SUMMARY The development of organization science is not without concern when it comes to the richness, rigor and relevance of the knowledge production of the discipline. The inner critics of this discipline make frequent calls for better theory, better methods and higher usefulness of the research. This paper suggests that the key to improvement can be found in a more intensive and systematic re...

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

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

The traditional approach of teaching Databases requires a great effort on the initial aspects of modeling and design that can negatively affect student’s motivation. This consideration led us to propose a method able to motivate students. The paper presents an innovative method of teaching a Database course, as well as the results of its experience in an Italian high school. This method is base...

We present experimental evidence suggesting that observational learning (i.e., learning-by-notdoing but by observing) may outperform learning-by-doing.  2002 Elsevier Science (USA). All rights reserved. JEL classification: C91; D83