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In this chapter, we explicate two related techniques that help quantify the sensitivity of a given causal inference to potential omitted variables and/or other sources of unexplained heterogeneity. In particular, we describe the Impact Threshold of a Confounding Variable (ITCV) and the Robustness of Inference to Replacement (RIR). The ITCV describes the minimum correlation necessary between an omitted variable and the focal parameters of a study to have created a spurious or invalid statistical inference. The RIR is a technique that quantifies the percentage of observations with nonzero effects in a sample that would need to be replaced with zero effects in order to overturn a given causal inference at any desired threshold. The RIR also measures the percentage of a given parameter estimate that would need to be biased in order to overturn an inference. Each of these procedures is critical to help establish causal inference, perhaps especially for research urgently studying the COVID-19 pandemic when scholars are not afforded the luxury of extended time periods to determine precise magnitudes of relationships between variables. Over the course of this chapter, we define each technique, illustrate how they are applied in the context of seminal strategic management research, offer guidelines for interpreting corresponding results, and delineate further considerations.

The purpose of this paper is twofold. First, the authors elaborate on why American businesses are often willing to advocate and deploy corporate political resources for or against specific governmental policies, but largely reluctant to engage in more general political process reform. Second, the authors introduce a set of ideas encouraging a business-driven political process reform in the USA, which the authors refer to as Corporate Political Responsibility (CPR).

This paper reviews existing literature on why firms generally avoid advocating for political process reform to identify several firm-level impediments to such action. As an outcome of that review, a CPR governance concept – a derivative from the corporate responsibility literature – is proposed and unpacked as a proposition that if adopted by firms would encourage and support business-driven process reform advocacy.

The primary findings are that American firms lack a rationale justifying business political activity into the political process arena; a willingness to assume a high level of political risk associated with political process intervention; and an executable corporate mechanism for doing so.

A second stage build out of the paper would involve at a minimum multiple research interviews with corporate executives and trade association officials to test the viability of the CPR proposal as to whether or not the proposed governance statement would liberate firms to advocate political process reform. This paper sets the predicate for additional research.

This paper may well be the first to identify the concept of CPR as a key corporate governance proposition. It is also likely the first to conceptualize CPR as more than a theoretical rendering – it is executable. Corporations can put CPR into practice through a firm’s Board of Directors endorsing a governance statement – Corporate Political Responsibility Protocol (CPR/P) – that transforms the CPR concept into a sanctioned firm activity, giving executives significant latitude to spend corporate resources advocating political process change. This paper suggests a variety of reform possibilities – electoral, campaign finance and legislative – that could benefit from business reform advocacy.

This chapter outlines potential steps to take in designing active learning experiences based on several theories underlying the learning process. The chapter examines theories of learning and instruction including information processing, schema acquisition, and cognitive load theory. Next follows an explanation of how these theories support problem-centered learning as well as a rationale for the need to help learners develop domain-general, flexible problem-solving skills that will transfer to future needs and contexts. The second half of the chapter focuses on designing active learning experiences based on the selection of real-world problems as the foundation for learning, activating prior knowledge, demonstration of the process or concept, multiple opportunities for practice with relevant scaffolding, and the chance to integrate that knowledge into the learners’ own context based on M. D. Merrill’s (2002) First Principles of Instruction. Examples of assessments, strategies, and activities to foster active, problem-centered learning drawn from the literature are also provided.

Public organizations have interacted with citizens through increasingly sophisticated internet-enabled technology. Participatory platforms emerged from Web 2.0 technologies in the mid-2000s as a governance mechanism to engage citizens in the process of effecting social change. Although the potential of platforms is recognized, its successful implementation has faced challenges. To begin to get a handle on how to best design and manage participatory platforms, we conducted an exploratory participatory action research study grounded in two events – The Policy Challenge and NSF Workshop on Participatory Platforms with a Public Intent. Both events communed practitioners, scholars, and citizen participants with diverse experience and expertise conducting and researching platforms. The insights expressed through the events and follow-up interviews and online survey informed our development of a participatory platform lifecycle and design framework to assist designing successful participatory platforms.