to assemble these arguments should be matched by the reader's deep consideration of how these splendid ideas can be applied by every individual entrepreneurship educator. Every dedicated educator will benefit from this book.' --Colin Jones, University of Tasmania, Australia'This book, written by experienced teachers of entrepreneurship in lucid language, becomes an authoritative sourcebook for learning entrepreneurship with a set of useful exercises to practice. It can be recommended for graduate programmes of entrepreneurship and science and technology studies.' --Science and Public PolicyTable of ContentsContents: 1. Teaching Entrepreneurship as a Method that Requires Practice The Practices of Entrepreneurship Education: The Theory 2. The Practice of Play 3. The Practice of Empathy 4. The Practice of Creation 5. The Practice of Experimentation 6. The Practice of Reflection The Practices of Entrepreneurship Education: The Application 7. Exercises to Practice Play 8. Exercises to Practice Empathy 9. Exercises to Practice Creation 10. Exercises to Practice Experimentation 11. Exercises to Practice Reflection 12. A Final Note: The Practices Support Accreditation Index

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Book SynopsisA burgeoning tourism industry accompanied by a growing demand for employees has translated into an increasing need for tourism education to adequately prepare the workforce to serve the present and future needs of the industry. This unique Handbook provides an international perspective on contemporary issues and future directions in the field. Contributions draw on a wide range of disciplinary perspectives and focus on the full spectrum of teaching and learning techniques in higher education, from undergraduate programme to the supervision of research students. Key topics include assurance of learning, development of skills, learning in the field, work-integrated learning, sustainability and critical studies, internationalization, technology-enabled learning, links between teaching and research, and graduate student supervision. Within these topics, attention is devoted to the discussion of curriculum, pedagogy, assessment, students, educators, and trends and issues. An invaluable resource for understanding teaching and learning theory and practice in tourism, this Handbook will be an essential guide for tourism and hospitality educators, PhD students studying in the area of higher education, and educational designers and higher education researchers. It will inspire teaching and learning innovation by providing ideas, examples and future directions.Contributors include: D. Airey, K. Andereck, C. Arcodia, F. Aubke, R. Ballantyne, J.E. Barth, P. Benckendorff, P. Bingre do Amaral, M. Birkle, A. Blackman, A. Boyle, J. Caldicott, L. Cantoni, V.A. Carreira, D. Cotterell, R. Craggs, E. Crossley, J.C. Crotts, W.G. Croy, V. Cuffy, J.R. Edelheim, C. Fanning, J.-A. Ferreira, B.P. George, R. Goodman, C. Gorman, K. Griffin, A. Hergesell, F. Higgins-Desbiolles, A.-M. Hjalager, P.J. Holladay, E. Holmberg, L. Horton-Tognazzini, C.H.C. Hsu, K. Hughes, G. Jennings, O. Junek, U. Kachel, M. Kachniewska, N. Kalbaska, M. Karlqvist, S. Kensbock, B. King, J.J. Liburd, K. Lyons, C. Macleod, A. Maguire, A. Milman, C. Moessenlechner, M. Morellato, Z. Mottiar, J. Murphy, A. Mylonas, A. Pachmaye, G.C. Papageorgiou, A. Para, P.L. Pearce, B. Quinn, S. Rawlinson, D. Reiser, J. Ritalahti, P. Ryan, T. Ryan, N. Scherle, S. Schweinsberg, M.-A. Smith, D.P. Stergiou, M.A. Tarrant, L. Vanzo, C. Vertesi, S. Wearing, A. Williams, J. Willison, E. Wilson, P. Wiltshier, N. Wise, T. Young, A. Zehrer, Q.H. ZhangTrade Review'Benckendorff and Zehrer's Handbook of Teaching and Learning in Tourism provides a rich, comprehensive and "must have" set of readings for the tourism educator. A very international group of authors deliver a contemporary view of teaching and learning in tourism ranging from technology, through experiential learning, to internationalization and the future. This book sets a benchmark in the field and the editors are to be congratulated for their vision in creating this Handbook.' --Chris Cooper, Oxford Brookes University, UK'What are policy-makers and educators to do in our runaway world where students, technologies, skills, knowledge, mobilities and expectations are all changing fast? With its emphasis on teaching and learning, this book provides a unique contribution to the field. Pierre Benckendorff and Anita Zehrer have assembled a fine collection of contributions that help us to frame, understand and respond to the key issues. What's more, they conclude the book with an excellent summary of the main themes and implications for policy and practice.' --John Tribe, University of Surrey, UKTable of ContentsContents: Introduction PART I UNDERSTANDING AND DEVELOPING GRADUATE CAPABILITIES 1: Tourism Education and Industry Expectations in Greece: (Re)Minding the Gap Dimitrios P. Stergiou and David Airey 2. Hospitality Employers' Expectations Towards the Higher Education System in Poland Magdalena Kachniewska and Anna Para 3. The Case for a Return to the Prevalence of Examinations in Student Evaluation J.E. (Joe) Barth 4. Teaching Sales and Negotiations John C. Crotts 5. Research Skill Development in Tourism W. Glen Croy and John Willison 6. Lifelong Tourism Education: Current and Future Trends in Scottish Universities Violet V. Cuffy 7. Enhancing Tourism Graduates’ Soft Skills: The Importance of Teaching Reflective Practice Karen Hughes, Aliisa Mylonas and Roy Ballantyne 8. Student Motivation in Inquiry Learning: Lessons from a Service Development Project Monika Birkle, Eva Holmberg, Marina Karlqvist and Jarmo Ritalahti PART II TECHNOLOGY ENABLED LEARNING 9. Rethinking the Technology-Enhanced Learning: Disconnect Passive Consumers, Reconnect Active Producers of Knowledge Massimo Morellato 10. Pedagogy for Online Tourism Classes Patrick J. Holladay 11. Massive Open Online Courses (MOOCS) in Hospitality and Tourism Jamie Murphy, Nadzeya Kalbaska, Lorenzo Cantoni, Laurel Horton-Tognazzini, Peter Ryan and Alan Williams 12. E-Portfolio Task Design: A High Impact Tool for Higher Education Teaching in Tourism Claudia Möessenlechner 13. Integrating Google Earth Into the Lecture: Visual Approaches in Tourism Pedagogy Nicholas Wise PART III EXPERIENTIAL LEARNING 14. Experiential Tourism and Hospitality Learning: Principles and Practice Brian King and Hanqin Qiu Zhang 15. Learning from Part-Time Employment: Reflections from Australia Anna Blackman and Pierre Benckendorff 16. Self-Authorship Development Through Tourism Education: Rethinking the Outcomes of Work Integrated Learning. Julia Caldicott and Erica Wilson 17. The Value of WIL in Tourism and Student Perceptions of Employability Chris Fanning, Ceri Macleod and Lynn Vanzo 18. Students in Action: A Destination-Based Learning Approach to Student Engagement Ruth Craggs, Catherine Gorman, Kevin Griffin, Ziene Mottiar, Bernadette Quinn and Theresa Ryan 19. Student and Practitioner Experience from Learning Laboratories Peter Wiltshier and Sarah Rawlinson 20. Investigating Fieldtrips Kevin Griffin 21. Learning by Doing: Intercultural Competence and Fieldtrips Nicolai Scherle and Dirk Reiser PART IV INTERNATIONALIZATION 22. Internationalization of Tourism Education Cathy H.C. Hsu 23. Internationalizing the Tourism Curriculum Via Study Abroad Ara Pachmayer, Kathleen Andereck and Rebekka Goodman 24. Building High Impact Mobility Programs for Increased Student Internationalization Catherine Vertesi PART V CRITICAL PERSPECTIVES AND EDUCATION FOR SUSTAINABILITY 25. Teaching for Strong Sustainability in University Tourism Courses Debbie Cotterell, Charles Arcodia and Jo-Anne Ferreira 26. Integrating Sustainability in the Tourism Curriculum: Dilemmas and Directions Andrea Boyle 27. Cultural and Environmental Awareness Through Sustainable Tourism Education: Exploring the Role of Onsite Community Tourism-Based Work Integrated Learning Projects Stephen Wearing, Michael A. Tarrant, Stephen Schweinsberg and Kevin Lyons 28. Ecotourism and Interdisciplinary Skills Vivina Almeida Carreira and Pedro Bingre Do Amaral 29. Criticality in Tourism Education Émilie Crossley 30. A Pedagogy of Tourism Informed by Indigenous Approaches Freya Higgins-Desbiolles 31. Indigenization of Curricula: Issues and Trends in Tourism Education Tamara Young and Amy Maguire PART VI TEACHING, LEARNING AND RESEARCH 32. Teaching-Research Nexus in Tourism, Hospitality and Event Studies Johan R. Edelheim 33. Supervising a Tourism Doctorate: Roles, Realities and Relationships Philip L. Pearce 34. From Dialogue to ‘Being In And Of’ a Qualitative Research Culture: Lived Experiences of Research Students Gayle Jennings, Olga Junek, Mary-Anne Smith, Sandra Kensbock and Ulrike Kachel PART VII CONTEMPORARY ISSUES IN TEACHING AND LEARNING 35. Standards, Benchmarks and Assurance Of Learning David Airey and Pierre Benckendorff 36. Quality Versus Standards: Challenges in Quality Assurance in Tourism Education Georgios C. Papageorgiou 37. The Role and Responsibilities of Industry Advisory Boards in Enhancing the Educational Experience Ady Milman 38. Networks for Social Capital Building in Tourism Higher Education Florian Aubke and Anja Hergesell 39. Innovation and Change in Tourism Education With Special Focus on India Babu P. George PART VIII CONCLUSIONS 40. The Nature of Innovation in Tourism Higher Education: an institutional innovation approach Janne J. Liburd and Anne-Mette Hjalager 41. The Future of Teaching and Learning in Tourism Pierre Benckendorff and Anita Zehrer Index

