In the teaching of business subjects, we want our students to apply the concepts and theories studied to analyse real-world scenarios and policy issues. One common way to do this is to ask the students to work in small groups to prepare and then deliver an oral presentation on an assigned case. I have used this approach extensively when teaching competition (antitrust) policy to final year economics undergraduates. Although this approach worked well, this chapter describes how I was able to invigorate the group presentations by recasting them into a debate format. This change transformed the student learning experience and made the material more fun to teach. It is evident how much more engaged the students have become and it has led to significant improvements in the quality of the presentations.
Jon Guest, Maria Kozlovskaya and Matthew Olczak
With both the quantity and quality of support material now available, it has never been easier to use simple, short in-class games in your teaching. These are a fun and effective way of creating an environment that encourages active learning. We begin the chapter by discussing the potential benefits from introducing such games and address a number of issues that might potentially deter tutors from using them. We then compare the strengths and weaknesses of paper-based vs online versions and provide several examples of games that can be played using either method. Finally, we summarise research evidence that suggests using games can have a positive impact on student learning.