The Economic Implications of Learning by Doing

1971 ◽  
pp. 131-149 ◽  
Author(s):  
K. J. Arrow
Energies ◽  
2020 ◽  
Vol 13 (19) ◽  
pp. 5236 ◽  
Author(s):  
Kostas Fragkiadakis ◽  
Panagiotis Fragkos ◽  
Leonidas Paroussos

Research and Innovation (R&I) are a key part of the EU strategy towards stronger growth and the creation of more and better jobs while respecting social and climate objectives. In the last decades, improvements in costs and performance of low-carbon technologies triggered by R&I expenditures and learning-by-doing effects have increased their competitiveness compared to fossil fuel options. So, in the context of ambitious climate policies as described in the EU Green Deal, increased R&I expenditures can increase productivity and boost EU economic growth and competitiveness, especially in countries with large innovation and low-carbon manufacturing base. The analysis captures the different nature of public and private R&I, with the latter having more positive economic implications and higher efficiency as it is closer to industrial activities. Public R&D commonly focuses on immature highly uncertain technologies, which are also needed to achieve the climate neutrality target of the EU. The model-based assessment shows that a policy portfolio using part of carbon revenues for public and private R&D and development of the required skills can effectively alleviate decarbonisation costs, while promoting high value-added products and exports (e.g., low-carbon technologies), creating more high-quality jobs and contributing to climate change mitigation.


2001 ◽  
Vol 56 (11) ◽  
pp. 964-973 ◽  
Author(s):  
Alan M. Lesgold

PsycCRITIQUES ◽  
2008 ◽  
Vol 53 (10) ◽  
Author(s):  
Joseph A. Durlak ◽  
Christine I. Celio
Keyword(s):  

Author(s):  
Eleonora FIORE ◽  
Giuliano SANSONE ◽  
Chiara Lorenza REMONDINO ◽  
Paolo Marco TAMBORRINI

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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