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Book SynopsisA burgeoning tourism industry accompanied by a growing demand for employees has translated into an increasing need for tourism education to adequately prepare the workforce to serve the present and future needs of the industry. This unique Handbook provides an international perspective on contemporary issues and future directions in the field. Contributions draw on a wide range of disciplinary perspectives and focus on the full spectrum of teaching and learning techniques in higher education, from undergraduate programme to the supervision of research students. Key topics include assurance of learning, development of skills, learning in the field, work-integrated learning, sustainability and critical studies, internationalization, technology-enabled learning, links between teaching and research, and graduate student supervision. Within these topics, attention is devoted to the discussion of curriculum, pedagogy, assessment, students, educators, and trends and issues. An invaluable resource for understanding teaching and learning theory and practice in tourism, this Handbook will be an essential guide for tourism and hospitality educators, PhD students studying in the area of higher education, and educational designers and higher education researchers. It will inspire teaching and learning innovation by providing ideas, examples and future directions.Contributors include: D. Airey, K. Andereck, C. Arcodia, F. Aubke, R. Ballantyne, J.E. Barth, P. Benckendorff, P. Bingre do Amaral, M. Birkle, A. Blackman, A. Boyle, J. Caldicott, L. Cantoni, V.A. Carreira, D. Cotterell, R. Craggs, E. Crossley, J.C. Crotts, W.G. Croy, V. Cuffy, J.R. Edelheim, C. Fanning, J.-A. Ferreira, B.P. George, R. Goodman, C. Gorman, K. Griffin, A. Hergesell, F. Higgins-Desbiolles, A.-M. Hjalager, P.J. Holladay, E. Holmberg, L. Horton-Tognazzini, C.H.C. Hsu, K. Hughes, G. Jennings, O. Junek, U. Kachel, M. Kachniewska, N. Kalbaska, M. Karlqvist, S. Kensbock, B. King, J.J. Liburd, K. Lyons, C. Macleod, A. Maguire, A. Milman, C. Moessenlechner, M. Morellato, Z. Mottiar, J. Murphy, A. Mylonas, A. Pachmaye, G.C. Papageorgiou, A. Para, P.L. Pearce, B. Quinn, S. Rawlinson, D. Reiser, J. Ritalahti, P. Ryan, T. Ryan, N. Scherle, S. Schweinsberg, M.-A. Smith, D.P. Stergiou, M.A. Tarrant, L. Vanzo, C. Vertesi, S. Wearing, A. Williams, J. Willison, E. Wilson, P. Wiltshier, N. Wise, T. Young, A. Zehrer, Q.H. ZhangTrade Review'Benckendorff and Zehrer's Handbook of Teaching and Learning in Tourism provides a rich, comprehensive and "must have" set of readings for the tourism educator. A very international group of authors deliver a contemporary view of teaching and learning in tourism ranging from technology, through experiential learning, to internationalization and the future. This book sets a benchmark in the field and the editors are to be congratulated for their vision in creating this Handbook.' --Chris Cooper, Oxford Brookes University, UK'What are policy-makers and educators to do in our runaway world where students, technologies, skills, knowledge, mobilities and expectations are all changing fast? With its emphasis on teaching and learning, this book provides a unique contribution to the field. Pierre Benckendorff and Anita Zehrer have assembled a fine collection of contributions that help us to frame, understand and respond to the key issues. What's more, they conclude the book with an excellent summary of the main themes and implications for policy and practice.' --John Tribe, University of Surrey, UKTable of ContentsContents: Introduction PART I UNDERSTANDING AND DEVELOPING GRADUATE CAPABILITIES 1: Tourism Education and Industry Expectations in Greece: (Re)Minding the Gap Dimitrios P. Stergiou and David Airey 2. Hospitality Employers' Expectations Towards the Higher Education System in Poland Magdalena Kachniewska and Anna Para 3. The Case for a Return to the Prevalence of Examinations in Student Evaluation J.E. (Joe) Barth 4. Teaching Sales and Negotiations John C. Crotts 5. Research Skill Development in Tourism W. Glen Croy and John Willison 6. Lifelong Tourism Education: Current and Future Trends in Scottish Universities Violet V. Cuffy 7. Enhancing Tourism Graduates’ Soft Skills: The Importance of Teaching Reflective Practice Karen Hughes, Aliisa Mylonas and Roy Ballantyne 8. Student Motivation in Inquiry Learning: Lessons from a Service Development Project Monika Birkle, Eva Holmberg, Marina Karlqvist and Jarmo Ritalahti PART II TECHNOLOGY ENABLED LEARNING 9. Rethinking the Technology-Enhanced Learning: Disconnect Passive Consumers, Reconnect Active Producers of Knowledge Massimo Morellato 10. Pedagogy for Online Tourism Classes Patrick J. Holladay 11. Massive Open Online Courses (MOOCS) in Hospitality and Tourism Jamie Murphy, Nadzeya Kalbaska, Lorenzo Cantoni, Laurel Horton-Tognazzini, Peter Ryan and Alan Williams 12. E-Portfolio Task Design: A High Impact Tool for Higher Education Teaching in Tourism Claudia Möessenlechner 13. Integrating Google Earth Into the Lecture: Visual Approaches in Tourism Pedagogy Nicholas Wise PART III EXPERIENTIAL LEARNING 14. Experiential Tourism and Hospitality Learning: Principles and Practice Brian King and Hanqin Qiu Zhang 15. Learning from Part-Time Employment: Reflections from Australia Anna Blackman and Pierre Benckendorff 16. Self-Authorship Development Through Tourism Education: Rethinking the Outcomes of Work Integrated Learning. Julia Caldicott and Erica Wilson 17. The Value of WIL in Tourism and Student Perceptions of Employability Chris Fanning, Ceri Macleod and Lynn Vanzo 18. Students in Action: A Destination-Based Learning Approach to Student Engagement Ruth Craggs, Catherine Gorman, Kevin Griffin, Ziene Mottiar, Bernadette Quinn and Theresa Ryan 19. Student and Practitioner Experience from Learning Laboratories Peter Wiltshier and Sarah Rawlinson 20. Investigating Fieldtrips Kevin Griffin 21. Learning by Doing: Intercultural Competence and Fieldtrips Nicolai Scherle and Dirk Reiser PART IV INTERNATIONALIZATION 22. Internationalization of Tourism Education Cathy H.C. Hsu 23. Internationalizing the Tourism Curriculum Via Study Abroad Ara Pachmayer, Kathleen Andereck and Rebekka Goodman 24. Building High Impact Mobility Programs for Increased Student Internationalization Catherine Vertesi PART V CRITICAL PERSPECTIVES AND EDUCATION FOR SUSTAINABILITY 25. Teaching for Strong Sustainability in University Tourism Courses Debbie Cotterell, Charles Arcodia and Jo-Anne Ferreira 26. Integrating Sustainability in the Tourism Curriculum: Dilemmas and Directions Andrea Boyle 27. Cultural and Environmental Awareness Through Sustainable Tourism Education: Exploring the Role of Onsite Community Tourism-Based Work Integrated Learning Projects Stephen Wearing, Michael A. Tarrant, Stephen Schweinsberg and Kevin Lyons 28. Ecotourism and Interdisciplinary Skills Vivina Almeida Carreira and Pedro Bingre Do Amaral 29. Criticality in Tourism Education Émilie Crossley 30. A Pedagogy of Tourism Informed by Indigenous Approaches Freya Higgins-Desbiolles 31. Indigenization of Curricula: Issues and Trends in Tourism Education Tamara Young and Amy Maguire PART VI TEACHING, LEARNING AND RESEARCH 32. Teaching-Research Nexus in Tourism, Hospitality and Event Studies Johan R. Edelheim 33. Supervising a Tourism Doctorate: Roles, Realities and Relationships Philip L. Pearce 34. From Dialogue to ‘Being In And Of’ a Qualitative Research Culture: Lived Experiences of Research Students Gayle Jennings, Olga Junek, Mary-Anne Smith, Sandra Kensbock and Ulrike Kachel PART VII CONTEMPORARY ISSUES IN TEACHING AND LEARNING 35. Standards, Benchmarks and Assurance Of Learning David Airey and Pierre Benckendorff 36. Quality Versus Standards: Challenges in Quality Assurance in Tourism Education Georgios C. Papageorgiou 37. The Role and Responsibilities of Industry Advisory Boards in Enhancing the Educational Experience Ady Milman 38. Networks for Social Capital Building in Tourism Higher Education Florian Aubke and Anja Hergesell 39. Innovation and Change in Tourism Education With Special Focus on India Babu P. George PART VIII CONCLUSIONS 40. The Nature of Innovation in Tourism Higher Education: an institutional innovation approach Janne J. Liburd and Anne-Mette Hjalager 41. The Future of Teaching and Learning in Tourism Pierre Benckendorff and Anita Zehrer Index

