State aid and the learning‐by‐doing effect on product pricing

The article is devoted to the analysis of the draft law "On Protection of Competition", which must substitute the laws "On Competition and Limitation of Monopolistic Activity on Commodity Markets" and "On Protection of Competition on the Financial Services Market". The innovations enhancing the quality of Russian competition law and new norms providing at least ambiguous effects on antimonopoly regulation are considered. The first group of positive measures includes unification of competition norms for commodity and financial markets, changes of criteria and the scale of control of economic concentrations, specification of conditions, where norms are applied "per se" and according to the "rule of reason", introduction of rules that can prevent the restriction of competition by the executive power. The interpretation of the "collective dominance" concept and certain rules devoted to antimonopoly control of state aid are in the second group of questionable steps.

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Contamination Lab of Turin (CLabTo)

Conference Proceedings of the Academy for Design Innovation Management ◽

10.33114/adim.2019.02.359 ◽

2019 ◽

Vol 2 (1) ◽

Author(s):

Eleonora FIORE ◽

Giuliano SANSONE ◽

Chiara Lorenza REMONDINO ◽

Paolo Marco TAMBORRINI

Keyword(s):

University Students ◽

Single Case ◽

Real Life ◽

Learning By Doing ◽

Assessment Data ◽

Entrepreneurial Skills ◽

Fields Of Study ◽

Education Levels ◽

Positive Effect

Interest in offering Entrepreneurship Education (EE) to all kinds of university students is increasing. Therefore, universities are increasing the number of entrepreneurship courses intended for students from different fields of study and with different education levels. Through a single case study of the Contamination Lab of Turin (CLabTo), we suggest how EE may be taught to all kinds of university students. We have combined design methods with EE to create a practical-oriented entrepreneurship course which allows students to work in transdisciplinary teams through a learning-by-doing approach on real-life projects. Professors from different departments have been included to create a multidisciplinary environment. We have drawn on programme assessment data, including pre- and post-surveys. Overall, we have found a positive effect of the programme on the students’ entrepreneurial skills. However, when the data was broken down according to the students’ fields of study and education levels, mixed results emerged.

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