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Book Synopsis'As the author of a new book, Professionalizing Leadership, in which I take on the leadership industry, specifically the often careless and casual way in which we profess to teach how to lead, it gives me particular pleasure to highly recommend Teaching Leadership by Perruci and Hall. Though it's possible to take issue with some specifics, to anyone with any interest in leadership as pedagogical practice, especially but not exclusively at the undergraduate level, I say this book is not to be missed.'- Barbara Kellerman, Harvard University, US and author of, among others, The End of Leadership, Followership, and Bad Leadership'This book is a must read for educators and students who want to master the fine art of developing leaders and becoming leaders.'- Prasad Kaipa, Kaipa Group, US'Teaching Leadership takes the reader from leadership traits to leadership transformation, and models the pedagogy it professes. Those of us who bridge theory and practice on a daily basis will find the historical, theoretical, and philosophical context in which leadership education, training and development are defined an invaluable prism through which we better understand the why, what and how of leadership. While this book comes close to being the canon we incessantly seek, the authors intentionally avoid this. Instead, they present an integrated complexity of information with glorious clarity. The coalescence of scientific knowledge, philosophical grounding, intentionality, reflection, preparation, thoroughness, program design and evaluation on which Teaching Leadership is based, is a benchmark for best practice in teaching and forming leadership.'- Katherine Tyler Scott, Ki ThoughtBridge LLC, USCan we really teach leadership? Yes, we can, and this book provides innovative ways of doing so. It is designed to help educators contribute to their learners? leadership development by expanding and enhancing their knowledge and competencies through a study of theory, practice and experiential learning. We need effective leaders at all levels of society. The more educators do to prepare leaders to make a positive difference, the better off the world will be. Educators can adjust, adopt, and adapt concrete examples provided in this book to fit their own organizations? needs. The authors explore time-tested efforts at linking leadership theory and practice in ways that promote meaningful leadership development for our learners. Starting from ''?why?'' and ''?what?'' about leadership, the book progresses to ''?how?'' to organize teaching leadership. It emphasizes lessons learned as a result of decades of experience in the design, implementation, and evaluation of nationally recognized leadership programs. Each chapter includes reflection questions that allow educators to consider how the content is relevant or can be applied to their own institutional context.Teaching Leadership is written for educators and practitioners in undergraduate and graduate-level leadership programs, in professional schools, in technical institutes, and in government institutions, as well as for those working in for-profit and not-for-profit organizations.Trade Review'Perruci and Hall affirm and delve deeper into the question, ''Can leadership be taught?'' by providing an understanding of leadership concepts conjoined with the ''why'' it is important to teach leadership and a framework for the ''how'' to go about it. In its wealth of examples, insights and suggestions every reader will find ideas of genuine value. Teaching Leadership is readily accessible, but solidly grounded in the rigor of theory and the relevance of practice.' --Cynthia Cherrey, International Leadership Association'Perruci and Hall have produced an essential guidebook for faculty members who are involved in leadership education. Drawing on decades of experience educating leaders, they approach teaching leadership from an interdisciplinary perspective, one that balances curricular and co-curricular methodologies, and provides the knowledge and tools necessary for a full and dynamic program of leadership education.' --Ronald E. Riggio, Claremont McKenna College, US'Teaching Leadership is a great resource for academics interested in making positional and informal leaders more effective in dealing with wicked problems in the complex and challenging world we live in. Grounded in leadership for now, this book takes in centuries of human reflection on what constitutes a good leader and breaks it down in teachable steps to ensure all have access to tools to create great positive impact for a better world. Teaching leadership ensures there are no excuses to justify the ineptitude of our leaders in action!' --Eliane Ubalijoro, McGill University, Canada and C.L.E.A.R. International Development incTable of ContentsContents: Foreword: Facilitating Student Learning by Susan R. Komives Introduction PART I TEACHING ABOUT LEADERSHIP 1. Teaching Leadership 2. The Interdisciplinary Nature of Leadership Education 3. Developing a Leadership Curriculum 4. The ‘Smart’ Classroom PART II BUILDING LEADERSHIP CAPACITY AND COMPETENCY 5. The Learning Environment 6. Program Conceptualization and Development 7. Planning Effective Sessions: Strategies, Tools, and Logistics 8. Program Assessment and Evaluation PART III GROWING AS A LEADER 9. Leadership Development 10. Supporting Personal and Professional Growth 11. Leadership Programming for Personal Growth 12. Concluding Thoughts on Teaching Leadership Index

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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 SynopsisThis authoritative literature review discusses a collection of classic and contemporary research articles examining the common ground that all academic economists share: the college classroom. The study analyses readings by leading authors covering all aspects of modern economic education research - from building theoretical models of student learning, to evaluating the long-run impact of economic knowledge on individual behavior. Specific attention is given to the growing literature that evaluates the effectiveness of modern technology and alternative pedagogies on student learning of economics. Written by an expert in the field, this review serves as a comprehensive guide for researchers who are interested in conducting classroom research.Trade Review‘Bringing to bear years of experience and expertise as editor, scholar, teacher, and champion of economic education, Grimes skillfully distills the literature to assemble a guidebook for the thoughtful instructor who wants to teach with technique informed by evidence. This collection contains the jewels in the crown of economic education research and also serves as a primer for young scholars looking for a comprehensive overview of past work and a launch point for their own scholarly pursuits in the field.’ -- Gail Hoyt, University of Kentucky, USTable of ContentsContents: Acknowledgments Introduction Paul W. Grimes PART I THE NATURE AND SCOPE OF ECONOMIC EDUCATION RESEARCH A. Teaching Economics: Why?, How? 1. George J. Stigler (1970), ‘The Case, if Any, for Economic Literacy’, Journal of Economic Education, 1 (2), Spring, 77–84 2. Michael K. Salemi and John J. Siegfried (1999), ‘The State of Economic Education’, American Economic Review: Papers and Proceedings, 89 (2), May, 355–61 3. David Colander (2004), ‘The Art of Teaching Economics’, International Review of Economics Education, 3 (1), 63–76 B. Overview of the Economic Education Research Literature 4. John J. Siegfried and Rendigs Fels (1979), ‘Research on Teaching College Economics: A Survey’, Journal of Economic Literature, XVII (3), September, 923–69 5. William E. Becker (1997), ‘Teaching Economics to Undergraduates’, Journal of Economic Literature, XXXV (3), September, 1347–73 6. Sam Allgood, William B. Walstad and John J. Siegfried (2015), ‘Research on Teaching Economics to Undergraduates’, Journal of Economic Literature, 53 (2), June, 285–325 PART II THE ECONOMIC EDUCATION RESEARCH PARADIGM A. Cognitive and Attitudinal Instruments 7. William B. Walstad (1987), ‘Measurement Instruments’, in William E. Becker and William B. Walstad (eds), Econometric Modeling in Economic Education Research, Chapter 5, Boston, MA, USA: Kluwer-Nijhoff Publishing, 73–98 8. William B. Walstad and Ken Rebeck (2008), ‘The Test of Understanding of College Economics’, American Economic Review: Papers and Proceedings, 98 (2), May, 547–51 9. William B. Walstad and Jamie Wagner (2016), ‘The Disaggregation of Value-Added Test Scores to Assess Learning Outcomes in Economics Courses’, Journal of Economic Education, 47 (2), 121–31 10. John C. Soper and William B. Walstad (1983), ‘On Measuring Economic Attitudes’, Journal of Economic Education, 14 (4), Fall, 4–17 B. Modeling Economics Instruction 11. Dale Van Metre (1976), ‘A Learning Theory for Economics Instructional Development’, Journal of Economic Education, 7 (2), Spring, 95–103 12. William E. Becker, Jr. (1983), ‘Economic Education Research: Part I, Issues and Questions’, Journal of Economic Education, 14 (1), Winter, 10–17 13. William E. Becker, Jr. (1983), ‘Economic Education Research: Part II, New Directions in Theoretical Model Building’, Journal of Economic Education, 14 (2), Spring, 4–10 C. Issues in Empirical Analysis 14. William E. Becker, Jr. (1983), ‘Economic Education Research: Part III, Statistical Estimation Methods’, Journal of Economic Education, 14 (3), Summer, 4–15 15. William E. Becker, Jr. (1982), ‘The Educational Process and Student Achievement Given Uncertainty in Measurement’, American Economic Review, 72 (1), March, 229–36 16. William E. Becker and William B. Walstad (1987), ‘Statistical Methods in Economic Education Research’, in Econometric Modeling in Economic Education Research, Chapter 1, Boston, MA, USA: Kluwer-Nijhoff Publishing, 1–17 17. William E. Becker and William B. Walstad (1990), ‘Data Loss from Pretest to Posttest as a Sample Selection Problem’, Review of Economics and Statistics, 72 (1), February 184–88 18. Nan L. Maxwell and Jane S. Lopus (1994), ‘The Lake Wobegon Effect in Student Self-Reported Data’, American Economic Review: Papers and Proceedings, 84 (2), May, 201–5 PART III PEDAGOGY: TRADITIONAL AND ALTERNATIVE METHODS A. Traditional Lectures 19. Phillip Saunders and Arthur L. Welsh (1998), ‘Lectures as an Instructional Method’, in William B. Walstad and Phillip Saunders (eds), Teaching Undergraduate Economics: A Handbook for Instructors, Chapter 12, New York, NY, USA: Irwin McGraw Hill, 167–83 20. Alan Green (2014), ‘The Case for the Traditional Classroom’, International Review of Economics Education, 16 (B), May, 87–99 B. Classroom Techniques 21. Scott Simkins and Mark Maier (2009), ‘Using Pedagogical Change to Improve Student Learning in the Economics Major’, in David Colander and KimMarie McGoldrick (eds), Educating Economists: The Teagle Discussion on Re-evaluating the Undergraduate Economics Major, Part 3, Chapter 8, Cheltenham, UK and Northampton, MA, USA: Edward Elgar Publishing, 83–91 22. Mark H. Maier, KimMarie McGoldrick and Scott P. Simkins (2012), ‘Starting Point: Pedagogic Resources for Teaching and Learning Economics’, Journal of Economic Education, 43 (2), 215–20 23. William E. Becker and Michael Watts (1996), ‘Chalk and Talk: A National Survey on Teaching Undergraduate Economics’, American Economic Review: Papers and Proceedings, 86 (2), May, 448–53 24. William B. Walstad (2010), ‘Findings from a Teaching Innovation Program for Economics Faculty’, in Michael K. Salemi and William B. Walstad (eds), Teaching Innovations in Economics: Strategies and Applications for Interactive Instruction, Chapter 11, Cheltenham, UK and Northampton, MA, USA: Edward Elgar Publishing, 243–61 PART IV EVALUATING PEDAGOGICAL INNOVATION IN THE CLASSROOM A. Classroom Experiments and Games 25. Yvonne Durham, Thomas McKinnon and Craig Schulman (2007), ‘Classroom Experiments: Not Just Fun and Games’, Economic Inquiry, 45 (1), January, 162–78 26. Tisha L. N. Emerson and Linda K. English (2016), ‘Classroom Experiments: Teaching Specific Topics or Promoting the Economic Way of Thinking?’, Journal of Economic Education, 47 (4), 288–99 B. Flipped Classrooms 27. Rita A. Balaban, Donna B. Gilleskie and Uyen Tran (2016), ‘A Quantitative Evaluation of the Flipped Classroom in a Large Lecture Principles of Economics Course’, Journal of Economic Education, 47 (4), 269–87 28. Neal H. Olitsky and Sarah B. Cosgrove (2016), ‘The Better Blend? Flipping the Principles of Microeconomics Classroom’, International Review of Economics Education, 21, January, 1–11 C. Cooperative and Team-Based Learning 29. Tisha L. N. Emerson, Linda K. English and KimMarie McGoldrick (2015), ‘Evaluating the Cooperative Component in Cooperative Learning: A Quasi-Experimental Study’, Journal of Economic Education, 46 (1), 1–13 30. Paul L. Hettler (2015), ‘Student Demographics and the Impact of Team-Based Learning’, International Advances in Economic Research, 21 (4), November, 413–22 D. Student Assessment Strategies 31. KimMarie McGoldrick and Peter W. Schuhmann (2016), ‘The Impact of Challenge Quizzes on Student Knowledge’, American Economic Review: Papers and Proceedings, 106 (5), May, 373–77 32. William Lee, Richard H. Courtney and Steven J. Balassi (2010), ‘Do Online Homework Tools Improve Student Results in Principles of Microeconomics Courses?’, American Economic Review: Papers and Proceedings, 100 (2), May, 283–86 33. Trien Nguyen and Angela Trimarchi (2010), ‘Active Learning in Introductory Economics: Do MyEconLab and Aplia Make Any Difference?’, International Journal for the Scholarship of Teaching and Learning, 4 (1), 1–18 E. Alternative Approaches to Course Structures and Course Content 34. Elisabeth Allison (1975), ‘Self-Paced Instruction: A Review’, Journal of Economic Education, 7 (1), Fall, 5–12 35. Kim P. Huynh, David T. Jacho-Chávez and James K. Self (2010), ‘The Efficacy of Collaborative Learning Recitation Sessions on Student Outcomes’, American Economic Review: Papers and Proceedings, 100 (2), May, 287–91 36. Vincent G. Munley, Eoghan Garvey and Michael J. McConnell (2010), ‘The Effectiveness of Peer Tutoring on Student Achievement at the University Level’, American Economic Review: Papers and Proceedings, 100 (2), May, 277–82 37. Paul W. Grimes and Paul S. Nelson (1998), ‘The Social Issues Pedagogy vs. the Traditional Principles of Economics: An Empirical Examination’, American Economist, 42 (1), Spring, 56–64 38. Donna B. Gilleskie and Michael K. Salemi (2012), ‘The Cost of Economic Literacy: How Well Does a Literacy-Targeted Principles of Economics Course Prepare Students for Intermediate Theory Courses?’, Journal of Economic Education, 43 (2), 111–32 F. Blended Classrooms 39. Aaron Swoboda and Lauren Feiler (2016), ‘Measuring the Effect of Blended Learning: Evidence from a Selective Liberal Arts College’, American Economic Review: Papers and Proceedings, 106 (5), May, 368–72 40. Carlos J. Asarta and James R. Schmidt (2017), ‘Comparing Student Performance in Blended and Traditional Courses: Does Prior Academic Achievement Matter?’, The Internet and Higher Education, 32, January, 29–38 PART V THE ROLE OF TECHNOLOGY A. Television and Video 41. Campbell R. McConnell (1968), ‘An Experiment with Television in the Elementary Course’, American Economic Review: Papers and Proceedings, 58 (2), May, 469–82 42. Elisabeth K. Allison (1976), ‘The Use of Video in Economic Education’, Journal of Economic Education, 8 (1), Fall, 27–36 43. Paul W. Grimes, Timothy L. Krehbiel, Joyce E. Nielsen and James F. Niss, (1989), ‘The Effectiveness of Economics U$A on Learning and Attitudes’, Journal of Economic Education, 20 (2), Spring, 139–52 44. Caroline Elliott and David Neal (2016), ‘Evaluating the Use of Lecture Capture Using a Revealed Preference Approach’, Active Learning in Higher Education, 17 (2), July, 153–67 B. Computer Assisted and Computer Managed Instruction 45. Donald W. Paden, Bruce R. Dalgaard and Michael D. Barr (1977), ‘A Decade of Computer-Assisted Instruction’, Journal of Economic Education, 9 (1), Fall, 14–20 46. James W. Marlin, Jr. and James F. Niss (1982), ‘The Advanced Learning System, a Computer-managed, Self-paced System of Instruction: An Application in Principles of Economics’, Journal of Economic Education, 13 (2), Summer, 26–39 47. Paul W. Grimes and Margaret A. Ray (1993), ‘Economics: Microcomputers in the College Classroom – A Review of the Academic Literature’, Social Science Computer Review, 11 (4), Winter, 452–63 C. The Internet and Online Instruction 48. Peter Navarro (2015), ‘How Economics Faculty Can Survive (and Perhaps Thrive) in a Brave New Online World’, Journal of Economic Perspectives, 29 (4), Fall, 155–75 49. Byron W. Brown and Carl E. Liedholm (2002), ‘Can Web Courses Replace the Classroom in Principles of Microeconomics?’, American Economic Review: Papers and Proceedings, 92 (2), May, 444–48 50. Dennis Coates, Brad R. Humphreys, John Kane and Michelle A. Vachris (2004), ‘”No Significant Distance” between Face-to-Face and Online Instruction: Evidence from Principles of Economics’, Economics of Education Review, 23 (5), October, 533–46 51. Abhijit V. Banerjee and Esther Duflo (2014), ‘(Dis)Organization and Success in an Economics MOOC’, American Economic Review: Papers and Proceedings, 104 (5), May, 514–18 D. Podcasts and Social Media 52. Rebecca Moryl (2013), ‘T-Shirts, Moonshine, and Autopsies: Using Podcasts to Engage Undergraduate Microeconomics Students’, International Review of Economics Education, 13, May, 67–74 53. Abdullah Al-Bahrani, Darshak Patel and Brandon Sheridan (2015), ‘Engaging Students Using Social Media: The Students’ Perspective’, International Review of Economics Education, 19, May, 36–50 PART VI STUDENTS A. Aptitudes and Behavior 54. Peter W. Schuhmann, KimMarie McGoldrick and Robert T. Burrus (2005), ‘Student Quantitative Literacy: Importance, Measurement, and Correlation with Economic Literacy’, American Economist, 49 (1), Spring, 49–65 55. William Bosshardt (2004), ‘Student Drops and Failure in Principles Courses’, Journal of Economic Education, 35 (2), Spring, 111–28 56. Carlos Dobkin, Ricard Gil and Justin Marion (2010), ‘Skipping Class in College and Exam Performance: Evidence from a Regression Discontinuity Classroom Experiment’, Economics of Education Review, 29 (4), August, 566–75 57. Joe Kerkvliet (1994), ‘Cheating by Economics Students: A Comparison of Survey Results’, Journal of Economic Education, 25 (2), Spring, 121–33 58. Wayne A. Grove and Tim Wasserman (2006), ‘Incentives and Student Learning: A Natural Experiment with Economics Problem Sets’, American Economic Review: Papers and Proceedings, 96 (2), May, 447–52 B. Gender and Race 59. William B. Walstad and Denise Robson (1997), ‘Differential Item Functioning and Male-Female Differences on Multiple-Choice Tests in Economics’, Journal of Economic Education, 28 (2), Spring, 155–71 60. Elizabeth J. Jensen and Ann L. Owen (2000), ‘Why Are Women Such Reluctant Economists? Evidence from Liberal Arts Colleges’, American Economic Review: Papers and Proceedings, 90 (2), May, 466–70 61. Sue K. Stockly (2009), ‘Is Race a Determinant of Student Performance in Economics?’, Review of Black Political Economy, 36 (3–4), December–January, 181–95 C. Psychological Considerations 62. Andrea L. Ziegert (2000), ‘The Role of Personality Temperament and Student Learning in Principles of Economics: Further Evidence’, Journal of Economic Education, 31 (4), Fall, 307–22 63. Paul W. Grimes (2002), ‘The Overconfident Principles of Economics Student: An Examination of a Metacognitive Skill’, Journal of Economic Education, 33 (1), Winter, 15–30 64. Lester Hadsell (2010), ‘Achievement Goals, Locus of Control, and Academic Success in Economics’, American Economic Review: Papers and Proceedings, 100 (2), May, 272–76 65. Mary Ellen Benedict and John Hoag (2002), ‘Who’s Afraid of Their Economics Classes? Why Are Students Apprehensive about Introductory Economics Courses? An Empirical Investigation’, American Economist, 46 (2), Fall, 31–44 66. Paul W. Grimes, Meghan J. Millea and Thomas W. Woodruff (2004), ‘Grades – Who’s to Blame? Student Evaluation of Teaching and Locus of Control’, Journal of Economic Education, 35 (2), Spring, 129–47 PART VII INSTRUCTORS 67. Florian Hoffmann and Philip Oreopoulos (2009), ‘Professor Qualities and Student Achievement’, Review of Economics and Statistics, 91 (1), February, 83–92 68. Eric P. Bettinger and Bridget Terry Long (2005), ‘Do Faculty Serve as Role Models? The Impact of Instructor Gender on Female Students’, American Economic Review: Papers and Proceedings, 95 (2), May, 152–57 69. William B. Walstad and William E. Becker (2010), ‘Preparing Graduate Students in Economics for Teaching: Survey Findings and Recommendations’, Journal of Economic Education, 41 (2), 202–10 70. Georg Schaur, Michael Watts and William E. Becker (2008), ‘Assessment Practices and Trends in Undergraduate Economics Courses’, American Economic Review: Papers and Proceedings, 98 (2), May, 552–56 71. Sam Allgood and William B. Walstad (2013), ‘How Economists Allocate Time to Teaching and Research’, American Economic Review: Papers and Proceedings, 103 (3), May, 654–58 PART VIII LONG-RUN EFFECTS OF ECONOMICS INSTRUCTION 72. William B. Walstad and Ken Rebeck (2002), ‘Assessing the Economic Knowledge and Economic Opinions of Adults’, Quarterly Review of Economics and Finance, 42 (5), 921–35 73. Sam Allgood, William Bosshardt, Wilbert van der Klaauw and Michael Watts (2011), ‘Economics Coursework and Long-Term Behavior and Experiences of College Graduates in Labor Markets and Personal Finance’, Economic Inquiry, 49 (3), July, 771–94 Index

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Book SynopsisStemming from the idea that economics is a social science that tends to forget its own history, this refreshing book reflects on the role of teaching with historical perspectives. It offers novel ways of integrating the history of economics into the curriculum, both in history of economic thought modules and in other sub-disciplines. Coming from a wide diversity of experiences, the contributors explore the idea that studying the history of thought exposes students to pluralism, and that it is therefore an essential pedagogical tool.They also argue that this method of teaching will reveal the historical contextualisation of current theories and show how they are the results of a specific evolution within the discipline. Ultimately, this book demonstrates how some modules have successfully operationalized both the history of economic thought and the teaching of various sub-disciplines from a historical perspective.Teaching the History of Economic Thought will be invaluable and enlightening for teaching and learning institutes across the academic world, as well as for economists, heterodox economists in particular, and social scientists.Contributors include: R. Bellofiore, G. Friedman, S. Fuller, J. Halevi, C. Repapis, L.-P. Rochon, S. Rossi, D. Tavasci, L. VentimigliaTrade Review'Mainstream economics is so reduced and skewed from reality that its teaching has always been and is becoming worse in substance and methods, creating legions of opportunities to take up alternative pedagogies. This book takes a step or three in this, judicially deploying the history of economic thought both to expose the narrowness of the mainstream and the richnesses it overlooks in the discipline's own history - to the mutual benefit of the critical faculties of students and teachers alike.' --Ben Fine, SOAS University of London, UK'This book argues that economics education reform is to be achieved through the history of economic thought. Not just by introducing students to the history of economic thought at the very beginning of their studies, but mainly by situating the material taught in every module in a historical perspective. Tavasci and Ventimiglia make a compelling case, and the individual chapters contain a wealth of detail as to how that can be achieved under a variety of conditions.' --Andrew Denis, City, University of London, UKTable of ContentsContents: 1. Introduction Daniela Tavasci and Luigi Ventimiglia 2. Integrating History of Economic Thought into Introductory Economics Constantinos Repapis 3. Teaching economic theory based on the history of economic thought Joseph Halevi 4. From Teaching History of Economic Thought to Teaching and Learning with Historical Perspectives Daniela Tavasci 5. Eleven theses on political economy and ‘rethinking economics’: The role of the history of economic thought in the ‘Italian tradition’ Riccardo Bellofiore 6. Introducing Institutional Microeconomics through the study of the history of Economic Thought Gerald Friedman 7. Teaching money and banking with regard to the history of economic thought Louis-Philippe Rochon and Sergio Rossi 8. Teaching Financial Economics with Historical Perspectives Luigi Ventimiglia 9. Teaching and learning with historical perspectives Stephanie Fuller Index

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Book SynopsisTeaching Environmental and Natural Resource Economics is a significant contribution to the literature of economics education. Theory and practice, teaching activities and exercises, and pro teaching tips are clearly and expertly presented.The editors begin by presenting a bit of the historical thought on the study of environmental and natural resource economics. Once the editors establish context, they provide a full exploration of both paradigms and pedagogy. The paradigm section provides models for teaching the variety of courses offered at the university level. The chapters bridge the gap between environmental and natural resource economics textbooks and the classroom, with guidance for how to approach course topics. The pedagogy section is an excellent contribution to the teaching of environmental and natural resource economics, covering both particular topics and teaching methods.University instructors will find this guide to teaching environmental and natural resource economics invaluable in helping students gain a better understanding of the theory and practice of environmental and natural resource economics.Trade Review‘This book provides a treasure trove of different perspectives and tools that can enrich the teaching of an environmental and natural resource economics class. An especially valuable tool for those teaching this class for the first few times, and something I wish I had available when I was teaching the course.' -- John Loomis, Colorado State University, US‘This book is a must have for anyone teaching environmental and natural resource economics. In a dynamically evolving discipline, having a go-to source for teaching ideas and examples is invaluable. Packed with concrete examples and a variety of teaching methods (from classroom experiments to the use of policy briefs to computer modeling and more) there is something for everyone in this practical and constructive set of papers. Whether you are just starting out in the classroom or you are a seasoned professor, this volume offers a fresh set of experiences and wisdom from which we can draw.’ -- Lynne Lewis, Bates College, US‘In one jump the editors and authors have created an essential resource for those teaching environmental economics (and frankly one which teachers of general microeconomics could benefit from greatly). Replete with the sort of detail that never usually gets disseminated, this collection provides the nitty gritty of setting up an environmental economics course accompanied by a wealth of great suggestions for encouraging learning-by-doing, making this a volume which is exemplary in both its ambition and achievement.’ -- Ian J. Bateman, University of Exeter Business School, UKTable of ContentsContents: Preface John C. Bergstrom and John C. Whitehead 1 Reflections on the historical development of natural resource and environmental economics 1 John C. Bergstrom PART I PARADIGMS 2 Positive economics, economic efficiency, environmental economics and policy 22 Dave McEvoy 3 An applied welfare economics approach to teaching natural resource and environmental economics 44 John C. Bergstrom 4 An ecosystem services approach to natural resource and environmental economics 62 Robert J. Johnston 5 Incentives, institutions, and inequality: a pluralist approach to teaching environmental and natural resource economics 102 Kathleen Lawlor 6 Principles for teaching the principles of environmental and resource economics 130 Tim Haab PART II PEDAGOGY 7 Teaching environmental justice with data-driven projects 149 Amy Henderson 8 A small collection of pen-and-paper classroom experiments for teaching environmental economics classes 174 Stephan Kroll 9 Teaching environmental and natural resource economics with research projects 202 John C. Whitehead 10 Teaching natural resource economics using policy briefs: ethics in pedagogy and practice 228 Leah Mathews 11 Using technology to teach sustainability with applications to conservation biology and ecosystem service management 250 Shana M. McDermott 12 Teaching natural resource and environmental valuation techniques 268 Peter W. Schuhmann 13 Triangulated teaching: approaching environmental economics from multiple angles 284 David A. Anderson 14 Teaching the economics of environmental policy with applications to energy, air pollution and climate change 297 Jim Casey Index

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Book SynopsisJust how should we teach entrepreneurship? This important book provides many of the answers to this challenging question. In developing the first signature pedagogy for entrepreneurship education, Colin Jones unites the contexts of enterprise and education at the intersection of scholarship, transformational learning and student engagement. Good teaching for entrepreneurship is shown to emerge both from the educator and the students' interest. For the educator, a process of scholarly leading is required to support student interest - from the alternate perspective, students require a willingness to welcome uncertainty and challenge the existing boundaries to effectively develop a capacity for self-negotiated action. A key guide for all entrepreneurship lecturers and tutors, written for all teaching contexts, this book will challenge you to teach 'who you are', as well as what you know.Trade Review'Colin challenges the reader to critically reflect on their role as an entrepreneurship and enterprise educator which even the most experienced practitioner will find both provocative and inspiring. Through his meticulous dissection of what it means to operate as an enterprise educator, a new educational philosophy emerges with clearly defined roles for all involved and tools presented to equip the reader in their ongoing development. Colin makes an exciting contribution to this space and does so with great humility and unintimidating prose.' --Tom Williamson, Coventry University, UK'How to Teach Entrepreneurship is an outstanding book for entrepreneurship educators and a must read for new colleagues trying to get to grips with their first entrepreneurship classes. The book provides deep insights that help you know yourself as an educator and it enables you to design educational practice that is mindful of the different ways students learn.' --Luke Pittaway, Ohio University, US'In Colin's true to form pedagogy and heutagogy style, he introduces a novel approach to contemporary frameworks and practices in transformational enterprise and entrepreneurship education. I just love the ''sports'' associations, from players to scoring the game. This book provides significant self-reflection towards enhancing our teaching philosophies, from nascent to experienced educators. A must read, not only for us entrepreneurship educators, but all educators in the transformational, innovative and digital space.' --Alex Maritz, La Trobe Business School, AustraliaTable of ContentsContents: Foreword by Andy Penaluna Introduction PART I THE PLAYERS 1. Know yourself 2. Know your activity environment 3. Know your students PART II RULES OF THE GAME 4. Scholarship of teaching and learning 5. Contemporary frameworks 6. Seeing the rules PART III PLAYING THE GAME 7. Determine your purpose 8. Strategic choice 9. Effective practices PART IV SCORING THE GAME 10. Qualitative standards 11. Improving your game 12. Teach who you are Appendices References Index

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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 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 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 SynopsisArguing that traditional approaches to planning are insufficient to address the complexities of transforming cities and regions in contemporary society, this innovative book makes the case for training planners in new and creative ways as coordinators, enablers and facilitators.An international range of teaching case studies offer a wide and distinctive set of ideas for the future of planning education along with practical tips to assist in adapting pedagogical approaches to various institutional settings. Additionally, the book promotes a stimulating interdisciplinary dialogue with contributions by leading educational specialists that situate the new and emergent approaches in planning education within the context of urban and regional challenges and the broader framework of contemporary pedagogical debates.This original book will be a valuable resource for academic scholars in urban, regional and spatial planning, and all those concerned with the future of higher education in relevant subjects. Chapters provide food for thought on making responsible choices while training planning professionals to act in a socially responsible manner and to support communities to think, design and deliver change in qualified ways.Trade Review‘This is a well-written international engagement with pedagogical innovation and change in planning education. I agree with the authors that right now, spatial planning is crucial to planetary survival but that there are profound challenges to overcome. The book provides a range of case studies that will provide the planning educator, or any other reader, an opportunity to examine how context interfaces with pedagogical approaches, and ultimately to learn from them.’ -- -- Nancy Odendaal, University of Cape Town, South AfricaTable of ContentsContents: Foreword xv Daniel Galland 1 Introduction: transformational change in planning education pedagogy? 1 Andrea I. Frank and Artur da Rosa Pires PART I PEDAGOGICAL DEBATES 2 Education for 21st century urban and spatial planning: critical postmodern pedagogies 20 Terry Lamb and Goran Vodicka 3 Planning education and planning the university: a becoming-symbiosis 39 Ronald Barnett PART II TEACHING AND LEARNING IN, FOR AND WITH COMMUNITIES 4 Pedagogy built on working with communities: a first semester core course 57 Ayse Yonder, Mercedes Narciso and Juan Camilo Osorio 5 Planning with the community: engaged professional education in ethno-nationally contested city 74 Rachel Kallus 6 Challenges in education of participatory planning: collaborating with patients and physicians to plan mental health facilities 94 Elsa Vivant 7 Beyond the classroom: new skills through community– university outreach 108 Camila D’Ottaviano and João Farias Rovati 8 Collaborative and innovative participatory planning pedagogies: reflections from the Community Participation in Planning project 125 Gavan Rafferty, Grazia Concilio, José Carlos Mota, Fernando Nogueira, Emma Puerari and Louise O’Kane PART III DEVELOPING NEW CLASSROOM-BASED COMPETENCIES 9 Urban design studio as a critical learning space within the architecture curriculum: the evolving pedagogical approach to “PROJECTO 5” 142 Teresa Calix 10 Addressing the interplay of design-based disciplines and social sciences in urban development education 157 Lukas Gilliard, Nadia Alaily-Mattar and Alain Thierstein 11 Using theatre and performance for greater reflexivity in planning and design education 174 Marleen Buizer and Iulian Barba Lata 12 MIKROAKADEMIE: peer learning to enrich the curriculum and enhance participation and self-reflection 188 Andreas Brück and Angela Million PART IV FURTHER EDUCATION AND LIFE-LONG CAPACITY BUILDING 13 Online, but not isolated: addressing a key challenge of digital distance learning 204 Adam Sheppard 14 A problem-based and process-oriented curriculum in continuing education 221 Anita Grams 15 Professional training for social responsibility: fundamentals and practice of a residency programme in architecture and urbanism 236 Maria L. Refinetti Martins and Paula Custódio de Oliveira 16 A student workshop on tactical urbanism: one day to change the 100th year neighbourhood? 251 Duygu Cihanger Ribeiro 17 Conclusion: nurturing new learning landscapes and pedagogies 267 Artur da Rosa Pires and Andrea I. Frank Index 281

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Book SynopsisThere is often little guidance available on how to teach in universities, despite there being increasing pressure to raise teaching standards, as well as no official requirement for academics to have any specific teaching qualification in many countries. This invaluable book comprehensively addresses this issue, providing an overview of teaching in a business school that covers all stages of student learning. This book demonstrates various ways to engage students and offers techniques to enhance teaching practice, focusing on particular challenges such as large group teaching, increasing attendance and engagement, and successful professional development. All the contributors have current experience of teaching in a business school, allowing them to offer honest, personal assessments of what is effective in practice. Chapters address specific topics such as technology enhanced learning, while useful 'thoughts' provide creative and innovative suggestions on improving participation and outcomes. Learning and Teaching in Higher Education will be an important resource for those teaching in a business school setting, as well as having significant value to anyone teaching in higher education more generally.Trade Review'This is an intensely practical and practice-inspired book aimed at the new, and not so new, HE instructor. Illustrations, thoughts, reflections and tips for the practitioner are generously provided throughout. Old and new tools and techniques, from storytelling to the virtual classroom, are brought to life; challenging and encouraging the reader to broaden their practice.' --Ann Davis, University of Sydney, Australia'This conversational collection offers an array of practical tips, personal anecdotes and examples for teaching in business and management contexts. Lecturers who are new to teaching will no doubt find it very useful to get started, while more experienced colleagues may want to dip into it for fresh ideas.' --Alison James, University of Winchester, UK'This is an essential resource for anyone teaching and supporting learning in a business school. The variety and richness of practical approaches, pedagogic reflections and initiatives presented in the context of business and management education is simply outstanding. Well done for this must-read collection of inspirational ideas and tried and tested approaches that will inspire us all to get more creative in the business classroom.' --Sally Everett, King's College London, UKTable of ContentsContents: Preface Foreword Introduction 1. Theorising about learning and knowing Keith Schofield Engaging Students 2. How to engage students Alison Lindon and Michael Butler 3. Icebreakers for business school students Ilias Basioudis Thought 1 Alison Lindon and Michael Butler 4. Trumping Truancy: Maintaining student attendance and engagement Gayatri Patel Thought 2 Kathy Daniels 5. Helping our students to think critically Elaine Clarke Thought 3 Daniel Cash 6. How to introduce and integrate creativity Bimal Arora 7. How to invigorate group presentations Matthew Olczak Thought 4 Gayatri Patel 8. Bridging the Gap: Writing in Higher Education Daniel Cash Enhancing Teaching Practice 9. Getting the most out of large group teaching Caroline Elliott and Jon Guest 10. Storytelling as a technique for teaching Sudeshna Bhattacharya Thought 5 Geetha Ravishankar 11. Experiential learning: Use of business simulations Clive Kerridge Thought 6 Kris Lines 12. How to do a confident presentation Chris Jones Thought 7 Caroline Elliott and Jon Guest 13. Making teaching relevant for the business student Kathy Daniels 14. Problem based learning Chris Owen Thought 8 Alison McPherson 15. Teaching students struggling because English is not their first language Pieter Koornhof 16. How to teach students from a range of different countries Uche Ogwude Thought 9 Matthew Olczak 17. Teaching small groups Alison McPherson Technology Enhanced Learning 18. Technology enhanced learning activities and student participation Bahar Kazmi and Umair Riaz Thought 10 Elaine Clarke 19. Cultivating students’ digital literacy Soumyadeb Chowdhury, Oscar Rodríguez-Espindola, Ahmad Beltagui and Pavel Albores-Barajas Thought 11 Uche Ogwude 20. Designing and teaching an online module Jon Taylor, Richard Terry and Matt Davies Thought 12 Soumyadeb Chowdhury, Oscar Rodríguez-Espindola, Ahmad Beltagui and Pavel Albores-Barajas 21. Successful teaching in virtual classrooms Richard Terry, Jon Taylor and Matt Davies Thought 13 Soumyadeb Chowdhury, Oscar Rodríguez-Espindola, Ahmad Beltagui and Pavel Albores-Barajas 22. Managing online learning Nicholas Theodorakopoulos, Teaching Content 23. The use of short in-class games Jon Guest, Maria Kozlovskaya and Matthew Olczak 24. Teaching maths to non-mathematical standards Geetha Ravishankar Thought 14 Pieter Koornhof 25. How to embed CSR in teaching Muhammed Al Mahameed and Umair Riaz 26. Teaching Law to business students Adam Shaw-Mellors and Pieter Koornhof Thought 15 Adam Shaw-Mellors 27. Practitioner module partnership and sponsorship Keith Glanfield Assessment 28. Demystifying the assessment criteria Gayatri Patel Thought 16 Bimal Arora 29. Using posters in academic assessments Kris Lines 30. Writing effective multiple choice questions Simon Finley Thought 17 Kathy Daniels 31. Peer assessment Elaine Clarke 32. Providing effective feedback Jon Guest Index

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Book Synopsis'As the author of a new book, Professionalizing Leadership, in which I take on the leadership industry, specifically the often careless and casual way in which we profess to teach how to lead, it gives me particular pleasure to highly recommend Teaching Leadership by Perruci and Hall. Though it's possible to take issue with some specifics, to anyone with any interest in leadership as pedagogical practice, especially but not exclusively at the undergraduate level, I say this book is not to be missed.'- Barbara Kellerman, Harvard University, US and author of, among others, The End of Leadership, Followership, and Bad Leadership'This book is a must read for educators and students who want to master the fine art of developing leaders and becoming leaders.'- Prasad Kaipa, Kaipa Group, US'Teaching Leadership takes the reader from leadership traits to leadership transformation, and models the pedagogy it professes. Those of us who bridge theory and practice on a daily basis will find the historical, theoretical, and philosophical context in which leadership education, training and development are defined an invaluable prism through which we better understand the why, what and how of leadership. While this book comes close to being the canon we incessantly seek, the authors intentionally avoid this. Instead, they present an integrated complexity of information with glorious clarity. The coalescence of scientific knowledge, philosophical grounding, intentionality, reflection, preparation, thoroughness, program design and evaluation on which Teaching Leadership is based, is a benchmark for best practice in teaching and forming leadership.'- Katherine Tyler Scott, Ki ThoughtBridge LLC, USCan we really teach leadership? Yes, we can, and this book provides innovative ways of doing so. It is designed to help educators contribute to their learners? leadership development by expanding and enhancing their knowledge and competencies through a study of theory, practice and experiential learning. We need effective leaders at all levels of society. The more educators do to prepare leaders to make a positive difference, the better off the world will be. Educators can adjust, adopt, and adapt concrete examples provided in this book to fit their own organizations? needs. The authors explore time-tested efforts at linking leadership theory and practice in ways that promote meaningful leadership development for our learners. Starting from ''?why?'' and ''?what?'' about leadership, the book progresses to ''?how?'' to organize teaching leadership. It emphasizes lessons learned as a result of decades of experience in the design, implementation, and evaluation of nationally recognized leadership programs. Each chapter includes reflection questions that allow educators to consider how the content is relevant or can be applied to their own institutional context.Teaching Leadership is written for educators and practitioners in undergraduate and graduate-level leadership programs, in professional schools, in technical institutes, and in government institutions, as well as for those working in for-profit and not-for-profit organizations.Trade Review'Perruci and Hall affirm and delve deeper into the question, ''Can leadership be taught?'' by providing an understanding of leadership concepts conjoined with the ''why'' it is important to teach leadership and a framework for the ''how'' to go about it. In its wealth of examples, insights and suggestions every reader will find ideas of genuine value. Teaching Leadership is readily accessible, but solidly grounded in the rigor of theory and the relevance of practice.' --Cynthia Cherrey, International Leadership Association'Perruci and Hall have produced an essential guidebook for faculty members who are involved in leadership education. Drawing on decades of experience educating leaders, they approach teaching leadership from an interdisciplinary perspective, one that balances curricular and co-curricular methodologies, and provides the knowledge and tools necessary for a full and dynamic program of leadership education.' --Ronald E. Riggio, Claremont McKenna College, US'Teaching Leadership is a great resource for academics interested in making positional and informal leaders more effective in dealing with wicked problems in the complex and challenging world we live in. Grounded in leadership for now, this book takes in centuries of human reflection on what constitutes a good leader and breaks it down in teachable steps to ensure all have access to tools to create great positive impact for a better world. Teaching leadership ensures there are no excuses to justify the ineptitude of our leaders in action!' --Eliane Ubalijoro, McGill University, Canada and C.L.E.A.R. International Development incTable of ContentsContents: Foreword: Facilitating Student Learning by Susan R. Komives Introduction PART I TEACHING ABOUT LEADERSHIP 1. Teaching Leadership 2. The Interdisciplinary Nature of Leadership Education 3. Developing a Leadership Curriculum 4. The ‘Smart’ Classroom PART II BUILDING LEADERSHIP CAPACITY AND COMPETENCY 5. The Learning Environment 6. Program Conceptualization and Development 7. Planning Effective Sessions: Strategies, Tools, and Logistics 8. Program Assessment and Evaluation PART III GROWING AS A LEADER 9. Leadership Development 10. Supporting Personal and Professional Growth 11. Leadership Programming for Personal Growth 12. Concluding Thoughts on Teaching Leadership 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 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 SynopsisRole-play simulations are a popular method for active learning in business education. Instructors in a variety of business disciplines use role-plays to facilitate student engagement and promote more dynamic class environments. In this book, the authors provide instructors of all experience levels with frameworks for understanding role-play simulations and implementing them in their classes. Professors Bolinger and Stanton have taught role-plays in the classroom and online for over 30 years combined. In Role-Play Simulations the authors describe the history and theories underlying the use and articulate the chief benefits of the method. They explain when and why role-play simulations are useful in business education classes and discuss a variety of considerations for implementing them, from advance preparation to post-activity debriefing. The book walks the reader through specific examples of different length simulations and their resource requirements. Included with their insights is an annotated bibliography with additional resources and examples of published role-play simulations across a variety of business disciplines. Whether new or experienced in using active learning methods and role-play simulations in the business classroom, instructors will benefit greatly from the wealth of information provided. The information and advice provided will also benefit corporate trainers, executives, or other practitioners who would like to learn more about the use of role-play simulations as a teaching tool.Trade Review'Role plays properly done are one of THE most powerful educational tools instructors can employ - at all levels. Bolinger and Stanton present a thorough, detailed, rigorous analysis of the technique including origins, types, challenges, applications and pitfalls. Every instructor should master this technique - and this book will help enormously.' --James G. Clawson, University of Virginia, USTable of ContentsContents: Introduction to Role-Play Simulations 1. Conceptual/Theoretical Frame 2. Considerations for Implementing Role-Plays 3. How to Select and Design Role-Play Simulations 4. Annotated Bibliography References Index

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Book SynopsisRole-play simulations are a popular method for active learning in business education. Instructors in a variety of business disciplines use role-plays to facilitate student engagement and promote more dynamic class environments. In this book, the authors provide instructors of all experience levels with frameworks for understanding role-play simulations and implementing them in their classes. Professors Bolinger and Stanton have taught role-plays in the classroom and online for over 30 years combined. In Role-Play Simulations the authors describe the history and theories underlying the use and articulate the chief benefits of the method. They explain when and why role-play simulations are useful in business education classes and discuss a variety of considerations for implementing them, from advance preparation to post-activity debriefing. The book walks the reader through specific examples of different length simulations and their resource requirements. Included with their insights is an annotated bibliography with additional resources and examples of published role-play simulations across a variety of business disciplines. Whether new or experienced in using active learning methods and role-play simulations in the business classroom, instructors will benefit greatly from the wealth of information provided. The information and advice provided will also benefit corporate trainers, executives, or other practitioners who would like to learn more about the use of role-play simulations as a teaching tool.Trade Review'Role plays properly done are one of THE most powerful educational tools instructors can employ - at all levels. Bolinger and Stanton present a thorough, detailed, rigorous analysis of the technique including origins, types, challenges, applications and pitfalls. Every instructor should master this technique - and this book will help enormously.' --James G. Clawson, University of Virginia, USTable of ContentsContents: Introduction to Role-Play Simulations 1. Conceptual/Theoretical Frame 2. Considerations for Implementing Role-Plays 3. How to Select and Design Role-Play Simulations 4. Annotated Bibliography References 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 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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